Archive for October, 2009

Play Is Learning

Wednesday, October 28th, 2009

PLAY IS LEARNING

Have you ever caught a glimpse of your child playing and pretending to be you, or someone you know?  Dramatic play and socio-dramatic play are important components of children’s cognitive and social development. 

By acting out real or fictional situations through dramatic play (pretend play); children are working through their feelings and their understanding of the world. Dramatic play lets them process their perception of events and/or roles.  For instance, if a child is playing house as the “mommy” – she is expressing her view of what “mommy” is and how she views the role. She is practicing how “mommy” would or could react to different situations. This play doesn’t necessarily represent her reality of the role, but rather her interpretation of “mommy” in this particular situation at this place and this time. 

Socio-dramatic play (dramatic play with social interaction) lets children practice social rules. When playing alone there is no etiquette to follow, however when another child or adult is involved each party has to follow certain rules. Children playing “brother and sister” with children who are not their siblings, allows for experimenting with different interactions and testing how others will react.           

Your child’s preschool should encourage both dramatic and socio-dramatic play. In fact a play-rich learning environment is essential. Classrooms should include “dress-up” areas to support children’s creativity and imagination. Teachers generally fill these areas with real-life props relevant to curriculum topics. 

Interested in an example of how this all works?  Let’s say the curriculum topic is numbers. Your child’s teacher might add telephones, calculators or cash registers to the dramatic play center because these props provide exposure to using numbers in realistic situations. Your child is learning to memorize his telephone numbers and this skill can be applied in the dramatic play center by teachers encouraging children to “call” each other; or when learning about money, your child may play “store” and take turns playing the roles of customer and shopkeeper with her friends.

 Play is a child’s work – they are practicing.  This practice is without judgment – they can rehearse roles, feelings and ideas in a completely uninhibited environment.

To learn more about The Goddard School click ‘here’.

Transitions

Wednesday, October 21st, 2009

Transitions

by Kyle D. Pruett, M.D

 

For all their enormous passion to explore, invent and challenge the world order, children are basically a pretty conservative crowd. They love their creature comforts: dog-eared books, macaroni, and juice. This is why life’s transitions are more an annoyance than a welcome change to children. For many toddlers, moving furniture around in their room is all it takes to alter their sleep for a few weeks.  And their move from crib to bed takes coordination and patience worthy of a corporate merger. Some of life’s inevitable transitions include moving and travel: 

Moving

A move is an adult-imposed and radical change in a child’s world order and they rarely embrace it. Kids lose familiarity, meaningful stuff and places, and competence in doing the familiar in the usual places with ease and predictability. 

  • Prepare far ahead, and have a goodbye party.
  • Accept grumpy resistance and regression – it’s not their idea, they’re entitled to complain.
  • Keep familiar treasures with you and move their room in first.
  • Stay in touch with your old neighborhood if your child is old enough to have established connections.  

Travel

Travel is more necessary than ever for job security. Prepare to hate it – just about everyone does, including the kids. How many of us have learned to deal with a cold shoulder (temporarily) upon our safe return? 

  • Answer the ‘why’ you have to go as simply as possible and don’t minimize the time away to ‘ease’ your absence. It strains trust all around.
  • Mark the days on a calendar for preschoolers and show them your destination on a map.
  • Do NOT sneak out – it robs children the chance to cope or cry with your help.
  • Make a ritual of phone calls, even when children have little to say. Remember: you left them and it is your responsibility to hold the relationship together. 

Try your best not to travel around special family events such as holidays, birthdays and important school events.  And when you return home, be home – stay off the phone or computer, and get down on the floor with your kids and stay there till they get up and leave you. They will eventually understand why you travel. But for now, it’s up to you to prove that you’ll always come home. 

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.

TIPS FOR A SAFE AND HAPPY HALLOWEEN

Monday, October 19th, 2009

Tips for a safe and happy Halloween

Halloween is a happy, fun-filled holiday for families and provides inspiration for children to express creativity and manners!  Parents balance this enthusiastic learning opportunity, however, by providing safe and dependable environments – both at home and “on the trick-or-treat road.” 

Pumpkin Decorating

Encourage your children to participate in pumpkin decorating activities.

  • A child-friendly and safe alternative to pumpkin carving is to provide children with markers or paint to decorate their pumpkins.
  • Use child-drawn outlines to carve the family pumpkins.  This is a ‘parent-only’ activity and should be conducted on a flat, stable surface.
  • Children can help remove the pumpkin insides using their hands or scoops. Clean up the messes as you go – slimy pumpkin insides can cause slipping hazards.
  • Use small, battery-operated lights designed for carved pumpkins in lieu of candles.  
  • Families who choose to illuminate their pumpkins with candles should use votives or tea-light candles. 
  • Candlelit pumpkins should never be left unattended and should be placed on sturdy surfaces, away from flammable objects.  

Costumes

Children should let their imaginations go – this is the ultimate creative activity!  Resist ‘buying’ a boxed costume for your children (and don’t be afraid that you’ll have to roll out grandma’s sewing machine). In order to make costumes safe, consider the following:

  • Costumes, masks, beards, wigs and other accessories should be flame resistant.
    • Masks may obstruct vision and could restrict breathing. Consider applying face paint or cosmetics instead.
    • Ensure masks fit securely and have eyeholes large enough to allow full vision.
    • Avoid hats that could slide over children’s eyes.
    • Knives, swords or similar costume accessories should not be sharp or rigid; rather they should be made of soft, flexible materials.
  • Avoid loose, baggy or long costumes to prevent tripping.
  • Children should wear sturdy, fitted footwear – oversized shoes and mother’s high heels are not ideal for safe walking.
  • Trim costumes and trick-or-treat bags with reflective tape to make them visible to motorists.  

Treats!

Before the ‘treats,’ plan an easy and filling dinner.  Pasta with veggies or macaroni and cheese with a salad will fill tummies before the evening takes off. 

 You’ll remember this one, “Do not eat any candy until you bring it home and we have thoroughly inspected it.”  Times haven’t changed much – same credo for your children! 

  • All treats should be carefully examined by adults for evidence of tampering. Any spoiled, unwrapped or suspicious items should be discarded.  

Interested in making the evening more memorable and less scrutinized for the children in your neighborhood?  Be a role model:

  • Avoid distributing treats considered choking hazards (e.g., gum, peanuts, hard candies and small toys).
  • Non-food giveaways such as coloring books, notepads, stickers, crayons and toothbrushes are all good ‘candy’ alternatives.  

Trick-or-Treating

Trick-or-Treating is a two-way street.  Neighbors are responsible for each others’ children and parents are responsible for their own children. 

Your Children’s Safety:

  • Young children should always be accompanied by parents or other responsible adults.
  • All children and escorts should carry flashlights with fresh batteries.
  • Only homes with outside lights ‘on’ should be visited.
  • If you allow older children to go trick-or-treating with a group of friends, discuss safety precautions and agree upon a specific time when they should return home.
  • Remind children to stay on sidewalks and not to cross through yards or between parked cars, to only approach well-lit homes and to never enter a home or car for a treat. 

Your Neighborhood’s Safety:

  • Prepare your home to receive trick-or-treaters.  Clear your lawn, sidewalk, steps and porch of obstacles or potential tripping hazards.
  • Sweep wet leaves away from stairs and walkways to prevent slipping.
  • Candlelit pumpkins should be kept away from areas where costumes could brush against flames.
  • Pets should be restrained to keep children from being jumped upon or bitten.  

After-Party

Host a post-‘treating’ event at your home.  Invite neighbors (parents and children) and serve hot chocolate and dessert.  This is a wonderful opportunity to socialize and build memories! 

Additional Resources: The American Academy of Pediatrics (www.aap.org), National Safety Council (www.nsc.org) and U.S. Consumer Product Safety Commission (www.cpsc.gov).

To learn more about The Goddard School, click here.

Fall Leaves

Friday, October 16th, 2009

Fall Leaves

 

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

Materials:

Contact paper (clear)

Colored tissue paper

Permanent marker

Double-sided tape

Scissors

Ruler 

*Children should have adult supervision throughout this activity. 

How To:

  1. Cut two pieces of contact paper into 5” X 5” squares.
  2. Place double-sided tape on the dull side of one square and secure the square to a table or flat surface.
  3. Peel off the contact paper backing so the sticky side faces up.
  4. Cut or tear small pieces of different colored tissue paper and place them on the sticky side of the contact paper square until completely covered.
  5. Place the second square on top of the first square (sticky side down) so the tissue paper is sealed between the two contact paper squares.
  6. Trace a leaf shape onto the contact paper squares.
  7. Cut out the shape to make a colorful fall leaf.
  8. Use tape to adhere the leaf to a window where the sun will shine through it!

To learn more about The Goddard School, click here.

Play and Learning

Wednesday, October 14th, 2009

Play and Learning

Excerpt from Me, Myself and I, by Kyle D. Pruett, M.D.

 

For most parents, children’s play is just that and no more – diversion or entertainment.  Kids do seem to like it after all, and their pleasure in devoting hours to play, make-believe, and following their imaginations is usually obvious. 

But to think that play matters only in so far as it brings pleasure is to miss the forest through the trees.  Play is ultimately about learning.  And all play is educational play.  One of the interesting findings in a recent poll conducted by Zero to Three, National Center for Infants, Toddlers and Families, is that many parents don’t fully appreciate the connection between play and cognition.  According to the poll, parents of young children significantly underestimate the power that play has in enriching a child’s learning competence.  Furthermore, they thought their role as play partner was much less important than it was a learning partner.  Not true. 

The reason that children love to play is precisely because it does mean something.  They come to it very naturally from the beginning months of their life.  In fact, a vast amount of a child’s total learning comes through play, both alone and with you.  What are some of the things children learn through play? 

  • Children learn what is soft and hard, cold and warm, scratchy or smooth, as they touch and manipulate everything within reach.
  • Children learn what is heavy and light, as they heft and fling things about their world.
  • Children learn what is sour and sweet, as they mouth, suck, and drool their way through everyday life.
  • Children learn what is quiet and loud, pleasing and raucous, as they scream and coo, or rub and smash.
  • Children learn what works and doesn’t work, as they pull and push, fit, stack, and destroy. 

One of the most important things they learn through all this tireless trial and error is how to connect events, feelings, events, thoughts, and learning together into experience and to file it away in their brains under certain symbols.  This all starts to happen well before they have command of spoken language.  Simply stated, through play, children learn to symbolize their experience. 

The enrichment of learning by play, and vice versa, also holds for the quality of the child’s relationships.  Research tells us that kids who are securely attached to their caregivers are better players and hence, by our reasoning, better learners.  Children who have received consistent high-quality care, both emotionally and physically, who are talked to and listened to, and who have observed those around them involved in respectful interpersonal relationships carry their security – their self-confidence and feelings of self-worth – into play with others. 

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.

Grandparents

Monday, October 12th, 2009

Grandparents

by Kyle D. Pruett, M.D

 

Love and time…need we say more?  How about wise historian, mentor, confidant, elder, counselor, spiritual guide, financier, playmate or parental antidote?  These are all roles that grandparents play in the lives of their grandchildren.  And grandparents are a growing force!  The number and percentage of the population that grandparents account for has grown dramatically in the last 15 years – from 58 million to 78 million. 

Here are a few ways that you can help foster a healthy relationship between your parents and your children: 

  • When planning a visit, talk about how you can help and what you should bring to help things go smoothly.  Discuss recent routines and help your parents childproof their house – more to keep your child safe than to protect the crystal. This communication
    provokes less defensiveness in grandparents, and helps them be a part of the solution from the start.
  • Relax some rules, but don’t compromise your core values. For instance, sweets seem to be a generational prerogative, but television monitoring should continue according to your child’s habits and your beliefs.
  • Children and grandparents are so close because they share something in common – you!  They can share stories, secrets, etc. that allow children the experience of close relationships with a loving family member who is not wholly responsible for their future happiness, homework or well being.
  • Spoiling is not a helpful approach to grandparenting and most of them know it.  Positive expectant attention is best.  Interestingly, today’s grandparents are so busy, I think this is less of a problem these days.
  • Enjoy the relationship your children are developing with your parents.   

When misunderstandings or problems occur (and they are bound to), it’s better to figure out a way to talk about them than to avoid each other. That is too steep a price for your children. We all want this relationship to work because the benefits are forever. 

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.

Outdoor Activities & Park Play with Your Children
 

A day at the park may seem like ‘just another day,’ but learning and bonding experiences flourish at the park!

 

Pack for Safety

Drinking water, sunscreen, hat, water to wash as well as wipes for hands, sneakers or other closed-toed shoes, a change of clothes or a towel for the seat, small first aid kit for those little scrapes and a small trash bag to keep the earth litter-free are all important.

 

Expect to Get Dirty

Going outside is about the freedom to explore and the only way to explore is to touch it, and yes, it is dirty – it’s outside! Dirty does not mean ‘germy’. Roll in the grass, stomp in the mud, touch the frog and splash in the puddles.

 

Infant to Six Months

  • Pack for safety: A blanket to crawl on and a sturdy pair of pants for crawling on rough surfaces. Be prepared to change diapers on the go.
  • Be prepared to climb and crawl yourself. This is the best way for you to ensure your child’s safety. Watch for items going into your child’s mouth.
  • Hydration: the outside air and activity increases the amount of fluids you both need to consume. And while you’re packing the water, pack a snack.
  • Point, name and describe: As your child explores, point out the details; name objects and talk about your experience.

 

First Steps (12 to 18 months)

  • Pack for safety: Bring a blanket and a sturdy pair of pants for crawling on rough surfaces. This is not the place for skirts or dresses.
  • Plan for breaks and pack snacks, water and a few books.
  • Dig and touch: Collect items to further explore when you get home.
  • Walk the trail with your little one on a riding toy. Don’t forget the helmet.
  • Park Play Etiquette: If your little one finds a playmate, ask the other parent if both of you may join in the play. Your child will learn to ask for your approval before playing with strangers and the parent of the other child will appreciate this overture.

 

Toddler and Get Set (18 to 36 months)

  • Plot the potty path!
  • Bring balls to throw and kick or bean bags and a bucket.
  • Move beyond the park and walk a trail or explore a nursery. Go to the stream, lake or pond and skip rocks. Turn the rocks over to find creepy, crawly things.
  • No breaks required – but pause for a moment to re-hydrate.
  • Look through binoculars – even two toilet paper tubes offer a new view of the world.
  • Tent it! A pop up tent is an instant playhouse.
  • Take an umbrella and put on your galoshes – take a walk in the light rain.

 

Preschool to Pre-K (36 months +)

  • Lie down and look up: Children like to see the world from a different perspective.
  • Picnic: Let your child be a part of packing the necessities and preparing the sandwiches.
  • Play “I Spy” or “I Hear.”
  • Read or draw under the trees.
  • Bring a magnifying cup for bugs and objects to view. Research your bugs and objects when you return home to learn more about each. 

Go outside all year long – visit http://www.scdconline.org/PDF_files/weatherwatch.pdf to know what is considered safe outdoor weather for children. 

To learn more about The Goddard School click here.

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

Wednesday, October 7th, 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 click here.

Mom and Dad are Different

Tuesday, October 6th, 2009

Mom and Dad are Different

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. 

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.

To learn more about The Goddard School click here.

Sleeping

Monday, October 5th, 2009

Sleep

by Kyle D. Pruett, M.D.

 

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:
    • Bath Time
    • Goodnights
    • Tuck and Talk Bedtime Story
    • Lullabye (yours are best)
    • Goodnights

 

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. 

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