Posts Tagged ‘Saving Money’

How Does Your Garden Grow?

Friday, May 6th, 2011

A great way to start the gardening experience is to help children see what happens when a seed is given the proper amount of light and water. Using beans and a few simple supplies, they can watch as the beans sprout roots and grow, grow, grow! 

Supplies needed:

Bean seeds (any type will work)

Paper towels

Clear container (jar, cup or plastic bag)

Spray bottle filled with water

Fold a paper towel and place inside the clear container.

  1. Moisten the paper towel until just damp with water. 
  2. Place a few beans on the paper towel and mist lightly with water.
  3. Place the container in a sunny location.
  4. Mist lightly with water each day and watch the roots grow!

As an added activity, have your little one keep a “seed sprout journal” in which they draw pictures of their sprout as it grows. On top of experiencing science and nature, they’ll also enhance their creative and fine motor skills as they draw!

To learn more about The Goddard School, click here.

Pack a Healthy Lunch…that your child will enjoy! 

Introduce your children to healthy eating by involving them in the lunch preparation.  Children have a tendency to eat and try new foods that they helped to prepare.  And children who help in the kitchen build their confidence which makes them feel important and proud. 

Avoid brown bag boredom and try the following healthy, easy and fun options.  Bonus – your children will want to eat these choices! 

Turn lunch into an adventure:

Cut sandwiches into playful shapes with cookie cutters.  Children are more excited about eating a star- or dinosaur-shaped sandwich because it makes the experience fun!  Choose cheese or deli meats to replace breads and cut them into fun shapes, too. 

Make lunch fun by including a dip: 

Yogurt is a great dip for fruit.

Provide hummus for veggies.  

Use a variety of ‘sandwich’ options:

Bagels, pita bread, wheat wraps or crackers.

To learn more about The Goddard School, click here.

Experts estimate that 80% of total lifetime sun exposure occurs before age 18.  Children who learn preventative practices early in life may reduce the unhealthy effects of sun exposure. 

A = Away

- Avoid long periods of direct sun exposure between 10 am and 4 pm.

- Play indoors or enjoy shaded outdoor activities, especially when your shadow is shorter than you are tall.

- Reflection from water, white sand or snow increases the sun’s damage. 

B = Block

- Use a sunscreen with a Sun Protection Factor (SPF) of 15 or higher.

- Apply sunscreen every morning; reapply every two hours.

- Apply sunscreen at least 30 minutes before sun exposure. 

C = Cover Up

- Use hats and light-colored clothing to protect skin.

- Sunglasses protect eyes and eyelids from the sun’s ultraviolet rays.

- Cover up after swimming. 

S = Speak Out:

- Practice sun safety and show family members how to apply sunscreen.

- Discuss sun safety with coaches, camp counselors and teachers. 

Information provided by ABCs of Fun in the Sun,” offered by the American Academy of Dermatology.  To learn more about sun protection, visit www.aad.org.

To learn more about The Goddard School, click here.

TV Time

Monday, April 11th, 2011

by Kyle D. Pruett, M.D

Are you surprised that the American Academy of Pediatrics says no television before age two?  This standard alerts parents of infants, toddlers and preschoolers that their children are strongly affected by the talking tube and that they need to consider the way their children are exposed to its powerful influences.

  • If you chose to allow your children to view television, consider limiting the amount of “watching time” in their first three years to 30-90 minutes per day. This is more than enough for their young brains and eyes.  Children prefer, and benefit from, interacting with people far more.
  • The programming you chose should be specifically directed at the age of your child. Most good parenting magazines regularly publish guidelines that tend to be more objective and reliable than an advertiser’s suggestions.
  • Commercial-free is far better for eyes, ears, and minds.  Fewer interruptions and a generally higher level of intellectual and emotional content are the benefits.
  • A child’s room does not need a television. Television may inhibit a child’s desire to read and play imaginatively for years.
  • When your children watch television, watch with them.  They may need your help to decipher the barrage of messages, and only you know when they have had enough.  Occasional babysitting by means of television so you can get something done is understandable, but may be a waste of your child’s time and mind. 

These guidelines should be discussed regularly by all adults in your household. The evening news may matter to the grown-ups, but it is frequently incomprehensible and somewhat frightening to your little ones. Media-literate parents are great blessings to their children. 

Suggested resource: Coalition for Quality Children’s Media www.cqcm.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, click here.

Gardening with Children

Wednesday, April 6th, 2011

Teaching your child how to garden is a fun, hands-on learning experience that encourages patience, imagination and environmental awareness.  The best part about learning to garden is that it’s something your family can enjoy together, indoors or out!  

Before you begin, talk with your child about the whole gardening process to peak their interest and help them become excited about the experience.  You could also pick up a children’s book about gardening or visit a children’s gardening Web site.  

When you’re ready to start, gather a few supplies and child-appropriate tools—soil, seed cups, watering cans, etc.  Take a trip to the garden center together to pick out your supplies and seeds or seedlings for planting.  Some great plants for children to start their gardening experience with include sunflowers, snow peas, cherry tomatoes and strawberries. Read seed packets and plant tags—anything with easy care and a short growing season are perfect for little ones to plant! Be sure to acknowledge that some non-edible plants can be poisonous.  Check the National Capital Poison Center Web site for a list of some poisonous plants and always supervise your child while gardening. 

Now that it’s time to plant, choose your location. If you have a large garden, section off an area or, if you don’t, use an old sandbox filled with soil as your child’s own special garden. Encourage your child to care for their plants throughout the entire process—from seed, to seedling, to mature plant, to harvest. How exciting it will be when the whole family is enjoying the fruits and vegetables they raised all on their own!

To learn more about The Goddard School, click here.

Siblings

Wednesday, March 30th, 2011

by Kyle D. Pruett, M.D

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! 

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.  

 To learn more about The Goddard School, click here.

Picky Eaters

Friday, March 18th, 2011

There is an important distinction between picky eaters who are children and picky eating by children.

Labeling children as ‘picky eaters’ implies that we think of picky eating as a core identity issue, not just a behavior they’re passing through. Whereas, calling the behavior ‘picky eating by children suggests that it’s a natural developmental phase and something to work through. 

I’ve yet to hear of, or know, a child that has never hit a food bump. Maybe the same could be said of us parents. In fact, there may be some evolutionary sense to not trusting all the food nature has to offer. Familiar, sweeter and bland foods are less likely than the exotic to poison or make us sick or destroy our appetites.  From a more specific perspective, we’ve begun to understand genetic influences leading toward and away from particular food preferences. Certain children carry genes (which they may not share with their parents) that intensify the reaction to bitter foods, leaving these children with a preference for sweeter foods and drinks in general; not to mention a different palate than their parents.

A few years ago, many nurses and pediatricians noticed a parental ‘bump’ around the introduction of ‘staged’ food menus for prepared infant foods; parents worried that their children weren’t transitioning well from the younger to the older food stages. The source of this reluctance was difficult to verify. Was it hard for children to progress from one stage to the next because of the newer food’s taste, consistency, or was it simply its ‘newness’?  This brings us back around to the picky eating versus picky eater distinction…

Picky eating is common, especially in girls, and can occur with both familiar and unfamiliar foods. Picky eaters are less common, and tend to be reluctant eaters around new foods. Some clinicians are trying out the label ‘neophobia’ to categorize picky eater behavior in younger children as a way of improving research and communication about the phenomenon.  For instance, some researchers have found that pickiness was predicted primarily by environmental or experiential factors subject to changes; neophobia was predicted by more enduring and dispositional factors.  (Galloway, A. T., Lee, Y., Birch, L. L. (2003). Predictors and consequences of food neophobia and pickiness in young girls, Journal of the American Dietetic Association, 103(6), 692-698.).

 There are some things that you can do to help your child’s food bump from becoming a pothole:

1)     Your infants and toddlers are such social beings; they are pre-wired to be interested in how you treat your food. New foods will be more acceptable to your toddler if they’ve seen you or another adult they care about eating it regularly. And that positive effect is increased if your talk (with feeling) about what you like about the food. Interestingly, if you eat more fruits and vegetables, even when your child is not watching, your child will be more likely to accept food.

2)     Match up familiar with the unfamiliar. Hummus or yogurt dips that your child already likes can be paired with the new zucchini slice or broccoli floret.

3)     Never pressure or rush to introduce new foods, and only introduce one new food at a time.

4)     Introduce new foods when your child is actually hungry – forcing a new food on a diminished appetite is going to be less successful.

5)     Give it time – most children, and their parents, grow through this phase.

To learn more about The Goddard School, click here.

Learn…Playfully!

Wednesday, March 16th, 2011

Excerpt from Me, Myself and I

by Dr. Kyle Pruett

With all the current focus on accelerated learning, parents may be tempted to do too much of a good thing, jettisoning playful games and enjoyable family events in favor of  boring early learning programs.  As with adults, too much input from the outside can cause children to tune out.

Young children have a fierce drive to learn, and they are thrilled with their new discoveries.  This is a wonderful time to strengthen the foundation for a child’s lifelong love of learning.  They key is to do it in a way that respects and responds to each child’s interests, pace and temperament, and not to some external need to keep up with the Joneses or their kids.

One well-documented trait of children who do well in school is that they love to learn.  Activities that build love of learning are money in the bank for a child’s educational success.  You don’t want to squelch that drive to learn by substituting joyless, skill-pushing memory activities for real exploration, discovery and learning. 

So what do you do?  Follow your child’s cues.  Other than fatigue, cues are all emotional.  Children show interest or disinterest, curiosity or frustration, boredom or enjoyment, impatience or pleasure, anger or delight.  Pay attention to your child’s moods and heed his cues.  Sometimes parents find this hard to do.  If you are engaged in some activity you think is really worthwhile, it’s easy to push the envelope until your child seriously wants out.  There is no gain in this.  Much better to move on to something else or just give things a rest when your child begins to show disinterest or fatigue.  You know all the signs.  No one is as expert as you at reading your child.

For young children, the best learning is filled with a blend of wonder, giggles, excitement, interest, concentration, a touch of manageable frustration, concerted effort and laughter – all signs of the most positive emotional states.  Lessons learned and achievements mastered in these states are gilt-edged in three ways:

  • The child learns something new.
  • The child learns more about how to learn.
  • The child enjoys learning.

To learn more about The Goddard School, click here.

Age Appropriate Fitness

Wednesday, January 19th, 2011

Focusing your child’s physical fitness on fun activities will increase your child’s ability to move with confidence and competence.  Exercise increases overall metabolism, builds a healthy heart and lungs, strong bones and muscles, and improves coordination, balance, posture and flexibility. 

 Infant

Encourage babies to explore activities that allow for reaching, rolling, sitting, crawling, pulling themselves up and walking.  ‘Tummy Time’ is the perfect opportunity for babies to practice lifting their heads and develop strong muscles.  Placing toys just out of reach encourages babies to reach for the toys, assisting in physical development. 

First Steps/Toddler

Support young toddlers mastery of walking by allowing them to be active!  Play with them as they learn to run, hop, dance and throw.  Have them chase bubbles or invent a silly walk – play becomes exercise.  Remember to always provide encouragement to toddlers as they build self-confidence. 

 Preschool +

Preschoolers need plenty of time and space to run around and play.  Taking your child to a playground or park is a great way to release energy and exercise!  Encourage creative dancing and riding scooters and tricycles.  Play ‘Statues’ by playing up-tempo music.  Have your child move while the music is playing and freeze into a statue when you pause it.  Play outside with your child and teach hand-eye coordination by showing the basics of throwing, catching and kicking a large, soft ball. 

To learn more about The Goddard School, click here.

Children and Pets

Friday, January 7th, 2011

Pets enrich the lives of many children and families. While children raised with pets show many benefits, safety concerns should always be a determining factor when deciding to get or keep a pet in a family with young children.

Choose wisely from breeds or species that are a good fit for your family, your home and your lifestyle. Behavior, temperament, excitability, patience and size are important characteristics to consider in a child-friendly pet that your little one can help care for. Pets should be free of disease and regularly checked by a veterinarian. Family allergies should also be taken into account. Young children should always be supervised during their interactions with pets. Animals can be easily harmed or provoked to attack if hit, poked or grabbed by young children. Children must be taught to play gently with pets and to keep their distance when an animal is eating, sleeping or caring for their young.

Involved parents, planning and open discussion are necessary in order for a family pet to be a positive experience. Young children can help with pet care, but can’t be completely responsible. They may only be able to help you with a few small tasks when feeding, cleaning or grooming your pet. For example, your child can join you when walking the dog, but certainly shouldn’t walk the dog alone. Allow your child to help care for the family pet in small, safe ways and always under adult supervision.

There are many benefits to children raised with pets. Positive relationships with pets can encourage children to love and trust others. Bonding with a pet can also help young children develop non-verbal communication, compassion and empathy. Caring for pets teaches children responsibility and respect. Both children and animals need exercise and pets are great playmates and a fun way to add physical activity into a child’s day. A pet’s life span can also provide parents the opportunity to teach life lessons about reproduction, birth, illness, loss and death.

To learn more about The Goddard School, click here.