Toddler - Parenting Hub

Advice from the experts

Making memories with your children

You don’t need an extravagant vacation to make a lifetime of memories with your children. When my son was two years old we went on a family holiday to Portugal, he was very excited about going on a plane. He enjoyed the flight and thought this was all very exciting but the carrying of luggage bags, staying at various homes of family and friends, not having our own bed to sleep in and not having our family routine was too overwhelming for him. He soon felt insecure and was not as excited about being on holiday. Two years later we immigrated to Portugal where our daughter was born, we made it a priority to do something exciting with them outdoors. We would make sure that every weekend and one day during the week after work we would have a family outing. In summer we would go to the beach and even in winter we would walk along the beach Picnic in the park Picnic by the lake on the mountain Visit museums and castles Go to various play parks where they could ride their bikes and climb on the jungle gyms One day I decided to camp in my living-room, the children brought their sleeping bags and their toys and my wife and I slept on the floor while they slept in between us and I must say that they were so excited. Although it was not comfortable it was worth seeing them so excited. This is a moment that I will always treasure with my children. This made me realise that you don’t have to always go out of your home to have a family adventure. Children treasure having quality time with their parents and these are memories that they will always treasure. A few suggestions: Have a camp out in your garden Board games evening Play hide and seek Picnic in the garden Movie and pyjama day Gardening day (plant vegtables and let them see it grow) Family baking day Go for a adventure hike Visit a nature reserve HOME is a special place for children and gives them a sense of belonging and security Contributed by Jose De Sousa of Clamber Club Sports – LynnwoodCell: 063 682 2520Email: sportslynnwood@clamberclub.com Website: www.clamberclub.com

April 24, 2019

6 Parenting Tips To Get Your Kids Listening

Being a parent brings many joys and along with those joys comes challenges. It is not always easy or simple teaching our children the things they need to know to keep them safe along with all the other skills they are going to need in life. My biggest frustration has always been how to get my kids to listen while still keeping myself calm and patient. I don’t want to be that nagging screeching mother. It has sometimes felt like nothing I do gets my kids to listen. Here are some of the things that I have learned that help my kids to listen: Are Their Needs Met? Now this may seem like it has nothing to do with getting your children to listen but it is actually really important – if my kids needs are not met they become grumpy little creatures that create mayhem everywhere they go. This is particularly true of my son that has just turned 5 years old. If he has not eaten properly or he is tired he is sure to melt down and there is absolutely nothing that can be done about it. If my kids are bored, excited, hungry or tired I can’t expect them to behave perfectly or listen properly. As far as possible I try and be prepared for anything. I have toys, books, coloring books, crayons, spare clothes and emergency snacks and drinks in my car. This means that I can mostly meet their needs whenever and wherever we are. If we are sitting in a restaurant that has no play area and the food is taking too long I can whip out a book to entertain them and if they are getting hungry I can give them a quick snack to keep them going until their meal arrives, instead of moaning at them to sit still and to keep the noise levels down You will be amazed at how just this one thing can change a situation around. One of the challenges I have often had as a work from home mom is that my kids just want my attention. Instead of pushing to get my work done first I do something with them and I will let them know that I need to work afterwards and what is expected of them while I work. I get them started on that activity before I get going with my work. Their needs have then been met and then I can get some work done. Get Their Attention The next important thing is to get down to their level and talk to them. Get yourself down to their eye level and hold their hands, then ask them to look at you while you talk to them. Holding their hands will keep them focused on you while you talk. Once you have spoken to your children ask them to repeat back to you what you have said to make sure that they did in fact listen and to ensure that they properly understand what you have said. Yes you may be busy and trying to get something done so calling out for them to stop what they are doing may seem like the simple and easy way to do things but it really serves no purpose and you will most likely land up moaning, groaning, nagging and even yelling. Taking a few moments to get their attention properly and talk to them once will be much more effective. Use Positive Talk If you feel like what you are saying is going in one ear and out the other it probably is. If you want your children to listen try changing the way that you speak. Turn negatives into positives and see what a difference it makes. Your child will not enjoy hearing you saying this like “stop it”, “don’t do that”, “no” and similar negative statements. Instead replace those with positive statements that tell your children what they should be doing instead of what they shouldn’t be doing. Rephrasing something like “don’t bounce the ball in the house” to “please play with your ball in the garden” can make such a difference to the way that your child processes the information. Your child is much more likely to listen and follow your instructions when they are phrased in a positive way and the message is clear. Think about it – if you tell your child not to bounce the ball in the house are you telling your child what they should be doing instead? Explanations Very often children don’t understand why they can’t do something. Let’s take something very simple like the example of bouncing the ball in the house. If you tell your child not to bounce the ball in the house it is a negative statement that does not teach your child why it is important to play with their ball outside. It may take something as simple as explaining to your child that bouncing the ball and throwing the ball in house can lead to things in the home being broken. Broken things can result in dangerous situations such as being cut by broken glass. You can use situations as a way to explain to your children why you don’t want them to do something instead of just telling them what they shouldn’t be doing and leaving it at that. Use Books and Videos To Teach Your Children Lessons Children love reading books and watching videos. Look for fun books that teach your children lessons – they are sure to take these things in and start to understand things in a better way. There are also lots of free Youtube videos that teach lessons to kids. Children absorb information better when they are enjoying themselves and when it doesn’t seem like a lesson to them. There are so many amazing books that can teach your children lessons (like the importance of listening) and the values that are important to you as a family. Reading to your children is also a wonderful way of bonding with your

April 23, 2019

Positive discipline

When talking about discipline in schools, modern trends use buzz-words such as “Positive discipline”; “Values-based education” and “Character guides rather than codes of conduct”. The aim of these “different” or “new” approaches is to focus on rewarding and encouraging positive behaviour, rather than focusing on punishing negative behaviour. Children learn to cultivate habits, approaches and values, that are not only relevant to the classroom or school grounds, but to society, the adult world, and life. It might be too early to say in some instances, but it appears, through the experiences of teachers, that this “new” approach is working. Positive discipline is based on the idea that there are no bad children, just good and bad behaviour. Below are a few tips to assist with positive reinforcement when disciplining your child: Create understanding rather than fear. Creating fear in a child, to stop them from repeating what they did will not completely stop them. They will still want to do it again. If you explain to them why “what they did” was wrong or inappropriate, there’s a higher chance of them not wanting to do it again. During this engagement understanding on both sides should be encouraged. The parent also needs to understand why their child did what they did. Control yourself not the child Children strive for independence throughout their childhood. Give them the power and responsibility to make their own decisions and control their own behaviour. Don’t compare Comparing children to others will encourage them to behave more defensively, resent their actions or themselves and lose confidence in themselves. Allow them to own their actions and don’t associate their behaviours with other children. Don’t shame your child Discussing your children’s behaviour to others in front of them is not an effective way to express your concern, rather have this discussion in private. Children don’t need to be reprimanded multiple times about the same incident by other individuals. Focus on their good qualities Nobody likes to be told that they’re wrong however constructive criticism is an effective method for self-reflection and behaviour change. Use your child’s good qualities to overcome their bad qualities.

April 22, 2019

How To Get Your Kids To Go To The Dentist

We’ve all been there as a child—apprehensive, maybe even afraid of the dentist. Now as a parent, you face the other side, helping your child beat their fear of the dentist. The good news is, there are many things you can do to make the experience more enjoyable for them so that the next time they need a checkup, they go with a lot less fuss. Here are some of the things you can do to get your kids to go to the dentist. Start Dental Visits Early Many kids fear the things they don’t know. If you take them to the dentist early enough, they will be used to it long before many of their friends are. As soon as they get their first teeth, you can introduce them to the fact that there is nothing to worry about. Let Them Talk to a Dentist There is nothing wrong with calling your dentist and informing them of your child’s apprehensions. A lot of the time, they will welcome a visit so they can discuss the process with your child. Even if they don’t end up being treated that day, it can go a long way towards helping future visits. Use a Family-Friendly Dentist. Some Dentists will be friendlier than others. Given this, you want to make sure you find one that specializes in family treatments, so you know your kids are in good hands. In terms of being family friendly, North Pointe dental options are abundant. Enquire before you visit your office of choice and see how they can make your child more comfortable. Do Not Use Bribery It can be tempting to offer a reward for visiting the dentist. This can add to the tension they are feeling. If you tell them that if they don’t cry, they can have X, then they will think about why they might cry just as much as the reward. Also, any offer of a sugary reward isn’t a great idea, for obvious reasons. Give the Dentist Space There is nothing wrong with holding your child’s hand if they ask, or even if you feel like you want to. What you shouldn’t be doing is interfere if they make a fuss about the situation. The dentist will be well versed in how to help your child feel more relaxed. It will be easier for them to do so if they are given the room to. Encourage Good Oral Hygiene If you encourage your child to develop good teeth care habits, then they will better understand why a trip to the dentist is necessary. Help your child to see that a dentist will work to keep their teeth healthy. Although it can be a stressful time for both parent and child, a few simple steps can go a long way. Your future trips to the dentist will run a lot smoother when you know how to help.

April 18, 2019

Autism: What is it, what are the signs and who can help?

Autism Spectrum Disorder (ASD) is a group of conditions that affect a person’s social communication, sensory processing, thinking and emotional regulation. It is a lifelong condition that has a spectrum of difficulties. Savannah Senior, Clamber Club Expert and Speech-Language therapist, sheds some light on Autism, the signs and how you can help your little one. This means that a child with ASD will have small to significant difficulties in each area of the spectrum. Although many people describe a spectrum as a line, a circle can also be used. This can sometimes give one a better idea that a child may function better in one area and less so in another. Sensory Processing: The ability to process and integrate all your senses and use them in a functional way. For example, to hear the teacher’s voice, seeing her writing on the board, feeling the pen in your hand = processing this information and understanding that you need to copy the teacher’s writing = motor movements of you writing. Children with ASD frequently struggle to process and integrate the sensory information that they receive from their environment. Social Communication: Communicating with others and sharing joy in social relationships. Children with ASD are impacted in this area of communication as they struggle to understand others facial expressions and body language; are more literal than figurative; struggle to make eye contact; find it difficult to share attention together with someone else etc. Thinking: Children with ASD may think in a rigid manner meaning that they cannot understand or accept alternatives when they were not expected. Thinking ahead may be difficult and new unexpected situations may be difficult. Routines often help with this. They frequently have fixed interests. Emotional Regulation: This is being able to monitor and modify emotional reactions to situations that may distress you. If one cannot emotionally regulate, behavioural difficulties can often be observed. When you are well regulated, you can recognise when you need to implement a regulation strategy such as talking to our friends, taking a break when you need it, sleeping enough, exercising etc. Children with ASD find regulating their emotions difficult and this can often result in self-harm, physical aggression, or inconsolable children. Behavioural difficulties are frequently associated with children who have ASD. It is important to remember that every behaviour is a communication. The cause of ASD is unknown but it is thought that it is a combination of genetic and environmental components. At one point it was thought that MMR vaccinations caused ASD, but this has been extensively researched and has shown that there are no links between ASD and MMR vaccinations. What to look for: ASD comes in all shapes and sizes, in other words, every child is different! Not every child will present with the same signs. Here are a few signs to look out for, but remember that a child usually has a few or many of these signs and may have ones that are not mentioned here: Struggling with non-verbal communication including: eye-contact (receiving and using); understanding and using facial expressions and body language Delayed understanding and use of language. Difficulties understanding figurative language. Children with ASD will frequently take phrases literally i.e. It’s raining cats and dogs. A child with ASD will look up to see where the cats and dogs are. Lack of interest in other children. They frequently prefer to play alone or alongside children. Difficulty understanding their own and other people’s emotions and feeling. Echolalia: repeating words, phrases or sentences (immediately or later) without fully understanding their meaning. Oversensitive to touch, light, textures or sounds. Lack of imaginative or pretend play. Children on the spectrum will frequently play with toys in an unusual way such as lining them up, spinning or opening/closing a toy instead of playing with it as a whole. Enjoying routine and structure. Difficulty moving from one activity to the next or difficulty getting them to engage in an activity (seems as if they have poor attention). Preference for repetitive activities and games such as lining things up, opening and closing doors, turning lights on and off, putting things in something and taking them out etc. Arm flapping, self-harm, uncontrollable temper tantrums and other behavioural difficulties. What to do? If you are concerned that your child is presenting with signs of Autism, seek help. It is best to contact your child’s Paediatrician who will be able complete a developmental assessment and either diagnose your child or refer your child for further assessments. Autism South Africa can also help you on your quest of answers! They can be contacted through their website: http://aut2know.co.za/. Some General Tips: Make things visual! Children on the spectrum are usually visual learners. Use pictures to help improve your child’s understanding of up-coming events and situations. This can include photographs, line drawing, visual schedules, showing your child an object/action while speaking etc. When communicating, break things into smaller phrases i.e. instead of saying, ‘Put your coat on and go to the car,’ rather say, ‘Put your coat on’ child puts coat on ‘Go to the car.’ Remember that all behaviour is a communication. You can try deciphering what your child is saying by keeping a log of: the behaviour that occurred, what happened before this and how you helped your child become regulated again. Look through them to try find patterns. Avoid figurative language. Copy your child’s actions and play routines to enter their world.

April 10, 2019

Keeping Your Children Safe During Bath time

I’m sure many of you will agree that bath time is loads of fun for our kids. Whilst the bathroom is a fun place, it can also be a scary place with a number of dangerous hazards such as the drowning, burns and poisoning. It’s important that you are always in the bathroom with your children before, during and after bath time. Drowning is a major cause of death in children under five years. According to the Consumer Products Safety Commision in the United States, 80% of the 87 children, under five years who drown at home each year, have drowned in the bathtub. Young children are top heavy and can slip suddenly and drown in very little water. Infants and toddlers also don’t have the upper body and core strength to lift themselves up if that slip under the water. HOW TO RUN A BATH Keep your child away from the bath until the water is the right temperature. The safe temperature of bath water should be between 37oC and 38oC (36OC for a newborn). Children have thinner skin than adults so they can burn much more quickly. Even if the bath feels warm to you it may be hot to your little one. Your plumber can also set the thermostat of your geyser to a maximum of 50oC. Always fill your bath with cold water first. Your child could put his hand or foot in the water before the bath is ready and get burnt. If you have a mixer tap, run hot and cold together but start with the cold and slowly increase the amount of hot. Run cold water through the tap before your child gets into the bath to cool the tap and prevent them from getting burnt if they touch it. If you have a mixer tap, point the lever on the cold setting when you are finished running the bath to ensure the hot water does not get accidentally turned on in the bath. Do not overfill the bath. Fill the bath water to just over your little one’s knees. HOW TO HAVE A S-A-F-E BATH S: Supervision is key! Always supervise babies, toddlers and children less than six years in the bath and when you run the water. Never leave an older child to supervise. A: Arrange everything you will need for bath time in advance for e.g. towel, soap, shampoo, nappy, clean clothes and any medications.F: Feel the water with your elbow first. It should feel warm but not hot. You can also use a water thermometer. Remember to swirl the water around to ensure an even temperature with no hot pockets. E: Empty the bath as soon as bath time is over. SLIPS, TRIPS & FALLS Slips, trips and falls in the bathtub and shower are a common cause of injury in young children and according to statistics more common than tub drownings. Use a non-slip mat in the bath. If you are using a bath seat or ring, your child will still need to be supervised. A bath seat is not a safety device. These seats are actually associated with an increasing number of reported drownings. This is because the device gives parents a false sense of security and they are therefore more likely to leave their baby alone in the bath. Infants should be bathed in the bathroom basin or a smaller infant bathtub. This way they can’t roll over or ever be completely covered by the water. Wipe up any splashes before your kids get out the bath so that nobody, including you, can slip and hit their head. As your kids get older you should also teach them to remain seated in the bath and not to stand up and jump. Be sure to keep a MiniKit in your bathroom for peace of mind. Each kit contains a range of thoughtfully selected first aid items geared towards common childhood injuries. You can purchase one here: https://www.oneaid.co.za/product/minikit/ WHEN CAN YOU STOP SUPERVISING YOUR CHILD IN THE BATH? This is a difficult question to answer as children mature at different ages. Since most children who drown in bathtubs are under the age of five, the general consensus is children under the age of six should never be allowed to bath alone and even those over six should be closely monitored. Even if your child knows how to swim you should never be too far away. OTHER BATHROOM HAZARDS Toilet: luckily my daughter has never been interested in exploring the toilet bowl but I have had moms tell me how their child likes to play with the water in the toilet. Keep the toilet lids closed at all times and if your little one is particularly curious install a toilet-lid lock. Appliances: make sure any electrical appliances in the bathroom are unplugged and out of reach when your child is having a bath. Regular plug sockets may actually not be fitted in bathrooms for safety reasons so rather keep extension cords out. Medicines: many of us keep medication in the bathroom. Make sure they are all locked away, out of sight and out of reach. Dangerous items: make sure you keep cosmetics, razor blades, nail scissors, cleaning products and other dangerous items away. Don’t get distracted during bath time. Keep your phone on silent or rather keep it out of the bathroom and join in on the fun. You could also try having a shower with your child instead for some extra fun. My daughter loves this and the best part is that I manage to get cleaned up as well freeing up some time later in the evening for something else. Just make sure you get a slip-proof mat for the shower first. RESOURCES https://www.aappublications.org/news/2015/11/11/PPBath111115 https://medlineplus.gov/ency/patientinstructions/000154.htm http://www.ncbi.nlm.nih.gov/pubmed/19596735 https://pediatrics.aappublications.org/content/124/2/541.long https://pediatrics.aappublications.org/content/100/4/e1.long?utm_source=TrendMD&utm_medium=TrendMD&utm_campaign=Pediatrics_TrendMD_0

April 9, 2019

CHICCO EASY LUNCH HOOK ON CHAIR

How many times have you been out for dinner, or to a picnic, only to find that baby has nowhere to sit whilst eating? Most parents can relate, socialising and traveling with small children is not always easy. Chicco offers an incredibly efficient, convenient and cost effective way to ensure maximum safety whilst enjoying meals with baby – the new Easy Lunch Hook On Chair. Simple to install, the Easy Lunch is a durable canvas chair with adjustable screw legs that connect onto any table surface, and can be adjusted to a snug fit for maximum safety. The Easy Lunch is not just the perfect solution for restaurants and socialising, but is also ideal for the home too, as any kitchen or dining room surface can be used. The resilient upholstery fabrics are dirt-resistant and can easily be removed for washing. Suitable from 6 months old, the chair is suitable for any child up to 15kgs in weight and is for use with table tops with a thickness between 19 and 35 cm. If you plan on traveling, grab the Easy Lunch Hook On Chair and fold or completely disassemble and store in the transport bag included in the delivery. This funky little chair is available in beige (known as mirage), green and blue and is for sale for the average price of R799 in SA at all leading retailers and online portals.

March 25, 2019

CHICCO MODE BOOSTER SEAT

The Chicco Mode Booster Seat is the ideal solution for toddlers who want to sit at the table and join in with their family during meals. It has 3 different height positions, can be adjusted to suit different types of tables and adapt to your child’s growth. The adjustable and removable tray is also an ideal surface that toddlers can use when they cannot reach the table. The seat has a padded lining and trendy solid colour or geometric patterned prints. Safety tested and approved by the most authoritative European laboratories, the Mode Booster Seat grows with your baby, from 6 months to 3 years. This funky little piece of furniture is the perfect first chair for your baby as they start gaining their independence and want to sit, eat and socialise with the family. Comes in trendy Pois design as well as a cute Elephant design. Pick one up today at al leading retailers and online portals for the suggested price of R899.

March 19, 2019

How To Instantly Organize Childhood Memories

How do you survive an influx of your kids’ stuff pouring into your home from school on a regular basis? Today it’s a drawing of your family, tomorrow it’s a painting, yesterday it was a school photo, 3 weeks ago it was a special valentine’s card and next week it might be a footprint in clay. And I’m sure your memory keeping doesn’t stop with creative objects. During the year you’ll take digital photos of a birthday ring, receive a medal of achievement from a sports day and near year end, purchase a video of a school concert. Memory keeping, I’m sure you’ll agree, doesn’t stop there. You’ll most likely celebrate a birthday with a specific theme, and you’ll enjoy a family holiday. Both events will bring loads of digital photos and videos to show for them. And that’s just for one year. Now multiply that by the number of years your child goes to school and multiply the stash of keepsakes you have for every other child you have. Oh, my! That’s a lot of, well… good stuff! Who else is living with the dilemma of clutter in their living space? So why then, do we collect all these objects that take over our lives? I don’t know about you, but my heart goes all mushy when delight fills my daughters’ eyes, as she delivers her little masterpiece into my hands, after a day at school. Her unique voice rambles away with joyful excitement as she explains her creative work. I love being part of her development, watching her grow and flourish from day to day. I especially enjoy participating in the progressing maturity of her work. And that’s why I tend to keep a careful selection of her beautiful efforts. Each piece telling a story of her childhood journey. Sentimental items, that’ll one day take her back in time, of days long forgotten. Browsing through photos of when she was a baby and toddler, never ceases to amaze her. Again, and again, she loves to travel back in time and witness how she has grown over the years. I feel particularly fuzzy inside, when she suddenly gets excited about a birthday theme she had, or friends that were present in her life. She suddenly remembers stories of her past and confidently tells us about them, and as a family, we share in her joy. Children are a joy! As parents we choose to celebrate their lives. And most of the time, I’m sure you’ll agree with me, all these precious memories and valuable mementos of their childhood, are of course, very sentimental. And that’s the reason why we keep these tokens of their lives. How much we tend to keep, is purely a reflection of who we are as individuals. Some moms will keep more, some will keep less, but the point is, we all keep something, because there is priceless value associated to whatever we choose to keep. The problem doesn’t lie with keeping these treasured pieces. The problem therein lies, on where we keep them and how we display all these very dear tokens of childhood. The truth is, most of us moms and dads, think we have solutions for saving our children’s prized works and achievements. We think we have all our digital memories all saved safely and sorted. But if we ask ourselves honestly, do we really have it together? I’ve experienced it all myself and I’m sure dozens of you feel the same. From boxes, of all shapes and sizes, to envelopes, files, books, scrapbooks, flip files, albums, drawers and shelves. We’ve all tried and tested a mix of them all. Some work, some don’t but the combination of assorted methods tend to create havoc on in our lives. To make things worse, and with the advent of the digital world, well this just bamboozles our filing methods all together. Because simply put, there are way too many videos and photos to look through in a single lifetime. And they too, are just dotted all over the place in various drives, SD cards, memory sticks, computers, phones, CDs and DVDs. Do you feel swamped? Do you need a life jacket yet? If you are anything like I was, or how most people are, you’re using a bunch of standalone keepsake methods that are cluttering up your home and life. In isolation they probably work, but honestly, they negatively alter the way every childhood story should unfold, that is, chronologically, in unified sequence. If you want to feel better, faster, I’ll pinpoint ONE staggering storage solution, that’ll save you money, space, time, chaos in the long term. More importantly, this one revolutionary system is guaranteed to accurately and chronologically keep a variety of ALL your keepsakes, art and memories together, in ONE place, in a neat, tidy, organized and compact way. A way that is not only easy to put together, instant to enjoy and look through, but impressively tracks childhood year by year, whilst keeping all documents safe, from anything that can destroy them. ForeverChilds – My File About Me has made a huge difference in my life, and it’s had an impact on the lives of thousands of our happy customers too. I invite you to embark on a new adventure. It’s truly a delight to watch your child grow and capture the journey. To discover more or shop online www.myfilleaboutme.co.za

March 18, 2019

Creating a curious mind and fostering life-long learning by having a growth mind-set

You can teach a student a lesson for a day, but if you can teach him/her to learn by curiosity, he/she will continue the learning process as long as he/she lives – Clay P. Bedford Children are naturally curious. They are constantly exploring the world around them; constantly asking questions, and constantly wondering how things work. The question, therefore, is not how do we create a curious mind, but how do we nurture a child’s curiosity so that they have a continued passion for learning throughout their lives. Learning is about discovering how life works, and children are not afraid to ask the “How?” and “Why?” questions. A curious mind is a hidden force that drives learning, critical thinking, and reasoning. It’s about having an open and active mind. It puts the brain in a state that makes learning easier, more enjoyable, and longer-lasting. Stimulating a child’s curiosity impacts their learning and development for a lifetime. Curious children explore their environment, devour books and information, ask questions, investigate concepts, manipulates data, searches for meaning, connect with people and nature, and seek new learning experiences. So how do we nurture this curious mind? Model interest in the world, and teach them to be good observers When walking around wonder out loud about the things you see. The trees, the sky, etc. Follow the child’s lead Encourage their natural interests. Children learn so much more through activities that capture their attention and interest. Encourage them to ask questions Answer their questions simply and clearly, in a way, they will understand. Before answering though, first, ask them what their thoughts are. If you do not know the answer let them know that not knowing is also ok, and then model how they can go about finding the answers (eg. Internet, talking to someone, etc) Introduce your child to the library and foster a love for books and reading, whether it be story books or about rockets. Stimulate your child with open-ended questions that can’t be answered with only a “ye”, “no” or “fine”. Create an interesting environment, continuously rotate your supply of toys to keep things “fresh”. Redirect behaviour instead of discouraging it. For example, if they like pouring out water from their cup onto the floor from their highchair, move them to the floor or backyard with a bucket in front of them so they can continue experimenting with a water. This will also teach them problem-solving skills, creative and acceptable ways to do and get what they want. Allow time for open-ended activities Do not tell them what to do with materials like boxes, blocks, water, sand, etc; how to do it; or what it should look like in the end. Curiosity broadens a child’s mind, and a broader mind helps in the holistic development of the child. Curiosity should therefore never be suppressed or else it can have an adverse impact on a child’s early development. As John Holt says: “Children do not need to be made to learn” since they are already born with what Einstein called “the holy curiosity of inquiry”. By Lauren Holton, Teacher at Trinityhouse Northriding

March 11, 2019

CHICCO POCKET SNACK CHAIR

A fantastic booster seat that suits baby’s needs as they start developing independence and more refined eating skills, the Chicco Pocket Snack Booster Chair is a sturdy, funky and completely compact piece of furniture that baby can own all for themselves. Easily slipped into any chair, the Pocket Snack provides height for the child and allows them to celebrate meal times with the family. Made from durable plastic, the chair is easily wiped down to avoid stains and can be adjusted as your child grows. The perfect solution for home or being out and about, the chair even has a safety harness to secure a wriggly child. Chair comes with a removable tray and a handle to carry about with ease. Available in SA in dark grey, modern mint and lime, the Easy Snack goes for approximately R699 at all leading retailers and online portals.

March 7, 2019

Does your child have enough space to play?

Play for a child, prepares them for adulthood with all life’s delights and contests. What better way to learn as a child than to be given the chance to play freely in large areas? One of my best memories as a child was of running around the field at Pre-school with my friends in tow, the real excitement at finding new treasure troves, making up games, and the tangible fear we felt, like when we had to climb a high jungle gym or run away from a scary dinosaur! Being brought onto the playground, where we would get stuck in exploring all the new possibilities there for fun, games and imagination. What a treat! Because I was fortunate enough to have a home with a large garden, I remember how liberated I felt being free to meander around without my parents watching me all the time, and how nature became my learning ground. However, I would imagine that this is not the case for most children because of the way society has changed and with many of us now living in townhouse complexes, some with very limited space. Today’s children get so few opportunities to play freely, because we understandably fear for their safety, be it the road or “stranger danger.” My own interest in play and children’s development stems from my experience of working as a Teacher and Principal for the past 27 years, where I meet the most amazing children and their parents every day and fortunately are willing to help them with any issues, usually related to their development, emotions or behaviour. From my work, research, studies and experience, I have gained a good sense of what children need to develop to their full potentials. Not a lot has been written on the benefits of playgrounds, which is surprising given that our children spend so much time in them. Below are 7 good reasons why children should have space to play, based on different aspects of a child’s development: Social, Brain and Language Development Children of all ages develop their social skills on a playground through the creation of “games”, like catch or make-believe play, where the equipment is turned into something else (e.g. obstacle course, hospital, school, etc), where children give themselves roles and they work out the “rules of the game” in cooperation. Playgrounds provide an opportunity for children to practice their social skills, to come up with solutions to problems, and to learn self-control in working out their conflicts. Play also encourages language development, as children often talk aloud during their play (e.g. “Look at me going down the big slide!”), and the interaction with their peers allows them to express their thoughts and feelings and to develop their understanding and spoken skills. I’ve noticed that children who don’t even speak the same language can get on just fine during play! Physical Development and Good Physical Exercise As children progress, they are drawn to different systems of play which encourage their development, like rough and tumble play. Children naturally seek this form of play, which helps them to work out their physical space in the world, where their body begins and where it ends. This is crucial for the development of their motor skills and spatial awareness. It’s FUN! Large open spaces encourage your children to get out there and move! It’s so much fun and exhilarating for them! Playing is your child’s most natural form of expression, regardless of their age, and when they are engaged in it they forget everything else and really enjoy the moment. By Elizabeth Steenkamp, Principal of Junior Colleges Castillian

March 6, 2019

Teaching a toddler how to cut

We are often asked by moms in our classes – “When do I start to teach my toddler to cut?” Followed by: “How do I do it? Isn’t it dangerous?” We hope to answer some of your questions here and put your mind at ease. Cutting is a fine motor skill and hence takes a little longer to develop. Remember we develop from the large muscles to the small muscles and seeing as some of the smallest muscles are in the hands, it takes a toddler at least 2 years before he can start to understand the mechanics behind cutting. Cutting helps to develop eye hand coordination – for example holding a piece of paper in one hand and cutting with the other while watching where you are cutting with your eyes. Bilateral coordination is also developed which is being able to use both sides of the body at the same time in a controlled manner. Remember it’s not easy to try and cut out a shape, holding onto the piece of paper, turning it as you are cutting and at the same time opening and closing the scissors to perform the task. It is also important to discuss the correct scissor grip. By using the correct scissor grip you can make cutting skills develop more naturally and with less effort, thus making the process more enjoyable. The correct scissor grip for this age group is for the child to place their thumb in the top loop and both their index and middle fingers in the bottom loop. As they become a little older (approximately 5 years of age) they can change to a more refined grip of having their thumb in the top loop and their middle finger in the bottom loop and their index finger supporting the bottom of the scissors. So what scissors do you start with? Use toddler safety scissors. Also make sure that the bottom hole is big enough to fit the two little fingers in. This all helps the toddler gain control over the scissors. You can also purchase scissors that are designed to be used by left and right handed children. First step is to show your toddler how to use scissors appropriately and to learn to always put them away after use. They must be taught the basic safety rules of using a pair of scissors – to never run around with scissors in their hands and that scissors are for cutting paper – nothing else! If these rules are broken, the scissors are to be put away until another time. All cutting activities must be done under adult supervision at all times. Exposure to scissors should be between 1.5 and 2 years of age, starting with learning how to open and close the scissors. At this stage they are not ready to cut up paper. Show him where to place his fingers and practice opening and closing the scissors. Then give him some play dough that’s been rolled out to cut. No matter the action if he opens and closes the scissors it will cut. Once he has mastered the open close action, he now needs to practice snipping. Remember we are not looking for perfection here. Cut pieces of cardboard into thin pieces and let him snip, snip, snip. Practice makes perfect. There won’t be any forward movement on the cardboard with the scissors, just small snipping motions. Only at about 2.5 to 3 years of age will your child start to move the scissors in the forward cutting motion. Draw some short wide- apart lines on paper. Show him how to hold the paper with thumbs up. You can even stick a sticker on each thumb nail so that he knows they have to face up when cutting. He now just snips the lines drawn. Again we are not looking for perfection. Exposure to cutting is going to help make them master the skill. Just remember that he won’t be able to cut along the drawn lines accurately as he is not quite there developmentally. Between the ages of 3 and 3.5 years your child will start to use his non dominant hand to help “turn” the paper when cutting and by the time he hits the age of 4 years of age he should be able to cut along a straight line of about 15cms. Some tips Always start off by cutting play dough Thin card is easier to learn to cut on than paper Take strands of wool, knotted at the top and let your toddler snip them into smaller pieces Cut plastic straws and let her string them afterwards to make a necklace Cutting flower stems and leaves are great fun as well. Learning to use scissors is a complicated task and this skill wil only improve with lots of practice. Have patience during the process and your child will eventually master the skill of cutting.

February 28, 2019

How does a baby’s grasp develop?

Newborns keep their little hands in a tight fist most of the time when they are alert, opening them when asleep. They have a reflex known as the grasp reflex. This is evident when you place something in their little hand and the baby grasps it quite tightly straight away. A newborn baby also stretches her arms out to reach for something held in front of her, however, her coordination is not quite developed enough for her to actually grab hold of the object. This means that your baby cannot control the movement of the object placed in her hand and may well hit herself in the face with it in an awkward jerk. At about three months, your baby will have her hands open more often and her grasp is not as tight and sometimes she won’t even grasp hold of the object. This is because she can now voluntary grasp what she chooses. As her coordination improves through practice, she will soon be reaching and grasping what she wants. Since her eyes are focusing much better, she will show excitement when she sees something that she wants by jerking her arms and legs. When she gets hold of something, she usually takes it straight to her mouth. To begin with, your baby will grasp hold of objects using all her fingers and pressing the object into the palm of her hand. At around 6 months she will be able to hold small, light items in her fingers. She will spend time looking at the object as if studying it. She will move it about to see if it makes a noise. By one year she will be able to hold objects using the pincer grip. This is evident when she uses the tip of her index finger against the tip of her thumb. The pincer grip will become stronger in the preschool years and by the time your baby goes to school; the pincer grip will be strong enough to manage detailed fine motor skills. Reaching for and grasping hold of objects assists your baby in learning about the world. Through practice, she will learn to manipulate objects in new ways by squeezing, pulling, twisting, crumpling and tearing.

February 20, 2019

FROM PLAYSCHOOL TO BIG SCHOOL: HOW TO HELP YOUR CHILD SUCCESSFULLY TRANSITION

Moving from pre-school into a formal schooling environment is a big step not only for young children, but also for their parents. Doubts and anxiety often accompany this major move, but parents should aim to ensure a conscious transition which addresses specific issues that may arise, so that their child starts their school career on a solid foundation, an expert says. “Some of the practical things can be very exciting – sorting out school uniforms and supplies, learning about the new routine, meeting the new teacher and exploring the new school grounds,” says Trudie Gilmore, General Manager at ADvTECH Junior Colleges. “However, the increased demands and unfamiliar environment can be daunting, and children need to be eased into the new situation. Additionally, parental expectations can cause unnecessary pressure at this young age,” she says. Gilmore says when embarking on this exciting new life chapter, parents and guardians should remember the following: ALLOW FOR MAKING MISTAKES The lesson is in the learning, not only the outcome, notes Gilmore. “At this age, parents should encourage their children to be more independent and, where possible, to think for themselves. Encourage your child to practise small ways to look after themselves such as dressing themselves, ensuring their bookbags are packed, and looking after their belongings. Encourage and praise them for trying, even when they don’t get it perfectly right.” PRACTISE PERSEVERANCE “It can be tremendously frustrating for young children if they are unable to complete a task to their satisfaction. Teach your child that when learning new things, it’s important that they keep on trying, even if they find things challenging. Don’t step in and ‘fix’ the situation, but rather guide, encourage and motivate.” PLAY NICELY Junior school is an important social milestone, and the time when children need to start working and engaging in meaningful play with their peers, even if they don’t automatically get along. Encourage your child to be inclusionary and kind, which will help them develop emotional maturity, as well as confidence. “You can also prepare together by acting out different situations with toys. Playing games that involve turns or rules, such as board games, are good for practising how to get along with others. This way, children can try out some of the skills they’ll need later to make friends.” ENCOURAGE CURIOSITY “Being interested and curious about the things around us is really important for learning. Encourage your child’s natural sense of curiosity by talking to them about things, people and places when you are out and about. New research has shown clear benefits for children whose parents engage them in productive conversation, that is, where each takes turns to listen and respond appropriately,” says Gilmore. “Listen to and answer their questions, nurture their love of reading – an exciting and empowering new skill – and look things up on the computer together. Try to see the world through your child’s eyes, and talk and wonder about the everyday things you see and hear.” Gilmore says parents must be prepared to help their children navigate and manage increased stress levels caused by more challenging schoolwork, homework, assessments, diversity within the school environment, after-school activities and possible bullying. “Ensure your child is able to respond to the challenges they will face every day, by limiting any additional pressure,” she says. “And remember, sleep is key. Children who get enough sleep are likely to be less short-tempered and better able to handle school stress. Also beware of piling on extra-mural activities. We’ve come to believe that busy equals happy, but over-scheduling means less free time and family time.” Our society is expecting more and more from children at younger ages, says Gilmore. “Our job as parents and guardians is to help them understand and respond appropriately to these demands, and develop their emotional intelligence to set them up for a successful and productive school career.”

February 15, 2019

Why should I discipline my toddler?

Discipline is essential to the normal, healthy development of any child. Here are a few guidelines to guide your decisions regarding this somewhat controversial issue. Make sure that you and your spouse share the same set of rules regarding discipline. Toddlers quickly learn whom they can manipulate the most. If your spouse disciplines the child and you disagree, discuss it behind closed doors and not in front of your child. Base your discipline strategy on boundaries. Decide how far your toddler can push you in certain circumstances. When you have clearly defined the boundaries, stick to them. The most important rule is to be consistent, no matter where you are or what mood you are in, be consistent. Accept that when in public, no matter how you discipline your child, someone will disagree. Choose whatever method suits your child and stick with it. Discipline your child for her sake not yours! When deciding on boundaries, remember that children, indeed human beings, are by no means perfect so you should not expect perfect behaviour from your child. Your child needs to be taught right from wrong and it is only when they are taught that they learn, it does not always come naturally. Do not nitpick and reprimand your child for any little misbehaviour. This will slowly kill her spirit. Remain calm. Do not scream and go hysterical. You will frighten your child unnecessarily and allow her to think that this is acceptable behaviour. Deal with a situation immediately. Do not revert to “Wait until your father gets home.” Try not to put your child into situations that will cause misbehaviour. For example: Don’t take a tired toddler shopping. Do not create confrontations. Once the discipline is over. Carefully explain to your child that you love her but it was what she did that made you angry. Never bear a grudge! Remember you are the adult in this relationship.

February 13, 2019

Listen Up! What’s the big deal with childhood hearing loss?

Hearing is one of the most important senses. Through hearing we learn how to communicate with others, we experience the joy of music, the excitement of laughter, the symphony of nature and the bustling sounds of the city. Hearing also protects us, it alerts us to approaching danger and keeps us connected to the outside world. According to the World Health Organization, about 466 million people have disabling hearing loss, 34 million of these are children. Hearing loss is the most prevalent birth defect and every day 17 babies are born in South Africa with some degree of hearing impairment – half of which have no known risk factors for hearing impairment. In the past, majority of children who were born with congenital hearing loss were only identified at about age 2 when they were not reaching their speech and language milestones. Research has demonstrated that children who are diagnosed with hearing loss and have the appropriate intervention by 6 months of age, will have speech and language milestones comparable to that of a normal hearing child by age three years. What are the causes of hearing loss in children? Congenital Hearing Loss This means that the hearing loss is present at birth. Congenital hearing loss is either caused by genetic or non-genetic factors. Some non-genetic factors include: Birth complications, including the presence of herpes, rubella cytomegalovirus, toxoplasmosis or another serious infection, lack of oxygen or the requirement of a blood transfusion for some reason. Premature birth. Babies that have a birth weight of less than 1.3 kilograms or that require certain life-sustaining drugs for respiration due to prematurity are at risk for hearing loss. Complications with the Rh factor in the blood A nervous system or brain disorder. The use of ototoxic medication by the mother during pregnancy. Ototoxic medications are not usually illicit substances – medications like various antiobiotics Maternal diabetes. Drug or alcohol abuse by the mother or smoking during pregnancy. Genetic hearing loss means that either the gene for hearing loss was inherited from the parents or that the child presents with a genetic illness commonly associated with hearing loss. Acquired hearing loss A child with acquired hearing loss is not born with a hearing loss but rather acquires the hearing loss due to one of many factors. Factors include: A perforated eardrum Infections like meningitis, measles, mumps or whooping cough Taking ototoxic medications A serious head injury Exposure to loud noise, causing noise-induced hearing loss Untreated or frequent otitis media (ear infections) What signs and symptoms should I look out for in my child? When a child does not turn his/her head towards a sound, especially a loud sound When a child frequently touches or pulls one or both ears When a child reacts to some but not all sounds When a child turns their head upon seeing you, but not when their name is called from outside their field of vision Does my child have difficulty following instructions Does my child ask for instructions to be repeated When a child has delayed speech and language development. If the answer to any of the following is “no”, then your child may have delayed speech and language development: Is my child using single words such as “dada” and “mama” by the age of 1? Is my child using 2-word sentences by the age of 2? Is my child using 3-word sentences by the age of 3? Is my child using understandable 4-5 word sentences by the age of 4? When should I test my child’s hearing? Most private hospitals and some government hospitals have audiologists who assess the babies hearing soon after they are born. Generally, this is an optional service so it is a great idea to opt in for the screening. The audiologists use an OAE (Oto-acoustic emissions) or an AABR (Automated Auditory Brainstem Response) machine. The test generally takes a few minutes and requires no response from your child. The Audiologist will be able to tell you if your child’s hearing is normal or if further testing is required. Even if you don’t feel like your child has a hearing loss it is important to have your child’s hearing tested once a year much like testing their eyesight! What happens if my child has a hearing loss? If your child is diagnosed with a hearing loss the Audiologist will guide you through the process. Depending on the cause, degree and configuration of the hearing impairment, the audiologist will either refer your child for further medical treatment or recommend hearing aids and perhaps a further evaluation for a cochlear implant. Your child will also require intensive speech and language therapy in order to catch up to his/her developmental milestones. The later a child is fitted with amplification the poorer the prognosis is for the child. Early intervention is of the utmost importance, we live in a an incredible time where even children with a profound hearing loss can have access to sound again and become integrated into society with ease. Be sure to contact a qualified Audiologist, if you would like to have your child’s hearing screened.

February 8, 2019

TODDLER APPROPRIATE CHORES – IT BULIDS CONFIDENCE

When we are born, each of us is entirely reliant on others and therefore we can say that childhood is then an apprenticeship that gradually prepares us for adulthood. From infancy, children understandably reach out to the world; beginning with their mother and father. As that bond is cemented, children seek more triumphs and competence. As a parent and educator, I know that living in the 21st Century, boast a demanding and dynamic lifestyle; at home and in the classroom, therefore it is important to instil a sense of ownership and pride within our children from a young age. By assigning responsibilities (chores), we are teaching them to build their self-esteem, teaching self-help skills and encouraging their independence so that they too will one day be able to cope with the demands of society. By asking our toddler to help with tasks not only ”lifts the load” as a parent or a teacher, but the child will learn empathy by sharing responsibilities and become more self-confident when they accomplish their assigned task, particularly with little or no guidance. Chores are great tools to establish routine, which may reduce opportunities for confusion or disagreements amongst siblings or other toddlers if in a classroom environment. Remember, each child develops at his own pace, so some children may be ready for chores that have been assigned, while others will only be able to perform tasks with support. Start with one or two chores; it is important to only start with a few tasks at a time. You definitely don’t want to overwhelm your toddler or make them feel pressured. The main aim in giving your toddler chores is for them to feel capable, not overwhelmed. As children approach chores, it’s guaranteed they’ll do things differently, messier than you! But as children gain finesse through trial and error, they’ll achieve mastery and build pride. Don’t expect perfection or correct the work that the child has done. There is plenty of time for that later when the child is more competent at the task and has more confidence. What you want to focus on now is rewarding the child’s effort and your patience and gentle guidance will mean a lot. Addition to simple chores, toddlers should also include attending to their own cleanliness, grooming, clothing and toys. The below mentioned chores are sure to assist you in fostering an independent and confident toddler. Pick up toys and books and put them in their suitable place (you must first assign clear places for your child’s belongings) Put dirty clothes in the laundry basket – this can be done after bath, in the morning, and before bed-time. Wipe the table after meals- not only is this an easy task, but they will love doing it! Dusting and wiping- make it fun! Purchase a bath hand puppet to use when dusting or wiping to “collect all the dust bunnies.” Unload the groceries- after a grocery trip let your toddler hand you items out of the grocery bags while you pack it away. Help set the table- just be sure to only give your toddler safe, unbreakable objects. Let them help you make the bed- do this chore together and squeeze in a little bonding while you work. Clean up spills and messes with paper towel, sponge or a child-sized broom. Water plants- for this chore, provide measuring cups and a bucket of water and then let your toddler delight in pouring it into the pot and feeding the plant. Sweeping- Use a toddler size broom and dust pan. While this is one chore that generally creates more work for you, they love helping and sweeping the dirt back and forth. Pushing buttons- If there are buttons that need pushing let your toddler do it – elevators, dishwasher, microwave, washer, dryer, even the coffee maker. Toddlers LOVE buttons! This chore that isn’t quite a chore is still teaching little ones to follow directions. It also teaches them that they are capable, they can do it, and when possible, you will let them. Help in the kitchen- there are so many ways toddlers can help in the kitchen from stirring to pouring to washing fruit. Chores given to toddlers will enable your toddler to contribute to the family, care for themselves and their personal belongings. It is a standard plan in an apprenticeship for adulthood! Written By: Elizabeth Steenkamp (Principal of Junior Colleges Castillian)

February 6, 2019

How to prepare yourself emotionally for when your child starts eating solids

Eating solids is a huge milestone in the life of your child! It is also a milestone for all moms who have breastfed their little ones up until that point. Letting go of the intimacy of feeding times can be an incredibly difficult journey for a woman. Therefore, know how to cope with this by reading on below now. We have a few suggestions to help you emotionally face the transition from liquids to solids in your little one’s life. Don’t Say Goodbye Just Yet Even though your child should be able to start eating solids from around the four month mark, this doesn’t mean you need to say goodbye to breastfeeding just yet. Luckily, you will be able to still breastfeed for as long as you see fit. Breastfeeding experts suggest you should aim to breastfeed your child for two years. From between four to six months, you will be able to introduce them to a more solid diet but continued breastfeeds are strongly supported. How To Cope When Eating Solids Are Enough For Your Little One Ending a breastfeeding journey can be a mixed bag of emotions. Many women have been known to go through a myriad of emotions in the space of a day! Some of the most common emotions you will experience are as follows: Relief: some moms may experience a sense of relief at the thought of ending their breastfeeding journey. This doesn’t suggest that they loathed the time spent with their child, but rather, that they look forward to enjoying a carefree diet once more! for whatever reason, some women feel a profound sense of relief at the thought, and this should not be belittled. Guilt: in the same right, guilt will rear its ugly head in the emotional trio. Moms will feel guilty for being relieved at the thought of ending this journey. In the same right, some women will feel guilty in that they don’t know if it is the right time for their child. Whichever way you experience it, note that guilt will probably surface during this time. Sadness: naturally, sadness will come into play. Breastfeeding is a hugely emotional and sentimental journey between mother and child. It also plays a huge role in the formative years of a child’s life. Naturally, saying goodbye to this practice will pull on the old heart strings. Putting Your Emotions Into Perspective The best thing to do for yourself is allow yourself to go through the motions of any feeling which pops up during this time. Another wonderful way to ensure you don’t lose any connection to your child is to set time aside daily for skin to skin hugs. Perhaps begin to schedule these in the times you would’ve usually spent breastfeeding. This will ensure you never miss out on the intimacy you shared with your child before.

February 5, 2019

Will my child be left or right dominant?

Many years ago, people believed that it was important for all children to be right handed. They used to go as far as tying the left hand behind the child’s back so that she was forced to use only the right hand. As can be imagined this caused enormous problems in the development of naturally left-handed individuals. Dominance (being left or right handed) is something that you are born with – it is genetically pre-determined. So trying to change something that we are born with and that we are meant to be can only cause problems. Everyone has a dominant eye, ear, hand and foot, and the dominance is not necessarily on the same side. Although it takes a child several months to years to show dominance, a clear dominance is usually evident by the age of 2 years and definitely by the age of 5 years. Midline crossing is the ability to work across an imaginary line that separates the right and left halves of the body. This is important as it shows mature communication between the right and left halves of the brain. If a child is unable to cross his midline, he may have difficulty with developing a dominant hand. This is because they tend to use their right hand when things are placed on the right side of their body and their left hand when things are placed on the left side of their body. Delayed development of a dominant hand can result in immature fine motor skills and the delayed development of handwriting. As a baby, we want to encourage the use of both hands for bilateral activities, this is the ability to coordinate the left and right sides of the body, and to cross the midline as it indicates that both sides of the brain are working well together and sharing information efficiently and the development of dominance. A baby of 6 – 8 months should show bilateral use of both hands, such as holding her bottle and bringing a toy to her mouth. Once your baby can use both hands together, she will start to cross her midline. Your baby should be able to cross over to the left with her right hand to grab a toy and vice versa, she should also be able to touch her toes. These are very basic examples but are nonetheless important to the development of your child. Insofar as being left or right handed, it does not matter, being one or the other does not make a greater or better person. Allow your child to develop naturally and provide as many opportunities for bilateral hand function and midline crossing as possible.

February 1, 2019

Why is it important to be a good role model?

As parents, we have been handed a truly remarkable creation with no instruction manual! As each day passes, we try to discover which will be the best way to deal with a situation. Since time rushes by so quickly and before you know it, your toddler will be going to school; we know that we have to make the most out of every situation. If we look ahead, all parents really yearn for, for their child, is that she becomes a well-rounded, happy adult one day. But how can we influence who she will become? Treat your child, as you would like her to treat you and others. Many adults believe in the old age saying, “Respect your elders” whilst this is indeed true, should we not rather teach our children to respect all others? When your child wants to talk to you, give her the full attention she deserves, after all, you expect her to listen to you. Nobody likes to be interrupted. Should you be involved in a conversation and your child calls you, don’t ignore her, it may be urgent. Instead, teach her to tap you on the leg and briefly tell her that you acknowledge that she needs you and that you will speak to her as soon as possible. As soon as possible, break your conversation to see to your child’s needs. Treat other people with respect. In a group situation, listen to when someone is speaking and do not have your own conversation. By doing this you will teach your child that she does not need to listen to others. Never speak badly to another adult in front of your child. Your child will believe it is okay to treat others in this way. Use please and thank you when speaking to your child. Lead by example. Your child is sure to be a little YOU one day. Watch your child at play; the words and mannerisms will imitate who you actually are. Keep adult conversations out of earshot. Little children pick up bad language quicker than you think and use it when you will be most embarrassed! Remain calm and collected in a situation. Getting hysterical will only teach your child that this is the way to deal with a crisis. Be cooperative and not bossy. We want to create good leadership qualities in our children and not militant leaders.

January 29, 2019

Group Games

Group activities are a great way of stimulating appropriate social skills. They provide opportunities for turn-taking, sharing, communicating and following rules. The activities listed here also focus on development and physical well-being. Activities to stimulate eye-hand coordination and ball skills: Beach/Park mini-golf: Use beach spades or plastic golf clubs to hit the golf ball. Set up your course with features made from the paper cups and shoe box. You can cut the ends out of the shoe box and make a tunnel to hit your golf ball through, and the cups can be used as a hazard too. Play tenpin bowling using a ball and some old cold drink bottles that can be knocked down. Balloon volleyball: create a net by tying a piece of string to 2 different points. Try to hit the balloon over the net and not let it touch the ground. Blanket throw and catch: Each child holds a corner of a blanket. Place a plastic ball or a soft toy in the centre and then lift the blanket to toss the object into the air. As the object falls down, try to catch it using the blanket. You can move around to catch the object if needed. Activities to stimulate balance and gross motor skills: Hopscotch. Jumping rope games. Obstacle courses: Set up different courses in the house or garden using chairs to climb over, tables to crawl under, cushions to crawl over and rope to jump over. Sled races: Have one child pull another child on a blanket around the floor (just make sure that there aren’t any dangerous objects in the proximity). Activities to encourage fine motor skills and tactile stimulation: Draw a very large picture on a big sheet of paper. Give each child a section to colour in. Baking groups: make simple things like Marie biscuit faces, fruit skewers or cookie pizza’s (coat a large biscuit with Nutella and then add sweets like Smarties and Jelly tots). Have races using tweezers and small beads or small squashed up pieces of paper. See who can pick up the most in one minute. Activities to encourage creativity and imaginary play: Build forts with boxes, pillows and blankets. Play games with themes e.g. firemen, doctors, teachers etc. Go on adventures e.g. to space or in the jungle. Activities to encourage perceptual and cognitive skills: Bingo: using numbers, letters or simple animal pictures. Play the memory game where each person has the chance to turn over two cards in an attempt to find the matching pairs.

January 22, 2019

Understanding the effect of alcoholism on children

An Open Letter To My Teacher Dear Teacher, I think it’s time I told you why I have been acting out at school and crying sometimes. I think you know that something is wrong, because you keep asking me, “What’s the matter?” The reason I haven’t told you before is that I can’t talk to you in the hallway with all the other kids staring at me—and until now, I didn’t feel like I could talk to anybody about it. I’m worried about my schoolwork. I keep getting in trouble for not doing my homework, and not listening in class. Sometimes I am so scared that I just get mad at everybody. I don’t mean to yell. I just feel like everyone is picking on me at home and at school. You see, my dad has a drinking problem. It’s called “alcoholism.” It means that he can’t control his drinking. He comes home some nights really drunk and yells at all of us. Then Mom yells back at him for being drunk and spending all the money. Sometimes he hits her, or my sister and me for no reason, just because he is drunk. Sometimes my sister and I are so scared that we hide in our room. I used to hate my mom and dad for all that – Mom for yelling at Dad and making him even madder, and Dad for his drinking. I don’t hate them anymore because I found out why they were like that. One day a lady came and talked to my mom, and I listened, too. She was the one who explained to us what alcoholism is. I learned that my dad was not horrible, just sick. He has a disease called alcoholism. She told us that when there is someone in the house with a drinking problem, the whole family gets hurt by it. She also told my mom about Al-Anon. That is where families and friends of problem drinkers go to understand the disease of alcoholism and how they can stop being so scared and mad all the time. Now Mom goes to Al-Anon. It works, too. Mom doesn’t scream at Dad or us as much anymore. I go to Alateen, that’s for kids affected by someone else’s drinking. Sometimes we have friends that drink too. Now I understand, and it feels good not to be the only one with my kind of problem. I think that teachers should know about alcoholism, because then they would understand kids like me. If you know of any kids who might have a problem with a drinking parent or a drinking friend, you could tell them where they can get help. It really helped me. Your Student ____________________________ For nearly 70 years, Al-Anon Family Groups, globally, has helped the families who live with the disease of alcoholism. The disease of alcoholism in a family member or friend affects children and teenagers in many ways that impact on their behaviour and ultimately, their school work. Frequently, students and educators do not realise that a relationship with an alcoholic could be a factor in poor performance, disruptive behaviour and other problems. Alateen helps young people understand how alcoholism affects the lives of all who are associated with a problem drinker. It especially effective for children in the Teens & Teens age group Alateen in South Africa We have learned that learners are very cautious about attending Alateen meetings at their schools. In some areas Alateen meetings are held in the evenings in a nearby church hall, community centre or somewhere secure. Parents/guardians must give written permission for Alateen attendance. Alateen South Africa has groups across the country. A list of Alateen meetings may be found on our websites: http://www.alanon.org.za/meetings/ http://www.alanongauteng.co.za/ Teen Corner (Alateen) alanongso@iafrica.com — 24 hr Helpline – 0861 25 66 66 Literature & more information is available. Just call us.

January 16, 2019

‘Oh Shit!’

The day I had been dreading has finally arrived: the day my potty mouth has made me fail as a mother. ‘Oh, shit!’, my almost two-year-old exclaims with glee as I am busy wiping up the water I just spilled all over the table, while sitting at one of our favourite child-friendly restaurants in Johannesburg He is, of course, copying what I had just said a minute ago when I knocked my glass over, and although I try and ignore the words, not wanting to make a big deal out of the situation, Bean is now excitedly running around the garden repeating my profanity – over and over and over again. A few days later, I am trying to phone our gardener, Robert, but the signal keeps cutting out. I, out of frustration, shout into the phone, ‘Robert, ROBERT, ROBBEERT’, misguidedly thinking that this will miraculously change the signal quality of our call. Bean, being the parrot that he is, starts shrieking in a voice which eerily sounds like my own, ‘Robert, ROBERT, ROBBEERT’. I stop, shocked, and in my best voice repeat, ‘Hello Robert’ in the hope that when he sees Robert again, he does not repeat my shrieking outburst (not that this has helped – poor Robert gets shrieked at, at least once every time he is here). Do I really sound that bad? And look so scary when I am upset? Because Bean, not only successfully copies my words and my voice, no, he manages expression as well! And the worst of it all is that I cannot even be angry at him – he is simply doing what a toddler does, using me as an example. And so, I laugh, a reaction which Bean loves and a reaction which makes him want to repeat whatever it was that I thought was so funny. It’s a trap, and a very humbling one at that. If you think that someone needs a humbling experience, put them in the same room as a parrot-toddler. There is nothing quite like your pride and joy holding up that figurative mirror, happily showing you all the flaws which you have so successfully been able to ignore all these years, in all their glory. Whether it’s your potty mouth or your frustrated ‘AAAAAAAHHHHHHHHH’ when something does not want to work as it’s supposed to, trust me, your ‘parrot-toddler’ will repeat it. And he will repeat it at the most inconvenient time, while you are proudly telling someone of your most recent parenting win, for example. Luckily, Bean manages to copy the good as well, the parts of me that I am quite happy to share and see repeated, the parts which make me proud. So, from now on (yes, I have mentioned this before, quite a few times in fact, but repetition does at some point lead to learning) I will focus on the good and try and be better, calmer, more patient. We have started using the words, ‘Oh, sherbet’ now and that seems to be doing the trick but, I have to admit, every now and again, when my guard is down and I am tired and frustrated, that true Alexa potty mouth still makes an appearance. Flaws do not get ironed out overnight it seems. And as for Robert, well, he just laughs. Luckily, he is quite taken by our little Bean it seems.

January 8, 2019

Why does Toptots have a parachute programme?

Many parents wonder why we persist with parachute activities in our classes when some children obviously don’t like it. I am sure many of you have heard the term sensory integration bantered around at mom’s gatherings and parties? Sensory integration refers to how people use the information provided by all the sensations coming from within the body and from the external environment. We usually think of the senses as separate channels of information, but they actually work together to give us a reliable picture of the world and our place in it. Your senses integrate to form a complete understanding of who you are, where you are, and what is happening around you. Because your brain uses information about sights, sounds, textures, smells, tastes, and movement in an organised way, you assign meaning to your sensory experiences, and you know when to react or when not to react. If you currently live in a quiet area and then you buy a new house and move into a busy neighbourhood, at first you are going to find it difficult to sleep. The noise will be a distraction. After a few weeks your brain registers that it does not have to pay attention to what’s happening and you don’t hear the sound any more. A friend might come and visit and she might ask how you cope with the busy street sounds. This reminds you that the sounds are there. You “integrated” the sounds and now that they are harmless and you do not have to pay attention to them. Relate this to all the senses in a class environment. Little Johnny is having a problem integrating his senses and this is distracting him from learning. The teacher in the next classroom is shouting at her class – he hears it and starts to pay attention to this. His mom forgot to cut the label from his shirt and this is scratching his neck, after an hour or so that’s all he can think about. The bright lights glare down on his page and hurt his eyes and there is an offensive smell coming from one of the desks where a sandwich was left last week. I am really painting a bleak picture here but this is what some children experience. Our parachute programme incorporates many sensory experiences. Visual – all the bright colours of the parachute and the movement Auditory – the rustle of the chute and the music Near senses – movement and balance when on the parachute Tactile – the feel of the parachute in their hand and having all the other children on the chute. As sensory processing skills mature, vital pathways in the nervous system get refined and strengthened, and children get better at handling life’s challenges. The parachute also offers opportunity to stimulate: Social interaction – our toddlers play alongside each other till about the age of 3 and the parachute encourages them to work together. Develops a sense of rhythm- up down etc. Language development- it requires them to follow instructions Strengthens upper torso Refines perceptual skills So now you know why this is an important part of our programme but how do we keep your little one on it? Some children take to it straight away and are happy to sit and shake it and then happily sit on it and even under it. Others fuss from day one. I recommend that you “ask” by placing the child on the parachute every week. If they say NO by fussing take them off. Let them watch. Move around with them while the others are on the parachute. It is important that you try every week as one day they will just decide to happily participate. The other problem is the child that has been sitting happily for months and then decides he doesn’t like it anymore. The same rule applies – keep trying. You must remember if they don’t feel well or are tired they will not want to do this activity as it stimulates all the senses and can be very overpowering. Most of all relax and enjoy it with your child, it’s just one of many activities at Toptots that stimulates the senses. If your child refuses the parachute make sure he takes part in the other activities.

January 7, 2019

Is my child talking the talk?

Learning to communicate effectively is a complicated process, involving multiple skills that develop concurrently. A child’s speech and language skills develop as they grow from infancy to school age. This development should follow suggested timelines and patterns. When it doesn’t, this can be a worry for parents and is cause for a professional evaluation by a speech-language pathologist. Often, these difficulties can be treated with speech and/or language therapy. Normal speech might seem effortless, but it’s actually a complex process that needs precise timing, and nerve and muscle control. When we speak, we must coordinate many muscles from various body parts and systems, including the larynx, which contains the vocal cords; the teeth, lips, tongue, and mouth; and the respiratory system. The ability to understand language and produce speech is coordinated by the brain. A number of events must occur for us to speak. The brain MUST: Want to communicate an idea to someone else Send the idea to the mouth Tell the mouth which words to say and which sounds make up those words Incorporate patterns and accented syllables (to avoid sounding like a robot) Send the signals to the muscles that control the tongue, lips, and jaw Language is what we speak, write, read, and understand. Language is also communicating through gestures (body language or sign language). There are two distinct areas of language: receptive (what we hear and understand from others’ speech or gestures) and expressive (the words we use to create messages others will understand). In order for children to begin using and understanding spoken language, they must: Hear well enough to distinguish one word from another Have someone model what words mean and how to put sentences together Hear intonation patterns, accents, and sentence patterns Have the intellectual capability to process what words and sentences mean, store the information, and recall words and sentences heard previously when communicating an idea to someone else Have the physical capability to speak in order for others to hear and understand the words they are saying Have a social need and interest in using words to communicate with others Have another person to positively reinforce their attempts at communication Language Disorders483 AGE RED FLAG Birth & Up • does not smile/interact with others 4 – 7 months • does not babble (“bababa”) 7 – 12 months • very few sounds or gestures (pointing) 7 months – 2 years • poor comprehension of what others say 1 1/2 – 2 years • speech is difficult for listeners to understand 1 1/2 – 3 years • does not combine words into sentences 2 – 3 years • difficulty talking to and playing with peers 2 1/2 – 3 years • difficulty with early literacy and writing skills Speech Sound Disorders AGE RED FLAG 1 – 2 years • incorrect production of early sounds /p,b,m,h,w/ in words 2 – 3 years • incorrect production of /k,g,f,t,d,n/ in words 2 – 3 years • speech is unclear, even to familiar listeners Stuttering Disorders AGE RED FLAG 2 1/2 – 3 years • difficulty producing sounds or words 2 1/2 – 3 years • repeats the first sound of words (b-b-b-baby for “baby”) 2 1/2 – 3 years • frequent pauses of silence when talking 2 1/2 – 3 years • stretching sounds out while talking (sssss-silly for “silly”) Voice Disorders AGE RED FLAG any age • hoarse- or breathy-sounding voice any age • nasal quality to voice Hearing Problems AGE RED FLAG birth – 1 year • poor attention to sounds in the environment 7 months – 1 year • does not respond when name is called 1 – 2 years • difficulty following simple directions birth – 3 years • delays in speech and/or language development any age • scratching or pulling at ears school-age • limited academic progress, especially math and/or reading school-age • social isolation and unhappiness at school school-age • discomfort in ears after exposure to loud noise Encouraging good communication Parents play the most important role in building communication skills in their children. Children develop communication habits by the way they see parents interacting with others. Parents who listen and speak with patience, interest, and attention prove to be the best teachers of listening and give their children the greatest audience in the world. Listening Skills Listening is a learned skill and an essential part of the communication exchange with your child. It is important to model good listening skills when your child is communicating via verbal messages (questions, requests) or nonverbal ones (actions or non-actions). You will be setting a good example for your children, and help them to become active listeners. Active listening is the central component of communication. When parents are active listeners, other people may describe them as having good intuition and as being “tuned in” to their children. The process of active listening will help your child understand feelings and be less afraid of the negative ones. It will also allow them the opportunity to talk about and solve their own problems as well as gain more control over behaviour and emotions. To become an active listener: Set aside time to listen and block out distractions as much as possible. Encourage your child to talk directly to you so you may model the habits of good listening. Some parents and children find they can communicate best just before bedtime or when they share an evening snack. Maintain eye contact while your child talks. When your child speaks to you, show that you are genuinely interested in their thoughts and feelings. Listen to, summarise, and repeat back to your child the message you are hearing. Watch for your child’s nonverbal cues including facial expressions, posture, energy level, or changes in behaviour patterns. The underlying messages may include the feelings, fears, and concerns of your child such as being scared… sad…angry…happy. Accept and show respect for what your child is expressing, even if it does not coincide with your

December 18, 2018

Be water wise to ensure the safety of our children

It’s summer and we all love to splash around in water to cool down. However sometimes water fun comes at a high price. Did you know that accidental drowning is the leading cause of deaths in children between the ages of 1 – 4 years of age? Most accidents happen at home in our own backyard pools but containers or buckets of water can also be a drowning hazard – it only takes 30 seconds and about 5cms of water for a child to drown. It is so important to be aware as a parent and caregiver of any water dangers around your home in order to safeguard the safety of your child or children. So how do you become aware of water hazards in and around your home or anywhere for that matter? Here are a few pointers to take note of. Watch your child at all times around water – don’t become distracted for even a second! If your phone rings – let it ring. Toddlers are curious by nature and will wander off and out of sight in the blink of an eye. Install a pool safety net on your pool and ensure that all gates leading to the garden pool are locked securely. Outdoor patios that lead onto the pool area need to have a locked security gate on the doors. Don’t forget to safe guard garden ponds and spas as well. Teach your child to swim as soon as possible – they need to learn about the dangers of water. Speak to your local swim school as to the age they enrol children into their classes. They will consider their age, development and how often they are around water. Never think that water wings, pool noodles or any other flotation device will keep your child safe whilst they are in the water – you still need to be there watching them. These devices were not made to be life preservers. Don’t leave your toddler with an older sibling, even if they know how to swim. Accidents happen quickly and it’s unfair for an older child to take responsibility for his younger brother or sister. After a day’s swimming empty all paddling pools and swim toys and store away. We often have summer storms at night and these can fill up with rain water causing a water hazard in your home. Be vigilant at the beach – currents can take a young child playing at the water’s edge very easily. When we go through a drought, we all try to catch as much rain water as possible – buckets left outside unattended are a huge drowning hazard for the young toddler. Never leave a child unattended in the bath, make sure you have everything on hand before filling the bath. After bath time – empty the bath. Your child may wander through a little later and reach for a toy floating in the bath water and accidently fall in. Children less than 1 year old are more likely to drown at home in the bathroom or a bucket. Close the lids on all toilets and purchase toilet seat locks and keep the doors to the bathrooms closed shut. Don’t keep buckets of water behind the toilet to fill up the cistern – rather store the water in a large water bottle with the lid securely closed. Learn CPR – this can save lives! Enrol yourself and your child’s caregiver into an accredited CPR course. You can contact any one of our Toptots branches as most of them offer CPR courses throughout the year or will know of an accredited instructor in their area. Knowing what to do during an emergency could save a child’s life whilst you are waiting for the ambulance services to arrive. Save this list of numbers of EMS (Emergency Medical Services) providers on yours and your caregiver’s phone, they will dispatch qualified staff to assist you during an emergency and tell you what to do while you wait for the emergency services. Netcare 911 (082 911) ER24 (084 124) Vodacom Emergency (082 112) MTN Emergency (083 112) Cell C Emergency (084 112) Remember water fun is great play but safety must come first.

December 17, 2018

Playing Smart

From the moment they can see, feel, smell and hear, your baby is learning. What can you do to help the process along and make sure your baby is getting just the right stimulation? Toptots Early Learning offers these wonderful tips. 0-3 months: At this age babies can’t grab or move toys around so their experience is through sight, touch and sound. Although mobiles will attract your baby’s attention they do get bored looking at the same thing each day, so choose one with interchangeable items or put a mirror where they can see it whilst on their tummy – great for looking at “the other baby” and developing neck muscles. Different rattles with different sounds also help to stimulate hearing, whilst at the same time making baby try and turn sideways to see where the sound’s coming from. Home-made ideas for the 0 – 3 month old: Encouraging babies to stay on their tummies isn’t easy but by half filling a 2 litre plastic bottle with water, adding some food colouring, glitter confetti, tinsel or anything brightly coloured and then sealing the lid with nail varnish, you will have a great new toy. This toy will keep baby amused for some time but also be helping to strengthen those neck muscles whilst he is on his tummy. 4-7 months: They’ve discovered their hands which, when covered with bright socks or a wrist rattle, can be great fun. They need different textures to try and grasp, so use soft toys and squeaker toys making a noise for them to reach for. Hold things in different positions for them, encouraging hand eye coordination and strengthening muscles. And don’t forget the old favourite – blowing bubbles which helps strengthen tiny eye muscles. Home-made ideas for the 4 – 7 month old: A helium balloon, filled with some rice and tied onto your baby’s foot not only makes a great noise but will encourage kicking. Please remember that balloons and their strings are a choking hazard, so if the balloon pops, please discard the pieces immediately. 8-12 months: Now baby is sitting and enjoying toys that he can manipulate. Babies love putting things in and out of containers and finding hidden objects. Cardboard, cloth or vinyl books with different textures make great toys as well for this age group. Who doesn’t remember the joy of a simple ball? Give baby balls of different shapes and sizes, soft and hard, even spiky, then roll the ball back and forth between you – learning to share starts with mum and dad. Large blocks are also a win as baby knocks down the tower you built, teaching them about cause and effect. Although they may not be able to completely master knob puzzles, they will be able to take the pieces out, which is a great fine motor skill. Although the thought of musical instruments may sound daunting a xylophone is great for learning different notes and associating them with different keys to develop good listening skills. Home-made ideas for the 8 – 12 month old: Give baby half a cup of frozen peas to play with. By picking them up one by one they’ll learn fine motor coordination and to eat by themselves. Become a magician with a cardboard paper towel tube by posting items down one end and to baby’s amazement showing how they come out the other end! 13 months – 2 years: At this stage they’re up and about, following you around, imitating your movements and looking for things to challenge their manipulatory abilities. They’re starting to talk and understand a lot more than they can say. Reading, maybe even the same story over and over, is a great source of joy for babies at this stage. Reading aloud to children stimulates their interest, their emotional development and their imagination. Remember readers are not born, they are made! Stacking rings and nesting beakers help dexterity and spatial visualisation, teaching them about size. Push and pull toys, carts with rigid handles to load and unload are great and sorting buckets with basic shapes will teach shape recognition, encouraging hand eye coordination. This is also the time to encourage imagination. Tea sets for boys and girls, dolls, brooms and mops. Babies don’t know about gender and it’s important not to stereotype them at this age. They see daddy making coffee and want to play with a tea set or dad holding a baby and want to imitate that as well. Boys with sisters get the chance to experiment with dolls but generally we don’t buy dolls for our sons – whereas we wouldn’t think twice about buying a car for our daughter… Tunnels make wonderful birthday gifts bringing hours of fun to the mobile toddler and wooden blocks, as against plastic interlocking ones, take a lot of manipulation whilst learning to stack them. Home-made ideas for the 13 – 24 month old: Using an old formula tin, cut a circular hole in the lid, add some practice golf balls with holes in and you’ve got a shape sorter. Then try squares and triangles, varying the shapes as they get older. 3 – 5 years: A child of this age is testing his independence, control of language and learning new skills every day. They need to be watched constantly as they have no sense of caution or fear. Dressing up clothes encourages imagination. Paint, play dough, stamping and stickers are great creative hits at this age. Puzzles, preferably to match their interests, like trucks maybe, will encourage them to build it. Playing and sharing activities is important now so make sure there’s ample play dates. Dolls houses and garages are wonderful gifts amusing them for hours on end. A love of nature, collecting bugs and looking at butterflies and animals can be encouraged with books. Home-made ideas for the 3 – 5 year old: Don’t forget to re-enact nursery rhymes like Humpty Dumpty and all the other old

December 14, 2018

Routines – are they really necessary?

We know that having a routine is important for children in their early developmental years, but let’s unpack why it is so beneficial to their overall level of well-being. Young children do not have a concept of time and thus they cannot judge the passing of minutes, hours and days. The only way they can understand the passing of time is through events e.g. nap time, dinner time, bath time, bed-time, play-time, story-time etc. This understanding of the sequence of different events in their day gives them a sense of predictability and structure which makes them feel more secure in that they know what to expect. Just as routine and predictability are vital, experiencing change is also an important step in a child’s development. Having a set routine and a strong sense of security in that routine allows children to be able to approach any changes calmly and with confidence. Coping well with a change then helps them to develop a sense of mastery in dealing with the unexpected and as this sense of mastery is strengthened, they can then feel confident to tackle larger changes. However, without the foundation of structure and routine, they are likely to experience fear and anxiety when faced with the unknown and this will reinforce that they are not able to cope and can result in avoidance of anything unknown or unfamiliar. Here are some of the benefits of having a routine at home: Children are likely to be better sleepers if they have a regular routine for nap-times and bed-times. Their body clock can adjust to their routine making it easier for them to regulate themselves. The same is true for having regular mealtimes and they are likely to be better eaters. Having a consistent time for meals will result in better bowel routines. Children who have a set routine are less likely to have meltdowns and display extreme emotional reactions to things. This is because of the sense of predictability and safety that goes along with knowing what to expect and reduces feelings of stress and anxiety. Routines help with establishing expectations e.g. children begin to expect and complete activities without issue e.g. “after play-time we need to pack away all the toys”. This then reduces the need for parents having to nag and repeat themselves as children know exactly what is expected of them. Having a routine can help with developing healthy habits e.g. the knowledge that every day after breakfast and before bed, teeth need to be brushed! A routine at home makes it easier to adapt to a routine at school. If your child attends extra-mural activities for e.g. Toptots, it is important to stick to the weekly routine as it helps children to feel comfortable with the environment, the other people (parents and children) and with the activities. It is important to remember that programmes like Toptots (and other extra-murals) often follow a particular sequence of steps and each week builds on the skills of the previous week.

December 11, 2018

12345…maths for your toddler!

If you always thought that mathematics only revolved around numbers, think again! “There is a myriad of concepts that can help to prepare your child for school related mathematics,” says Liz Senior, Founder of Clamber Club and Occupational Therapist. “Pre-arithmetic readiness includes memory and sequencing abilities, the ability to understand shape, form and volume,” explains Liz. “It requires the child’s understanding of size, position, length and quantity,” she adds. Montessori found that learning about numbers requires 3 stages: The ability to sort objects into sets. Before your child can identify for example, 3 cars as being part of the same `set’, he needs to understand why they belong together. To do this, he needs to recognise the properties that cars have in common. The ability to match or pair one set of objects with another set. For example, there is one bead in this set and one shell in that set. Give the child another bead and another shell and see if he can match them together with the first set into pairs. This means that he will have 2 beads, and two shells. The ability to compare. A child needs to understand that two stones are less than 3 stones, and that 4 stones are greater than 3. Once he can do this, he can put things in an `order’. Liz shares with us a few activities that will give you some ideas of `mathematic fun’ on a daily basis. Use them as the opportunity arises, remembering where possible to talk about what you are doing, as the physical experience and the verbal reinforcement can help to consolidate many basic concepts. As you go, provide your child with opportunities to touch things, move them around, compare them, to climb over, through, under and on top. Allow and encourage him to experiment! Numbers Rhymes such as “1, 2 buckle my shoe,” or “12345 once I caught a fish alive” can be sung with your child even before he has a concept of the words. This verbalisation helps your child to memorise the names of numbers, particularly those from one to ten. Songs, finger exercises and rhymes with rhythmical number verbalisations all help to establish basic `rote’ counting and provide an introduction to numbers. Gradually your child will learn to count objects and understand the meaning of two or three. Quantity When you talk to your child, include quantity in your conversation – He has “lots” of books, and I have only a “few.” He has “more” hair than you have. You have “less than” him. Put different amounts of cereal in two bowls. Discuss which one has the most cereal and which one has the least. Which one would he prefer? Position and sequence When walking around together, try walking in a row. Who is in front, who is in the middle and who is last? Who is behind who? Swop positions and encourage your child to say where he is – in the middle, at the back or in the front. This game, once played on a physical level, can also be played using dollies and teddies or building blocks Understanding position and sequence is essential to understanding numbers and mathematics. For example, which number comes before number 5? or which number comes after seven? Length Take out some playdough and make roly poly worms together. Make long worms and short worms. Which worm is the longest and which is the shortest? Look in the mirror together and compare heights. Who is the tallest, who is the shortest? Size Collect some cardboard boxes – shoe boxes, apple boxes, fridge boxes, and cereal boxes. Ask your child to put objects in the biggest box, the smallest box. See how many objects do you have to put in the box until it is full. Which box can he fit into? For the older child, put boxes in a row from biggest to smallest. Mix beads together of different size. Show your child how to sort the beads by size into different containers. Start off with only 2 sizes and then add as your child becomes more adept. (The ability to sort into sets is a basic mathematic requirement) Shape Shapes described in mathematical terms are everywhere. Diameters, circumferences, to the square of, measurement of space – all relate to shape. Look out for square and rectangular boxes (cereal boxes, tea boxes, shoe boxes) circles (bowls, bottles, balls) and triangles (Toblerone chocolate!) Point them out to your child, discuss the shapes. Go on a shape hunt in the kitchen. Put some containers with different shape and size lids out for your child to match. Mass Look for heavy and light objects to experiment with. A bag of stones can be heavy, and you need to be strong to carry them. A balloon is light and can be hit up in the air. Explore the same concept in the bath with floating objects and sinking objects. Which object is the heaviest and which the lightest? Guess which one will float or sink. Volume Put some Tupperware containers into the sandpit to play with. Make some full of sand and leave some empty. How much sand will fit in the bucket until it is full? The same concept can be used in many ways. Your cup is full and now that you’ve drunk the water it’s empty. Show your child how to pack things in and out of boxes. Thickness Baking activities are wonderful for describing many of these concepts! Squash the dough until you have a thin layer or make a thick layer instead. Make thick biscuits and thin biscuits, big biscuits and small biscuits – and of course, count the biscuits! Cut a thick slice of bread and a thin slice of bread, look at a thick book that has many pages or a thin book. Discuss the thickest and the thinnest. Fractions Use the idea of fractions in your daily activities. Cut the bread in half, or into

November 30, 2018

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tk_ai	session	Gathers information for WordPress by themselves, first party analytics tool about how WP services are used. A collection of internal metrics for user activity, used to improve user experience.