Advice from the experts
Toptots Head Office

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
Junior Colleges

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
Toptots Head Office

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
Speech and Audio Inc

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
Parenting Hub

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
Breastpumps and Beyond

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
Toptots Head Office

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
Toptots Head Office

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
Toptots Head Office

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
Parenting Hub

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) [email protected] — 24 hr Helpline – 0861 25 66 66 Literature & more information is available.  Just call us.  

January 16, 2019
Things to do with kids

‘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
Toptots Head Office

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
Speech and Audio Inc

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
Toptots Head Office

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
Toptots Head Office

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
Toptots Head Office

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
Clamber Club

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
Toptots Head Office

When your toddler’s language takes its time to develop

As parents we spend the first year worrying about our children becoming actively mobile and then generally secondly worrying about their language development or lack thereof.  In most cases there is no need to worry.  The vast majority of children learn language without a problem.  Language or the ability to use language has its own piece of software in the brain and most linguists are now convinced that language is instinctive, a behaviour which happens just like eating and sleeping. After all humans can’t help but talk. Some children do speak earlier than others but do we always recognise their babble as words?  Children start talking by cooing or babbling and if you listen closely you will notice that it has a rhythm similar to our communication.  To the young child these babblings, sound just like what they hear when they listen to our conversations. When engaging back to your child, listen intently to what your child is babbling and try to respond back with proper language. After babbling comes the next phase of using either single or double syllable sounds.  The child understands what he is trying to say long before the penny drops with the parent.  Try and make the association and recognise that your child is referring to something or someone and respond back appropriately.  Don’t be tempted to repeat the baby language, this may only delay speech further. What do you do if you have a late talker?  The first step is to have the ears checked.  Even a small amount of hearing loss may cause speech delays.  For every ear infection your child has, he may lose 6 – 8 weeks of full functional hearing which may delay his speech development.  There are two parts to language development – receptive language and expressive language.  Some children will have good receptive language skills (understanding the words you say) but take longer to actually talk. They are able to respond to your requests and can follow simple instructions.  Expressive language is when your child uses the words he can say to communicate with you. Between 2 and 3 years of age your child’s expressive language skills should increase to about 300 words.  It is important for children to develop good oral-motor skills in order to be able to chew their food efficiently as well as perform good oral motor movements for speech production.  These skills can be developed by getting your child to imitate you by performing different movements with your mouth, such as puffing up your cheeks, smacking your lips together, sticking out your tongue or licking your lips.  Oral motor skills can also be stimulated by getting your child to suck through a straw, blow bubbles or windmills and through eating chewy foods such as biltong, apples, carrots etc. Girls tend to speak earlier than boys.  Boys are more physical than girls.  They are often referred to as the “walkers” and the “talkers”.  The little one zooting around being very physical may take longer to talk than the little one sitting quietly and taking in everything around them. The third or fourth child may also take longer to talk than their older siblings, especially if the older ones are very vocal.  They just can’t get a word in or the older children tend to talk on their behalf.  However the opposite is also true, some younger siblings talk quicker as they are exposed to more language in the home environment. A toddler has little motivation to talk when everything is handed to him as soon as he points to something.  If he understands what you are asking of him, he is busy building language skills and the words will follow.  The frustration of trying to get others to understand you compels you to try harder, linking sounds to people, objects and actions.  From this a communicator is born. Thumb sucking or extended use of the pacifier (dummy) may also delay speech development, by delaying the fine oral motor skills needed for speech.  If your child is not letting go of his dummy, then insist on him taking it out of his mouth to talk to you. Language development also depends on how much language the child is exposed to.  Children have to hear language to be able to develop the skill.  Start early and talk about everyday things.  Read to your child on a daily basis, making reading to him part of your daily ritual. Singing along to songs will also help to develop language skills.   Extended viewing of the television is never a good thing.  Communication happens between people and not between you and television characters. The language instinct is being supressed so much by screen time these days that it’s rife.  Limit viewing time. There is never any substitute for verbal interaction.   Language and vocabulary is very important because it is the foundation for phonetic reading skills.  If you have a feeling there may be a speech delay, then don’t hesitate to communicate with a professional Speech and Language Pathologist.  Having a one on one consultation can put your mind at ease as they know exactly what signs to look for.  If there is advice they can give you to do at home, what a bonus as you are learning something new to help your child. If they pick up a disorder then hopefully you’ve caught it early and can prevent academic issues later on. It is very easy to have a chat with a professional.  The wait and see approach must be avoided if you have a gut feeling.  Parents must trust their gut! Note = If you are concerned about your child’s language development then it is advisable to have your child assessed by a registered Speech and Language Pathologist.

November 29, 2018
Toptots Head Office

Why is music important to the development of children?

Music in its basic form – rhythm and melody – stimulates brain activity (the release of neurons) in a child’s left and right side of the brain. For example, when a child thinks or talks about the sounds they hear, they only use the left side of their brain. However, when a child engages in music making, irrespective of musical ability, they will use the right side of their brain. Dr Jean Houston of the Foundation for Mind Research said children who do not have access to music basically do not develop both sides of their brain equally – which impacts on their learning and thinking skills. Another researcher in the field, Roehmann, said that music helps children develop skills such as reading, writing, maths and science. According to psychologist Frances Rauscher, music activities build new spatial reasoning, while improving a child’s perceptual and cognitive skills, as well as self-discipline, dexterity, coordination, self-esteem, thinking skills, creative ability and personal expression. Music is a wonderful medium as it stimulates more than fundamental learning; it is a pleasurable way for children to express themselves. Music is basically creative energy captured in sound that allows children to cope with the environment. There are so many physical, emotional and external changes taking place in a toddler’s life. Music helps children to understand this environment and to express their feelings about their environment – especially when words are not available to do so.  Allow your child to bang around on pots and pans to explore sound. Provide good soothing music for your child to listen to. Have music playing in your home. Children love to move to the beat of music.  Maracas are an excellent choice of instrument for a child to play and learn to keep to the rhythm of a song. Sing, dance and be merry! 

November 27, 2018
Ali Samuels

Making Your Home Toddler-Proof

In South Africa, a child is most likely to injure themselves at home – far more so than anywhere else. This is largely due to children’s confidence and curiosity at home, together with an adult’s inability to be everywhere at once, or to have eyes on children at all possible times; it’s human nature. The importance of being vigilant with pool safety cannot be overstated. The same is true when it comes to keeping your children safe in the home – particularly toddlers, who are keen to explore and gain some independence (without necessarily taking much heed of parents’ rules). Putting certain steps in place within the home will help you keep your child as safe as possible while allowing them to continue to learn, explore and develop. Teach your kid how to be safe in the kitchen The kitchen is often a favourite place of toddlers, what with it being where food is made. An interest in food and cooking should be encouraged from a young age, but the kitchen is clearly a particularly hazardous place for toddlers. Keep all electrical appliances out of reach and always make sure all pan handles are facing into the wall, away from the edge of the hob. Make any budding young chefs your ‘sous chef’, assigning them their own area of the kitchen while making sure they know the rules of the kitchen (for example, asking you, the head chef, for permission before attempting a new task). Give the toddler their own apron and child-friendly cutlery, as well as a safe task to do. Giving kids a task like cutting mushrooms will keep them busy and in your eyeline, also giving them a rewarding and educational activity in the process. Make your bathroom safe Never leave a toddler unattended in the bath. Not only can children drown in just a few inches of water, but slips and burns are most likely to occur in the bathroom. To prevent the risk of scalding, turn the cold water tap on first before using the hot water, and make sure the water is no hotter than 120°F. Place an anti-slip mat on the bottom of the bath and underneath the showers. Mop up any spillages on the floor immediately and consider using tap covers to prevent curious little people scalding themselves by turning the hot tap on. Finally, make sure that any medicines, razors and electrical appliances are kept high up in a cupboard and out of reach from children. Keep hazardous items out of reach Toddlers love to open drawers and empty them. With this in mind, make sure you keep anything that is potentially dangerous out of their clutches. This includes earplugs, tweezers, and medicines, which you may absentmindedly keep in your bedside drawer. Scissors, glue, and detergents are other examples of things that must be kept out of sight. For peace of mind, put child-safety locks on any cupboard doors containing potentially harmful objects. Be vigilant and realistic As a parent or carer, the responsibility of looking after a toddler can feel overwhelming at times. Let’s face it, accidents are going to happen; you cannot prevent that. However, many child accidents and injuries at home can be prevented. By putting sensible measures in place and keeping an eye on your toddler’s play at home, you give yourself the best chance of keeping them safe.

November 22, 2018
Toptots Head Office

Me do it !

Me do it! A popular cry from most two to three year olds. Sound familiar?  This is usually followed by mom’s exasperated look as she knows this is going to take twice as long. Patience, count to ten and let her try. She isn’t wasting your time, in fact she is busy laying the foundation for future competence in whatever task she is attempting.  At this age it’s usually getting dressed herself or cutting her own meat – a skill you would want her to be able to do in the near future unless you plan on doing it for her for the unforeseeable future. So how do we cope with this Me Do It attitude? Plan, work in the extra time into the schedule. And most of all be patient after all this could take a while to perfect.   If you are less pressured so will she be and will more than likely manage to get the task at hand done.  Resist taking over, stand back and let her be.  You may give some pointers like – loosening the laces if she can’t get her shoes on.  Purchase some stickers of animals for example and cut the stickers in half.  Put the head in the left shoe and tail on the right shoe and this will help her to get her shoes on in the right way.  The toddler who wants to do things by herself will soon master those skills required, making your life so much easier. Keep boosting her self-esteem. Tips to help them master the skills. Give her choices. Do you want to wear this dress or these pants? Two or three choices at the most. When shopping do the same. Which one of these two would you like to have me buy for you? Compliment her choice, don’t criticize a mismatched outfit.  Rather just make a suggestion. The red t-shirt will look nice with the denim shorts. Teach them to look for the label to find the back of shirts and pants. Mark items if there is no label or sew a ribbon on the outfit. Potty training panties or underpants with a picture on makes it easier for them. Button from the bottom up. Buttons are a problem for most toddlers as they don’t have the fine motor skills yet. Get them to just line up the buttons at the bottom of the garment – they will eventually master the skill. The shoe matching stickers are great for teaching which shoe goes on which foot. Alternatively place them in the right order or explain that buckles /Velcro normally goes on the outside of the foot. Have fun and remember this too will pass.

November 16, 2018
Toptots Head Office

When can I go and play, Mommy?

Play is the single most important activity in a child’s day. Children achieve 90% of their learning through play.  Through play our little ones are making sense of the new experiences they are encountering on a daily basis. Furthermore, our little ones are learning to understand and process the complex emotions attached to these experiences by ‘acting them out’ in a neutral medium, where they are more in control of the outcomes, through play.  Play is also incredible socially reinforcing, allowing our little ones a safe and contained environment in which to learn and practise their developing skills of sharing, turn-taking, coping with disappointment, winning, losing, leading and following. Our children are practising their imitation skills, practising their roles and responsibilities within relationships, extending their vocabulary, learning valuable problem solving skills, and categorising information and experiences into their current understanding of the world.  And yet society nowadays is so quick to move children into an academic context, with Preschools offering Grade 000 classes in an attempt to formalise your 3-4 years olds’ education. Parents are exposing children to 2-3 extra-murals a day, five days a week from the age of 3 years old, and families are spending a large proportion of their time in front of the TV or computer. Where, in all of this, does the play fit in?  Toys are also becoming more and more complex, leaving very little part for the child to play in the process apart from pushing a button, sitting back and observing. Cardboard-box cars and houses have been replaced with miniatures of the real thing, and designer outfits prevent our little ones from the fabulous sensory experiences of sand and water play. As parents it is imperative that we encourage play throughout our children’s day, right up to formal schooling days (Grade 1) and beyond. In an older school going child, play is vital for their leisure time, down time and relaxing time away from all the hustle and bustle of their busy school day.  As much as your child may enjoy extra-mural activities, and benefit greatly from the skills they learn in these activities, we should caution against overloading our children’s schedules with multiple extra murals a day, and be extremely careful not to use these extra murals to replace play. Young children have the rest of their lives to hone their skills and become proficient in sports, chess, drama and ballet, it is not imperative that they become skilled to a professional level by the age of 5. In our uber-competitive society, we convince ourselves that in order to be the best parents, we need to offer our children access to all these activities and more from an incredibly early age, convincing ourselves that they really enjoy them. However, often many of the hours spent engaged in these activities our child would far have preferred to be spending this time simply playing.  Children really only require the basics in order to play their hearts out – a wide open space, some loving supervision and the freedom to follow their hearts desires and go wherever their imagination leads them. So come on Mommy, let me play!

November 13, 2018
Toptots Head Office

What to do with your little one when you go back to work

You know the day is coming.  You think about it every spare moment. You dread it.  What to do with your little one when you go back to work! Let’s face it, very few parents are lucky enough to have the financial means to let mom stay at home for a number of years before junior starts play school. In an ideal world we would all love to be stay at home mommies. The reality is that with our economic climate two incomes are often needed to keep the ship afloat. Now that we have faced the reality and know there is no other option, what do we do about baby?  In your circle of friends and family you will have such conflicting advice that you will most probably end up even more confused.  The voices shout “Send him to day care, my Mia went and she loved it.”  “Keep him home with a nanny, Zack thrived.”  In the end you have to choose the option that works best for you as a family.  To help you decide let’s take a closer look at both options. The day care – You should preferably be looking for a small group. A day mother, who only has four or five little ones in her care is best, a home away from home.  If this option is not available you need to visit day care centres and see what the ratio is to caregiver and baby.  Does this care centre cater for older children as well?  If so, are the babies separated from the toddlers at all times.  Toddlers are curious about how eyes work and don’t mean harm but will investigate.  What do they offer in terms of stimulation for your baby?  Take a close look around and check that there is not row upon row of seating devices. This would be an indication that your baby will spend very little time playing on the floor.   This could lead to later developmental delays and learning problems.  Remember although we do want a nice clean environment I would rather have the caregiver barefoot and sitting on the floor playing with my child, than making sure that there are no toys lying around.  Children who attend day care and play groups get sick. Many parents don’t have other support systems and send their children to school even if they are not well.  Are you prepared for this?   The one argument that is always given is that the baby needs to be socialised. This will happen in good time.  Babies love other babies but learn interaction from us at first.  It’s only closer to three that that start to play with each other, interacting on a social level. There is some research that shows that toddlers in play groups start this slightly earlier however there is no evidence that this makes them more socially skilled later. Keeping baby at home is not less scary for a parent. The horror stories are out there as well.  Why then would I choose this option? Your baby is in his own environment, sleeping in his own cot during the day. This helps during the night sleeps as he is familiar with his room. He has one caregiver that dotes on him. He is receiving one on one stimulation and attention. If you already have someone in your employ that is suitable, have her trained. There are many such facilities country wide that do CPR, and child care certificates.  Watch how she interacts with your baby while you are still at home. If employing someone new make sure she is already trained, has spent time looking after babies and that you feel comfortable with her. Ask for references and follow them up.   Keeping him home for the first year or two allows him to have his own routine. For him to play freely and not be restrained in a walker or sitting device for extended periods.  You can dictate what he plays with and where he plays.  The biggest bonus is that there is less chance of him getting sick. If choosing to keep him home make sure that you have contact numbers at the phone for you, your husband and other family members.   But, as always no amount of research can tell you what is best for your family.  No one’s experience is the same.  Ultimately it’s a decision that only you can and should make. Don’t be influenced by peer pressure.

November 9, 2018
Toptots Head Office

Why do I need to stimulate my baby from a young age?

Parents to be, have the unique opportunity to create a better brain for their unborn child from day one.  When a baby is born she born with unlimited potential but the experiences she has in her life will determine the outcome of that potential. Experience = learning.  No experience = no learning. Lots of experience = optimal learning. Your unborn children will face many different challenges to you.  In all likelihood they will be working in fields that have not even been developed yet. You will have very little knowledge of what they are doing, as it will not be part of your frame of reference. We as parents need to equip them with the best tool (a ready brain) to deal with this onslaught.  There are very simple things that you as a parent can do to help ensure that your child is equipped to deal with the challenges that may face her.  In order for you to understand this we need to go back and look at the brain. The brain is made up of three layers (Triune model) these layers have a window of opportunity to develop to their full potential.  A window of opportunity is just this brief period that we have for optimum development of that part of the brain.  The first layer is the primal survival brain – the fight or flight centre of the brain.  The next layer is our emotional brain – here we learn to love and care and feel.  The last layer is the thinking brain or the cortex.   The first window of opportunity is during the first 14 months from birth; during this time we need to stimulate the survival brain in order to create strong muscles so that we can send messages to them that they will respond to in the correct way. We do this through encouraging movement. Once we stimulate the senses the message has to travel via neurochemical pathways (roots) to the muscles to react.  How do we create these neurochemical pathways in the brain?  By allowing our babies freedom to move and explore.  Nothing is more detrimental to a child’s development than being cooped up in a chair or stroller for the better part of the day.  Simply by stimulating the senses through massage and exposing them to different experiences during these crucial 14 months, you are creating the networks (roots) that she will need to help her learn and help her reach her full potential.  By repeating the actions you are creating the insulation (myelin) that makes it permanent. Repetition is good for a child, it is how they learn. The next window of opportunity is from 14 months to 4 years and during this time your child will be working on the emotional brain.  This area of the brain processes feelings and emotions. This is the glue that holds the survival brain and the cortex together.  We have to keep our emotional bucket full in order for learning to take place.  Only between 4 and 11 years will the thought processes be laid down.  This is the area of the brain that focuses on language, creativity, thought etc. As parents we can create a whole brain experience with an excellent root system that allows messages to come through easily to the brain just by stimulating our children.  It is imperative to enrich a child’s brain with as much experiences as possible during these windows of opportunity.

November 8, 2018
Prima Baby

Disney Grow With Me Musical Walker

Disney Baby, world-renowned leaders in child care products, have released a revolutionary new developmental item that acts not only as a walking aid, but brings out all the musical talent and fun your child could possibly dream of – just grab those earplugs moms, it’s going to get crazy loud! The Grow-With-Me Mickey and Minnie Musical Walkers are one of a kind.  Designed to keep your baby grasping and balanced, the wheels will turn to initiate steps and the sensory buffet will keep your little one intrigued for hours. How many times have you looked for your cellphone only to find it in your child’s hands?  Well, now they have their own – detachable as part of the table, alongside a detachable 5-note piano keyboard for them to start making little musical notes and melodies – or just enjoy the noises.  The keyboard has flashing lights, turning gears, a sliding melody button, a flop book and a reflective mirror. The walker also has rattle spinners, spinning balls, animals sounds buttons and fun melody and sound effects.   It’s simply the coolest, craziest and noisiest fun your child can have whilst learning balance and steps. The Disney Baby Grow-with-Me Walker is available from the following retailers: Babies R Us, Hamleys, Me, Mom & Dad (Greenstone), selected Kids Emporium stores, Loot.co.za, takealot.com, purplepepperz.com, thebabyzone.co.za and others.

November 5, 2018
Parenting Hub

Top tips for Summer outdoor fun with your little one

Summer has officially arrived in South Africa. With the heat, we all need a reminder on how to tackle hot days with little ones – it’s the handy hints from fellow moms that make beach visits or pool time a breeze with teeny tots. Su-Marie Annandale from Krayons – a brand designed specifically for kids – says that there are a couple of easy ways to make summer far more enjoyable for the whole family. She lists the following handy hints for pool, beach time, or just a picnic in the garden: Start with zip-lock bags: whether its snack preparation (because a selection is always required), or just to keep things sand-free, zip-lock bags make life much easier. Pop your phone or camera in one too so you’re able to snap a few pics of your babes. A little known fact for beach visitors is that baby powder works like magic to remove sand from little one’s skin. Hold the sandy foot or leg in one hand and use the other to sprinkle the powder. Rub it in a downward action and voila! No more sand. As an adult, you might choose to leave your shoes inside or in the car, but the sand is very hot for tiny feet. Pop a pair of neoprene water shoes, or closed sandals into your bag for your tot. No beach umbrella can contain an enthusiastic little one. Opt for a beach tent in the garden or, on the sand, for much more coverage. It’s also great to demarcate a quiet area for nap time. Beat the heat between 10am and 2pm – take the time to have lunch and let them nap – go on your outing in the early morning or late afternoon. Stay hydrated! Be sure to keep offering your little one water, they will be distracted with playing; so, remember to offer water and even cold fruit to keep them hydrated and happy. Of course, no summer day is complete without a splash. Bring a bucket outside and place in a shady spot. Your child will love the water play, hopping in and out of the bucket, and this doubles up as bath time. Grab a bar of dermatologically approved Krayons Baby Soap to gently wash sunscreen and grime off your little one’s skin.  When it’s time to head inside, massage a layer of Krayons Aqueous Cream into the skin to restore hydration and leave it feeling soft and smooth. For more information, follow Krayons on their Facebook page

November 1, 2018
Prima Baby

Lalaboom – 5 in 1 educational beads range

“Simplicity is the ultimate sophistication”.  Lalaboom has achieved this famous quote by bringing numerous basic but essential play values into one simple, yet effective toy – involving manipulation, textures, eye-hand coordination and intellectual challenges.  At Prima Baby we pride ourselves on distributing toys that will not only entertain small minds, but keep them busy, whilst nurturing basic learning skills – and we are proud to add the Lalaboom products to our repertoire from late October 2018. Lalaboom addresses basic needs in more than one stage of age development. 6 months-old babies will start to use the primary functions of the toy and will progressively and instinctively discover new possibilities as they grow. This makes Lalaboom a long lasting classic toy that develop a child’s abilities from 6 months to 3 years old and up.  Some of the primary functions of this unique new toy include: Snap, twist, mix ‘n match, construction and lacing. SNAP FUNCTION: 6 months and up. This is the primary function of the item, allowing manipulation and sensory exploration of various bead textures, colour recognition, gross motor skills and hand/eye coordination. TWIST FUNCTION: 12 months and up. Has a screwing system that allows each bead to open and close easily.  Boosts motor skills and general coordination. LACING FUNCTION: 12 months and up. Thanks to an inner hole, kids can string several beads.  Lalaboom is the first toy that offers a lacing function below 18 months and the best part is there are no small parts. COMBINATION MIX ‘N MATCH: 24 months and up. All beads are interconnected allowing unlimited combinations.  Children can stack and play with half beads as well. CONSTRUCTION: 18 months and up. Child can use half or whole bead to stack and divide any part of the construction. The ultimate developmental toy, Lalaboom beads are available in packs of 24, 48 or 64 and will be available at retail and online vendors just in time for Christmas.

October 25, 2018
Trinity House

How to raise a multilingual child

The benefits of raising a multilingual child are plenteous. From improved cognitive performance to increased marketability in the future workforce, the multilingual child has the advantage over his/her peers and in life. We need to explore this matter quite seriously as educators and parents. Parents can begin the process of teaching their child languages from infancy! Research done by Dr. April Benasich, Little Pim Advisor and Director of the Infancy Studies Laboratory at the Center for Molecular & Behavioural Neuroscience, Rutgers University has revealed babies learn languages in a different manner than a person who already knows a language. Those individuals learn a new language primarily through memorisation, studying what letters make what sounds, and so on. On the contrary, a baby’s brain unconsciously follows sound patterns, changes in pitch, stress, or tone, and identifies slight changes. According to various studies, teaching your child new languages between the ages of birth and five years old is the best time to accomplish this goal. Make learning languages fun and creative, implementing multilingual videos, flashcards, storybooks, songs, and games (the latter as is appropriate for the age). Use the immersion technique. Since young children are able to differentiate between phonemes, which are the “sound elements or building blocks of language,” it makes sense that immersing them into an environment where they are continually hearing the language, teaches them effectively. Create a routine that you and the whole family can consistently stick with. Language learning videos, storybooks, and singing can be weaved into a routine for your child, making the whole concept of learning languages familiar and fun. Help your older (speaking) child to find opportunities to use his or her newly developed skills in the acquired language. This will build confidence, as well as give practice. Learning a second or third language is so much easier for a child, and in today’s world it is fast becoming a necessity to know more than one language. Many parents are taking the step to introduce their child to the wonderful world of language(s). By Hilton Scott, Principal of Trinityhouse Preparatory Randpark Ridge

October 25, 2018
Munchkins

Green and Red Lights on the Road of Raising Siblings

Few things in life are equally as delightful as they are demanding. Having – and raising – siblings is one such a hybrid happening. Here are a couple of “traffic lights” (or common daily themes) on this complicated journey of taking care of more than one creature – as well as the politics between them. Should you stop or proceed? At the traffic light of ownership In a home with multiple minors, everything from parents’ attention, space on the couch, toys and food must be shared – often not without a battle. Green Light: Teach sharing Nothing imposes sharing on a poor little child like the arrival of a sibling! This is a good thing. Encourage your brood from a young age to be generous and to think of others’ needs. Let them experience the joy of altruism by highlighting things like, “Doesn’t it make you feel good to see how happy you made your brother?” or, “See how nice it is to play together!” Red Light: Prohibiting individual ownership However, there is a case to be made for personal possession. A child whose toys are always snatched, food always stolen or opportunities always ruined by a sibling will not walk away with a healthy sense for sharing. It may instead produce anxiety and self-defensiveness that could trigger the contrary of sharing: self-absorption and stinginess. Ensure that no child is being bullied in the name of “sharing”. Consider having a “special possession box” for each child, containing a couple of items that he is not required to share unwillingly. At the traffic light of nurturing Loving and disciplining your children (which, by the way, are two sides of the same coin) become less straight-forward when you are surrounded by multiple personalities, developmental stages and demands. Red light: Unfair treatment Each child warrants an equal amount of loving care from you – regardless whether they “deserve” it or not. Favouritism and being inconsequential with rules or consequences among siblings could do great harm. Green light: Differential treatment Being fair, however, does not mean that you should deal with every child in exactly the same way. Each one of your little ones is unique and may have different love needs and different temperaments. It will, therefore, require a special strategy to raise each one of them. Make sure you know how to reach each one individually. At the traffic light of conflict Among plenty of other new titles, you gain the one of “referee” when you become a parent of more than one. Managing quarrels is an inevitable part of the job. Green light: Assist in conflict management Older or stronger children can easily undermine more vulnerable ones. To protect the latter and guide the former to use their power in uplifting ways, you will often need to get involved. Teach them positive ways to handle conflicting interests (e.g. to take turns) and negative emotions, such as anger (e.g. counting to ten). Also, your own example in dealing with conflict (especially with your spouse!) will speak very loudly on your behalf. Red light: Constant interference On the other hand, always intervening in your children’s battles may thwart their development. Allow them room, in the safe and supervised space of your home, to practice the skills you have taught them. “Debriefing” an incident is sometimes more beneficial than stepping in amid the heat. At the traffic light of rivalry Siblings are natural competitors, and the supportive childhood home could be a beautiful training ground for the big bad contest that is adult life. Red light: Comparison Never compare one child’s performance, behaviour or appearance with another’s. Be careful what you discuss “behind their backs” – little ears can hear remarkably well! Encourage and develop each child’s unique talents and strengths. Green light: Allow winning and losing Being better or worse than others are an inevitable part of life and there is little use in protecting a child against this truth. Celebrate each child’s successes – even if they are more accomplished than a sibling. Make them feel like they are part of one another’s victories by cheering one another on in the home. Moreover, if someone loses – help her overcome her negative emotions rather than always awarding a “fake win”. An essential foundation of good sportsmanship is knowing your value as a person apart from your performance – something which almost nobody can impart to you like your parents can. Although it is hard work to be a mother to many, the value that those one-of-a-kind sibling relationships add to your own and your children’s lives make the journey totally worth the effort!

October 23, 2018
Prima Baby

Assorted Dou dou

A dou dou cloth is one of the essential baby items. Nattou Lapidou dou dou’s are soft and supporting friends for your baby. They are with your baby as they explore the world, when they drift off to sleep and all the other moments of their first few months.  Lapidou dou dou gives your little one the trust, security and comfort they need in the crucial early stages of their growth and development. The Lapidou dou dou can also be used as a handpuppet and thus turn into baby’s companion. They come in 5 assorted characters in beautiful neutral tones which include the Snow Leopard, Hippo, Valentine Mouse, Adele Elephant and Snow Panda. Now in store at Hamleys stores, www.loot.co.za, selected Kids Emporium stores. www.takealot.com and www.thebabyzone.co.za

October 22, 2018
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