Archive for the ‘Development’ Category

Busting the Binky Habit

Monday, October 17th, 2011

You may cringe when you think about ending your child’s “binky” or pacifier-sucking habit. According to the American Dental Association (ADA), “sucking is one of an infant’s natural reflexes. They begin to suck on their thumbs or other fingers while they are in the womb… Placing a thumb or another finger [or an object] in the mouth provides some children with a sense of security during difficult periods, such as when they are separated from their parents, surrounded by strangers or in an unfamiliar environment.”

However, as the ADA and most pediatricians in the U.S. will also point out, a prolonged sucking habit may cause problems with healthy growth of the mouth and roof of the mouth, as well as alignment of teeth. For these reasons, as well as the obvious social ones as your child gets older, it’s best to try to break the habit as early as possible. Most pediatricians will encourage stopping by age two, and many children will break the habit on their own between the ages of two and four.

To discourage your child’s habit, consider the following tips:

  • Start by letting your child know that a binky is only to be used at bedtime and naptime. Give your child the responsibility of making sure that the binky is stored on her pillow or nightstand each time she wakes up.
  • Peer pressure may encourage preschool-age children to break the habit at naptime while at school. Use this opportunity to encourage the elimination of a binky during naptime on weekends.
  • Don’t put too much pressure on your child to pass up the binky. This may cause anxiety and can actually make it more difficult for your child to kick the habit. But, DO encourage every positive step in the process.
  • Consider that sucking may occur when your child is feeling insecure. Comfort your child, address the stressor and try to resolve or redirect. Reward her when she avoids sucking during stressful situations.
  • Ask your child’s dentist to talk with her while at six-month checkups. Believe it or not, for older toddlers and preschoolers, sometimes this is all it takes!
  • When all else fails, you may want to consider the “Binky-Fairy”! Cuddle up with your child during a comfy, quiet, low-key time and break out your most creative skills to tell your child a story of the Binky-, Button- or Pacie-Fairy who collects pacifiers from children who are ready to be “big-girls” and “big-boys.” Let your child know that when she is ready, she can pack up her pacifiers to trade to the Fairy for a very special reward. Mention the Fairy on a regular basis—keep it fun, positive and low-pressure—and most importantly, let the decision about when she is ready be hers to make. You may be surprised how quickly your child is ready to make the trade!

At The Goddard School, parents receive Daily Activity Reports to provide ongoing communication about the experiences their child has at school each day. The Daily Activity Reports allow for informed, open conversations among our teachers and parents and, more importantly, between parents and their child.

Studies have shown that when a parent discusses their child’s day with him or her, their child feels the importance of their place in the world, develops self-worth and builds self-esteem. It’s also been discovered that reviewing and discussing a child’s day allows information to move from short-term memory to long-term memory, a great way to extend their learning experience at home!

Your Preschooler and Sleep

Thursday, September 29th, 2011

Sleep troubles are among parents’ most exasperating experiences with their preschoolers. There are so many considerations in how parents decide to respond when sleep goes off the rails: is this the first child, is the mother or the father more (or less) distressed and do they agree that it is a crisis, the gender of the child (we tend to be more secure in handling kids of the same gender as the parent) and the parents’ sleep habits. There is also a new aspect of sleep that differentiates preschool sleep from toddler sleep: dreams.

Toddlers do dream, but for preschoolers, because of their exploding language and imaginations, dreams are more interesting and powerful and can wreak havoc on a previously good sleeper. When I hear of a sudden deterioration in sleep, dreams are my first suspect. If that’s the case, the child may fall asleep okay, but erupt in the second half of the night.  The child will need reassurance that the dream woke her up, is over now, was not real, will not come back and can’t hurt her. If the child is fighting sleep from the beginning, it is still good to check if the child is afraid to sleep because of dreams. Otherwise, it’s more likely a separation issue (perhaps triggered by something in the family’s life). Then, the parents are in for a tough time of re-structuring calming pre-sleep rituals (reading stories and face massages are good), insisting on the five-minute ‘sit with you’ rule (use a timer), reassuring the child that they’ll be fine and a few sleepless nights of walking them (in a calm, boring way with few words) back to their bed, taking turns if it burns one parent out. I discuss this in greater detail in my book, Partnership Parenting, and there is always your pediatrician to help if these measures aren’t sufficient.

Turn on Those Listening Ears!

Tuesday, August 23rd, 2011

Have you found it challenging to capture your preschooler’s attention these days? Many parents try speaking louder or may yell out of frustration. While yelling can be scary for children, those who hear it often may simply tune it out. Your child may be ignoring you on purpose, exercising their “selective hearing” or just daydreaming.

Pssst! Here’s a hinttry whispering! A whisper can prompt your child to feel that something “secret” or “super special” is about to be said—and that’s something most preschoolers can’t resist!

How do you gain your child’s attention?

Toddlers and the Word “No”

Thursday, August 4th, 2011

With your toddler asserting a newly discovered feeling of independence, you may find yourself at your wits’ end. Tasks that were once a piece of cake—from buckling a car seat, brushing teeth and getting dressed to grocery shopping and mealtimes—can be a big production these days. Now that your child is testing the waters of freedom—getting bigger, stronger, faster, and simultaneously discovering the word “No!”—you might wonder how to regain control. Consider these tips for guiding your child toward good behavior.

Prepare your child in advance by listing each step. Instead of asking, “Are you ready to go home?” use a happy but firm tone to say, “First, we’re going to walk to the car. Remember to hold my hand. Next, I will help you climb into your seat. Then, I will need your help buckling the seat belt.”

Allow your child feel as if they have some control of their world. Instead of, “What do you want to wear to today?” try, “Would you like to wear the blue shirt or the orange shirt?” Instead of, “What do you want for breakfast? try, “Would you like oatmeal or eggs for breakfast?”

Reward good behavior. When your child has cooperated, let them know how pleased you are. “Great job! Thank you for helping me buckle you in! It’s so important to wear your seat belt. Now I will get in and buckle my seat belt just like you!” and, “Great choice! Oatmeal is really yummy and will help keep your tummy full until snack time!”

Choose your battles. While it is critical to not give in on some things (seat belt use, holding hands when crossing a street, etc.), sometimes you have to pick your battles. If your child refuses to get dressed, sometimes you just need to call it a pajama day—easy to do on a day off! If she refuses her meat and veggies at dinner time, don’t make it a big issue. She’ll eat when she is hungry. Just continue to put healthy, well-balanced choices on her plate or tray at each meal and eventually she’ll try them.

How do you guide your child toward good behavior?

The Pacifier Perspective

Monday, July 18th, 2011

Infant Boy AIn thirty plus years of  working with infants, toddlers, preschoolers (and their parents) and with four children and four grandchildren of my own, I’ve seen thousands of pacifiers come and go.  It can be hard to keep perspective when it’s your child who is drooling away on his pacifier. So many parents feel guilty about pacifier use as though it reveals them to be insufficient caretakers or giving in to the demands of the child. I confess readily that I, too, have searched in wee hours to find the nearest all-night convenience store, hoping against hope to find the required make/model of the ‘peacekeeper.’

So here’s the deal: pacifiers have their place. Once your infant is gaining weight and nursing reliably, a little non-nutritive sucking can be a good thing if your particular child is interested in it (most are). We’ve raised both kinds of children, so it’s worth waiting to find out if yours is interested, rather than giving a pacifier to a baby who doesn’t want it. It should be a joint decision between baby and parents.  However, babies who suck at night seem to have a lower risk of SIDS and tend to sleep more regularly for a bit longer as their sleep habits mature, so it might be worth encouraging, even if your child doesn’t take to it immediately.

Trouble with pacifiers doesn’t usually start until children start to walk. They start dropping the pacifier in the most disgusting places. If they also start to talk soon after, the cork effect seems troubling to parents. One of our early talkers would remove it to fire off a few sentences and then re-plug herself so quickly we had to turn our attention away to keep from laughing.

So when should the child stop? Most pediatricians in the U.S. (standards vary globally) will encourage stopping by age two.  I don’t believe that long-term pacifier use slows speech development.  However, my dental colleagues have stronger science backing up their concerns that ‘extended pacifier use (heavy use beyond 20-24 months)’ leads to crossbites and open bites. When back teeth close during chewing and front teeth don’t, a child has an ‘open bite,’ which can sometimes self-correct. When the upper palate and arch narrow through extensive pacifier use, self-correction is rare and your dental co-pay will get your attention.

If you’re worried that you’re approaching or in the ‘danger-zone’ of extended use, talk to your pediatrician about strategies for weaning your child from the pacifier – you’ll need the pediatrician to support your own resolve since fatigue so regularly erodes parental judgement. Strategies can range from helpful children’s books on pacifier farewells, outright bribery (goods and services in exchange for pacifier pitching), the invocation of magical forces (pacifier fairies) or promoting the joys of giving pacifiers to babies when you are not one anymore (passing down pacifiers). The earlier you start, the easier the process, but prepare for some tears and stress. As you’ve heard in this blog before, manageable stress ending in mastery is emotional nutrition and feels really good – eventually.

Milestones Matter: From Crib to Bed

Tuesday, July 12th, 2011

Generally, the goal is to keep your toddler in a crib as long as possible. You’ll know it’s time to transfer them to a bed when they become persistent in trying to climb out of their crib, are simply too big or too active or are beginning night time potty training. By three years old, most children have made the transition. Once they are potty training they will need to be able to access the bathroom. Children rely on routine and rituals, so any major shift can be difficult—don’t rush into this change before it becomes necessary. Although crib climbing and toddler escape artists can be cause for alarm, so is the idea of a roaming toddler during the middle of the night.

When you decide the time is right for your child, place the new bed in the same place their crib was. If possible, include your child in the selection of their new bed or bedding. Add to the excitement by encouraging your child to show off their “big kid bed” to friends and family members. Some children are very attached to their crib while others readily adjust to the change. Be considerate of all the pressures your child is facing at this stage to “grow up,” and how those feelings may play into their reaction during this transition.

Don’t automatically give up if your little one has trouble adjusting. Persuade your child to give the new bed a chance. If you feel that the switch was too soon, try bed rails or encourage your child to select a new “lovey” to snuggle up with in the “big kid bed.” Give this transition several nights’ tries. In extreme cases, you may have to take a step back and try again later without presenting it as a failure or punishment.

Laughter is the Best Medicine

Tuesday, May 17th, 2011

Infant Girl ClappingDid you know laughter can actually lower stress? It’s true. Laughing helps take our mind off of stressors, relaxes our muscles and helps us to connect with our children, families and friends. The key to being a happy, successful parent may be as easy as maintaining a sense of humor. Be willing to laugh at your child’s antics—even at your own missteps—it makes such a difference! Tell your child a joke. Make goofy noises. Dance a silly dance. Make up wacky words to your child’s favorite tune.

How do you and your family get silly together?

Practical Steps for Language Development

Wednesday, April 27th, 2011
  • If your child is not talkative, pay close attention.  Quiet toddlers mean something with their quietness.  Is your child engaged in work, needing to remain verbally still to focus her effort?  Are they not enthusiastic enough about conversation in general?  Are you?  Are they temperamentally quiet?  Are you doing too much talking, or not enough?  Get yourself to think about it.  It generally helps quiet kids to gently encourage them to converse.  Humor is especially helpful for the shy ones, but never mock or shame their attempts at speech.
  • Reading - Infant & Teacher AFollow your toddler’s lead, and get on his bandwagon when he’s on a roll.  Narrate the scene and describe his own behavior back to him; “Sam loves to…,” or “Sam is sad his Mommy has to leave…,” or “Sam is so happy to play with his blocks.”  Don’t overdo, but do.  It shows your toddler that you understand him and appreciate his inner world, not just his blue eyes.  Soon enough it will be dialogue.
  • Funny as early speech may sound, don’t exploit the humor of it at your child’s expense.  Whenever a new skill emerges, it is at its most raw and tender (remember your first public poetry recital?).  Stuttering and stammering are normal when children are learning to speak.  Treat early language with the respect it deserves.  It has taken tremendous effort to get here.  Say it back correctly if you figure out what it is, but don’t “correct” too much.  Be patient.  She won’t be saying much if her first words always are being corrected.
  • Allow quiet play.  This may seem paradoxical when language is the goal, but rest and reflection that are restorative and interesting become important when so much effort is being expended in new skill.
  • Talk about your own feelings and how they got that way in a simple and straightforward manner.  Children who have never heard their parents talking about how or what they are feeling on a day-to-day basis face an uphill climb to develop useful understandings about language and emotion.  Say things like, “I felt happy to get that nice letter from Grandma…” or “It scared me when the truck got so close.”  Simple, clear, and to the point.  The feeling in your voice will capture your toddler’s interest, so don’t be too surprised to see her staring at you at first.  It gives her the words to match the emotion she reads in you and will eventually identify in herself.
  • Read, read, and read some more.  To them, to yourself, to each other.  Then talk about what you read.  It is the organic garden where new words grow.

Words do more than communicate thoughts and facts.  They allow us to organize and categorize those thoughts and facts – just as numbering systems allow us to do arithmetic after we’ve run out of fingers and toes to count on, or file names let us access previous work on a particular topic.

Infant & Teacher B

Children weeks old begin to bubble and coo, then move to squeals and squeaks, then repetitive tongue and lip movements, all in a fairly predictable sequence.  As children age, they spend a fair amount of time experimenting and playing with sounds.

They play with giggles, cooing, wailing, grunting, moaning, bubble blowing on their way to their first word, just as they play with their feet or body parts on their way to sitting up, crawling, and walking.  The pleasure gained in the mastery of sounds helps drive development forward.  Be honest.  You know those sounds are fun to make because you mimic them just to see that little face light up.

While infants begin uttering sounds for the sheer delight of doing so, they won’t attach meaning to those sounds until around 12 months.  Once this happens, children discover the power of words to cause action – saying “Mama” is likely to bring Mom to the scene.  Children also discover that words can call forth mental images of the people or things the words mean – saying or thinking “Mama” will bring up a mental picture of Mom.  Such images can be very comforting to a child when Mom isn’t physically present, such as at bedtime.  Most parents are familiar with children’s nighttime chants, a mix of words, syllables that call up images of the child’s world that are temporarily out of sight when the lights go out.  While the uttered name may not magically or instantly produce Mom, the mental image or picture attached to the name provides important comfort until she actually appears.