1 & Refrigerator Notes Part 1: Child-Directed Play
3 Child-Directed Play Promotes Positive Relationships Home Activities for the Week PLAY for 10 minutes each day with your child be child directed and follow your child s lead try some pretend play express your joy to your child when playing sing with your toddler KEEP TRACK of play periods on the Record Sheet: Play Times handout or in play journal and bring to the next session. RECORD your child s developmental milestones on the Things I Can Do checklist (pg ). COMPLETE Toddler Proofing checklist for Part 1 & Part 2 (pg in book) and Toddler Temperament (pg ) To Read: Chapter 1, Toddler Directed Play, in Incredible Toddlers.
4 Home Activities RECORD SHEET: PLAY TIMES Record times you spent playing with your child, what you did, and any reaction you noticed in yourself or your child. Date Time Spent Activity Child s Response Parent s Reaction
5 Parents Thinking Like Scientists Identified Problems Goals Child s Strengths
6 REFRIGERATOR NOTES ABOUT CHILD-DIRECTED PLAY Encourage your child to explore new objects, settings & people Follow your child s lead Pace at your child s level Don t expect too much give your child time Don t compete with your child Praise and encourage your child s self-discovery and creativity; don t criticize Engage in pretend and make-believe with your child Be an attentive and appreciative audience Give your toddler choices when possible Allow your child to change her mind; be process oreinted vs. product oriented Curb your desire to give too much help give just enough support to avoid frustration but not so much you take over your toddler s exploration Reward quiet play with your attention Laugh and have fun I practice child-directed play
8 I follow my child s lead in play Parents and Children Having Fun What is the value of play? Why is play important for children? 1. The most obvious benefit from play is that it aids physical development. When children run, jump, skip, yell, and laugh, it contributes to their good health and the development of gross motor skills as well as perceptual motor skills. 2. Play is a learning situation for children and parents. Play is an opportunity for children to learn who they are, what they can do, and how to relate to the world around them. Through play, children are able to discover and explore, use their imagination, solve problems, and test out new ideas. Through these experiences children gradually learn how to gain control over their environment, and they become more competent and self-confident. How often have you heard a child proudly say, See what I did? Play allows children to push the limits in a positive way, to extend what they ve learned as far as they can. It gives children the freedom to fail and make mistakes, and the opportunity to explore the limits of their skills. 3. Play is a means of emotional expression. Children live in a world where they have little power and few legitimate opportunities to express emotions such as anger or dependency. Fantasy play can reduce feelings of fear, anger, and inadequacy, and provides experiences which enhance children s feelings of enjoyment, control, and success. 4. Through play, children can communicate thoughts, needs, satisfactions, problems, and feelings. An adult can learn a lot about a child s feelings of joy, hope, anger and fear by watching, listening to, and talking with a child at play. 5. Play is a place for children to try out roles such as mother, father, aunt, teacher, and doctor. Role playing gives children a chance to see the world from other points of view, and helps them become less egocentric. 6. When children play in a supportive environment, they can be creative. They are free to try out their imagination, explore the impossible and the absurd, and develop confidence in the value of their thoughts and ideas. During make-believe play, boxes, blocks, and articles of furniture can become houses, palaces, or entire kingdoms; doll figures can turn into mothers, children, and even monsters. 7. Play develops the basic skills for social interaction. Children learn how to cooperate, share, and be sensitive to the feelings of others during play. For the child, play is not frivolous it is an opportunity for growth and development in almost every area. But it takes practice for children to become competent, creative, and self-confident in their play. It is important for adults to actually participate in play activities with children, and to create a supportive environment so that children will engage in a variety of play experiences.
9 Properties of Play Toys Toys are an important part of fostering good play in children. However, it is not necessary to buy expensive, commercially approved, or educational toys. Children are marvelously inventive and, if their imaginations are not squelched by an overly restrictive atmosphere, they can turn almost any object such as a saucepan and spoon into an interesting plaything or dirt and water into a mud pie. Basically, good play material and equipment should be: 1. Safe, without sharp edges or lead-based paint. 2. Unstructured and as free of detail as possible. Toys such as blocks, play dough, and paints elicit more imaginary play from children. 3. Responsive and versatile. Toys should stimulate children to do things for themselves. Equipment that makes the child a spectator, such as a mechanical duck which waddles and quacks after being wound up, may entertain for a moment but has no play value. The more things a toy does, the less the child does. If a toy renders the child passive, it is undesirable. 4. Large and easily manipulated. Toys that are too small can be a great source of frustration for young children, because the child s muscular coordination is not yet developed enough to handle the smaller forms and shapes. 5. Pleasurable to touch, durable and simple in construction. For example, maple hardwood is warm and pleasant to touch, as well as durable. 6. Something that encourages cooperative play. Household/kitchen equipment, such as a broom and a dustpan, pots and pans, old cereal boxes encourage imitation of social interaction. 7. Within the child s level of skill, and should fit in with the child s personality and present interests. However, also take into consideration your own likes and dislikes so that you will enjoy sharing the toys with your child (a loud toy drum may be great fun for a child, but annoying to adults).
10 Supplemental Home Activity These three pages are not required activities, but they may be helpful as you think about your interactions with your toddler. CHECKLIST FOR EVALUATING ADULT/CHILD PLAY INTERACTIONS A. When you play with your child, how often do you encourage your child to: Almost Almost Always Sometimes Never 1. Explore? 2. Make her own choices? 3. Be creative and curious? 4. Express feelings and ideas? 5. Engage in pretend or make-believe play? 6. Participate in both boys and girls play activities? B. When you play with your child, how often do you: 1. Direct or structure the activity? 2. Create the rules of the activity? 3. Criticize and correct your child s mistake? 4. Force your child to finish the project? 5. Allow participation only in sex-appropriate activities? 6. Feel uncomfortable with your child s expression of fear or helplessness?
11 CHECKLIST FOR EVALUATING ADULT/CHILD PLAY INTERACTIONS, Page 2 Almost Almost Always Sometimes Never 7. Compete with your child 8. Become engrossed with your own play, and ignore your child s play? 9. Ask a lot of questions? 10. Impose your own ideas? 11. Give too much help? 12. Ignore or fail to engage in pretend play? 13. Demand perfection? 14. Place emphasis on the ultimate product of play rather than effort? C. What interferes with your ability to play with your child? How often do you play with your child one-on-one? Do you feel this play time is valuable?
12 CHECKLIST FOR EVALUATING YOUR TODDLER S PLAY When you observe your child s play, how often does he or she: Almost Always Almost Sometimes Never 1. Seem joyful? 2. Show curiosity? 3. Cooperate with other children? 4. Try out new ideas? 5. Get frustrated easily? 6. Seem passive? 7. Display independence rather than dependence? 8. Have short attention span and act impulsively? 9. Show self-confidence? 10. Rarely interact or seem interested in other children? 11. Initiate interactions with peers? 12. Initiate your actions and words? After you have completed this checklist, think about what you have observed.
13 REFRIGERATOR NOTES Social & Emotional Developmental Landmarks months Gesture, point and babble (12 months) Wave bye-bye (10 12 months) Use two words skillfully (13 months) Enjoys looking at self in mirror (13 14 months) Holds out arm or leg to help with dressing (13 14 months) Combines gestures with words to make needs known (14 months) Imitates others (14 months) Initiates games (14 15 months) Responds to instructions (14 15 months) Uses spoon (14 15 months) Drinks from a cup with assistance (14 months) Uses three words (15 months) Adopts no as favorite word (15 16 months) Becomes attached to object such as a blanket (16 months) Switches from two naps to one (16 17 months) Uses some common consonants (t, d, n, w) (16 months) Uses six words regularly (17 months) Enjoys pretend games (17 months) Enjoys music and dances to music (17 months) Combines gestures with words Says please and thank you (18 months) Will look at pictures in a book, point to pictures and can turn pages on own (18 months) Responds to questions with pointing and sounds to indicate some conversation (18 months) Looks at object that parent points to rather than parent s finger (18 months) Understands about words but cannot say them (18 months) Is immensely curious to examine objects (12 18 months)
14 REFRIGERATOR NOTES Physical Developmental Landmarks months walk and cruise holds out arm or leg to help with dressing (13-14 months) toddles well (14-15 months) runs (15-16 months) increased hand movements can turn pages of a book (16 months) enjoys climbing (16-17 months) stacks blocks (16-17 months) throws a ball (18 months) scribbles (18 months) Increased finger dexterity
15 THINGS I CAN DO! months Activity Date Observations I can point at things I can wave bye bye I can say two words I like looking at myself in the mirror I can imitate adults I can use a spoon I can make my needs known with sign language I like to play games such as hide and seek I like to push or pull a toy I respond to instructions I love to say no I am attached to (blanket or stuffed animal) I am thinking about switching to one nap a day I can say 3-4 words now I love pretend games I like to dance to music I like to look at pictures in a book I can turn pages now by myself If you point at something I will follow I understand quite a bit of what is said I can scribble I am so curious I am cruising now I am learning how to run Wow I am starting to climb I can stack blocks guess how many? I can throw a ball, try me! I am learning the Toddler dance
17 & Refrigerator Notes Part 2: Coaching to Promote Toddler s Language Skills
19 Promoting Toddlers Language Development Home Activities for the Week PLAY with your child being child-directed and using descriptive commenting, modeling & repetition READ with your toddler or color using interactive reading RECORD your child s developmental landmarks (complete Things I Can Do checklist months, pg ) COMPLETE checklists for reflecting on toddler play (pg ) To Read: Chapter 2, Promoting Toddlers Preschool Readiness with Academic and Persistence Coaching, in Incredible Toddlers Handout 2A
20 Promoting Toddler s Language Development Home Activities for the Week PLAY with your child being child-directed and using persistence coaching (avoid question-asking) READ with your toddler or color using child-directed coaching RECORD in your academic & persistence coaching journal (pg. 120) COMPLETE checklist for reflecting on my parent-toddler play interactions (pg ) and bring to next meeting CALL YOUR BUDDY and share a play experience To Read: Chapter 2, Promoting Toddlers Preschool Readiness with Academic and Persistence Coaching, in Incredible Toddlers Handout 2B
21 Calling Your Buddy From now until the final week of the Parenting Course you will be asked to call a person from your group. You will have the same buddy for several weeks. The purpose of these calls is to share ideas and hot tips about how the home activities are going. These calls need last no more than 5 minutes and can be scheduled at your own and your buddy s convenience. Or, you may prefer to do your buddy calls. Parents sharing with each other can not only provide a rich bank of creative solutions but also be supportive on one another!
22 Refrigerator Notes Facilitating Children s Language & Pre-School Readiness Skills: Parents as Coaches Descriptive commenting is a powerful way to strengthen children s language skills. The following is a list of actions, behaviors and objects that can be commented upon when playing with your child. Use this checklist to practice descriptive commenting concepts. Objects, Actions colors number counting shapes names of objects sizes (long, short, tall, smaller than, bigger than, etc.,) positions (up, down, Persistence beside, next to, on top, behind, etc.,) working hard concentrating, focusing stay calm, patience trying again problem solving thinking skills reading Behaviors following parent s directions listening Examples You have the red car and the yellow truck. There are one, two, three dinosaurs in a row. Now the square Lego is stuck to the round Lego. That train is longer than the track. You are putting the tiny bolt in the right circle. The blue block is next to the yellow square, and the purple triangle is on top of the long red rectangle. You are working so hard on that puzzle and thinking about where that piece will go. You are so patient and just keep trying all different ways to make that piece fit together. You are staying calm and trying again. You are thinking hard about how to solve the problem and coming up with a great solution to make a ship. You followed directions exactly like I asked you. You really listened. You have figured that out all by yourself. independence exploring
23 Brainstorm Personal Thoughts About Play Before continuing, think about these two questions: 1. What are the potential benefits for your toddler when you play with him/her? 2. What gets in the way of playing with your toddler? Write down the benefits of playing with your child and your difficulties in doing it. See if you can find any solutions to your barriers to playing with your child. Benefits of My Playing and Spending Time With My Child Difficulties in Doing This Goal: I will commit to playing with my child times this week for minutes.
24 REFRIGERATOR NOTES Promoting Toddlers Language and Pre-School Readiness Skills Prompt your toddler to communicate by modeling the words for him to repeat Praise your toddler s use of words Chant and sing rhymes and teach your child body movements that go with the words Use many more descriptive comments than questions Describe your toddler s actions Praise and give positive feedback to your toddler (that s right!) Describe your toddler s body parts and feelings Listen to your toddler and imitate, or mirror, your toddler s words Notice what your toddler is interested in and talk about it Describe the objects, shapes, numbers, letters and colors of toys your toddler plays with Describe what your own actions to your toddler (e.g, I m going to the kitchen now) Tell your toddler you love him or her and share feelings of joy Notice when your toddler is working hard, concentrating, being calm, staying patient with a frustrating activity, trying again and name or describe this persistence Read to your toddler often Give your child opportunities to color and describe his actions Talk about positions of objects (e.g., inside, under, beside, next to) Talk about simple every day stories and events Use puppets to make up stories with your toddler Use make believe such as pretend phones to encourage talking Try to really understand what your toddler is saying Use new words to expand her vocabulary even if you know she won t understand at first I use new words with my child
25 REFRIGERATOR NOTES Reading with Your Toddler Read at a quiet time when you are relaxed and comfortable with TV and music turned off (this prevents over stimulation) Hold your toddler in comfortable position on your lap when reading Read for a few minutes each day when your toddler seems calm and alert. (Reading at bedtime is a great routine to have established because it helps your toddler calm down.) If you have other children, read to them as well Use parent-ese language when reading, because this is preferred by toddlers over regular communication. Parent-ese sounds like this: - singsong, higher pitched, slower voice - clear articulation (not baby talk) - pause longer after speaking to wait for response - words repeated often - reader uses an exaggerated facial expression (big smiles) when responding - expressive voice using sound effects (for animals, cars, actions) Point to pictures in the book and talk about them or make up stories Re-read books your toddler likes many times Chant and sing rhymes Use hand movements with words Praise and give positive feedback (that s right!) Slide your finger under the words or letters on the page and show left to right movement Encourage your toddler to turn the pages Read the names of the author and illustrator to your toddler as you begin reading Go to the library together for story time or just to browse. Let your child pick several books to take home I repeat words often
26 REFRIGERATOR NOTES Reading with Your Toddler For month-old toddlers read books that encourage your toddler to chime in and repeat words; books that label objects and parts of the body; books that illustrate action words such as walking or running; and books with flaps or noises. For month old toddlers read books about your toddler s interests (boats, trucks); books that include hand movements; books with numbers, colors, shapes; books with stories that show feelings. Read books that reflect your toddler s experience such as having a bath, putting on boots for the rain; books that use phrases such as good-bye, thank you; books that ask questions; books with rhymes and songs with hand movements; Keep reading each day. Remember, toddlers have a wide range in attention span, that will vary daily. Don t worry if your toddler seems restless and gets off your lap. Keep reading and ask him questions about the story to see if he is still interested. If he responds keep reading, if he seems more interested in another activity, wait and try to read again later. Most toddlers will want to have the same book read over and over again this is important to them because it provides security and allows them to memorize the book so they get a feeling of mastery over the book. Then they may even read the book back to you! It is an important pre-reading skill. I read the same book over and over
27 Home Activities RECORD SHEET: PLAY TIMES Record times you spent playing with your child, what you did, and any reaction you noticed in yourself or your child. Date Time Spent Activity Child s Response Parent s Reaction
28 REFRIGERATOR NOTES Social & Emotional Developmental Landmarks months Enjoys helping around the house (19 months) Understand most of what you say about 200 words (19 20 months) Still loves rhymes and songs repeated (all months) Recognizes when something is wrong (19 20 months) Captivated by visual illustrations in books (20 months) Points to picture when you name it (20 months) Can say or more words learns at a rate of 10 or more per day! (20 24 months) Imitates expressions (even swear words!) Imitates what you do (clean table, wash dishes) (20 months) Does pretend play such as feed baby doll (20 months) Can identify and name several body parts (20 months) Learns how to form a question why (21 22 months) Starts using action words (e.g., more, eat) Name simple picture in book (22 months) Sings simple tunes (23 24 months) Begins to be interested in playing with other children (24 months) Half of speech can be understood (24 months) Can make 2 3 word phrases ( me go ) (24 months) Imitates expressions
29 REFRIGERATOR NOTES Physical Developmental Landmarks months Uses fork and spoon (19 months) Can take off clothes (20 months) Can walk up but not down stairs (20 21 months) Stacks 6 blocks (21 22 months) Does simple puzzles (22 23 months) Puts on loose clothing (23 24 months) Solves simple puzzles
30 THINGS I CAN DO! months Activity Date Observations Ask me to help, I love it I understand most of what you say I love songs and rhyming I know when you are upset I love to look at pictures in a book If you point to a picture I can name it I am good at imitating expressions I like to do pretend play My fantasy play doesn t involve others I know some parts of my body I am beginning to form a question I can sing a simple tune I can make 2-3 word phrases I can use a fork now I can take off my clothes I can walk up but not down stairs I can try a simple puzzle I can try to dress myself I am very active I can throw a ball I can jump I love to read with you
31 REFRIGERATOR NOTES Building Blocks for Reading With CARE C A R E Comment, use descriptive commenting to describe pictures. Take turns interacting, and let your child be the storyteller by encouraging him/her to talk about the pictures. Ask open-ended questions. What do you see on this page? (observing and reporting) What s happening here? (storytelling) What is that a picture of? (promoting academic skills) How is she feeling now? (exploring feelings) What is going to happen next? (predicting) Respond with praise and encouragement to your child s thinking and responses. That s right! You are really thinking about that. Wow, you know a lot about that. Expand on what your child says. Yes, I think he s feeling excited, too, and he might be a little scared as well. Yes, it is a horse; it s also called a mare. Yes, that boy is going to the park. Do you remember going to the park? I read with CARE to my child
32 Your Child s Temperament Temperament is a behavioral style that refers to the natural way a person reacts or behaves in response to their environment. In the late 1950s, researchers Thomas, Chess, Birch, Hertizig and Korn identified nine traits or characteristics that are present at birth and are felt to influence development in important ways throughout life. While environment can modify these physical traits to some extent, the basic traits of a person are felt to be inborn and stable and do not result from the way a child is parented. Here are nine traits proposed by Thomas et al. that describe a baby or child s reactivity to his or her environment. Think about where your child is on each of these traits. Each trait is a continuum so your child may be very much like one of the traits, but he or she may also be in the middle: My Child s Temperament My child s activity level: This is the amount s/he moves or wiggles or is on the go versus how much s/he relaxes or sits still or prefers quiet activities. Very Active Quiet and Relaxed The regularity of my child s bodily functions: This is the predictability of his or her sleep times, appetite, and bowel movements. Mostly Regular/Predictable Mostly Irregular/Unpredictable My child s adaptability: This is how s/he adapts to changes in routine, new food, new people, or new places. Adapts Quickly Slow to Adapt My child s approach: This is how eager s/he is to try something new versus how fearful or shy s/he is when presented with a new situation or person. Eager Initial Approach Initial Withdrawal or Reluctance My child s physical sensitivity: This is how sensitive s/he is to noise, tastes, textures, bright lights, touch or temperature. Not Sensitive Very sensitive My child s intensity: This is how intensely he or she reacts emotionally to things, even minor events. High Emotional Intensity Mild Calm Reaction
33 My child s distractibility: This is the degree to which s/he is distracted by sounds, sights, or things in the environment versus how much s/he can shut out external stimuli and pay attention. Very Distractible Not Distractible My child s mood: This is the degree to which s/he is happy or positive versus negative. Positive Mood Negative Mood My child s persistence: This is the degree to which s/he can persist or sustain his or her attention versus how easily s/he gives up in the face of obstacles. Long Attention Span Short Attention Span Easy and Flexible Temperament Child If your child is mostly regular, adaptable, positive, calm and has a moderate activity level you have an easy temperament child; about 40% of children fall into this category. Slow to Warm Up and Cautious Child If your child is slow to adapt, initially withdraws and has moderate activity and intensity, your child will have a slow to warm up temperament; about 15% of children fall into this category. Challenging Temperament Child If your child has a high activity level, is unpredictable, poor adaptability, and is intense and negative you have a more challenging temperament child; about 10% of children fall into this category. About 35% of children are a combination of these patterns.
34 Parenting Approaches: A Temperament Focus Since parents can t change their child s temperamental style, parenting approaches must be accepting and responsive to the unique temperament or cues of each child. It is important for parents to try to get a reasonable fit between their child s temperament and their parenting style. This can be done by parents observing and learning about their children s behavioral style and then altering or adapting their parenting expectations, encouragement and discipline to suit their child s unique needs. Remember, it is important not to label your child as easy, shy or difficult. These labels can damage your child s self-esteem and perhaps set up a self-fulfilling prophecy that prevents your child from expanding his or her behavioral repertoire. On the other hand, knowing what kind of temperament your child has may make the difference between a happy or a troubled child and between an accepting or a frustrated parent. Understanding your child s temperament can improve your relationship with your child because you will learn how to bring out the best in your child. It is within your power as a parent to help your child cope with his temperament, to build his selfesteem and eventually come to understand himself better. For example, parenting the easy or flexible temperament child will demand less parental time or attention because the child will adapt easily to changes in routines, and may not express his or her individual wants. Because of this easy style, parents will need to make special efforts to find out about their child s frustrations and hurts and interests and assess what he or she is thinking and feeling. Otherwise, such a child may become invisible in the family, insecure and not be helped to develop her uniqueness. On the other hand, the inflexible, hyperactive, inattentive, unpredictable, or easily frustrated child may seem to have an insatiable need for attention. Children with these challenging temperaments often leave their parents exhausted because of the amount of monitoring and attention that they require. These children will need predictable household routines, help in preparing for transitions, and outlets for their high level of energy. Parents can work to recognize cues and triggers for their child s intense emotions and be proactive by using humor to diffuse intensity, prompting a selfcalming activity, or changing to a soothing activity such as a story or warm bath. Parents of intense children will strive to be tolerant, patient, and model appropriate responses. If the child is negative, they will need try to encourage positive responses. If the child is very distractible, parents should try to keep instructions clear and tasks simple. It is important to remove competing distractions when possible, provide frequent breaks, and redirect the child without shame or anger. These children will need frequent praise and encouragement for completing small steps of a task. Likewise, parents of such energetic children will need to get support for themselves so they can rest and refuel their energy. On the other hand, the cautious, slow to warm up child, will be relatively inactive and may withdraw or react negatively to new situations. These children will also need clear routines as well as encouragement to try new activities and ample warm up time to meet new people or enter new situations such as day care or preschool. These children will need discussions to prepare them for change in routines and warnings a few minutes before transitions to new activities. They will need time to close one activity before going to the next. It is also helpful to keep the number of transitions to a minimum. They may need additional time to finish tasks. Avoid criticism for their slow pace or resistance.
35 Parent s Temperament Fit with their Child s Temperament Parents also have their own temperament and need to understand how their own temperament style meshes with their child s temperament. Sometimes parentchild temperaments are very similar; other times they are very different. Both similar and different parent-child temperaments may result in clashes. Do the questionnaire you did earlier for your child now for yourself. See what you find out about your temperament fit with your child. My Temperament My activity level: This is the amount I move versus how much I relax. I am: Very Active Quiet and Relaxed The regularity of my bodily functions: This is the predictability of my sleep times, eating, and bowel movements. I am: Mostly Regular/Predictable Mostly Irregular/Unpredictable My adaptability: This is how I adapt to changes in routine, new food, new people, or new places. I usually: Adapts Quickly Slow to Adapt My approach: This is how eager I am to try something new versus how fearful or shy I am. Usually I am: Eager Initial Approach Initial Withdrawal or Reluctance My physical sensitivity: This is my sensitivity to noise, textures, bright lights, temperature is: Not Sensitive Very sensitive My intensity: This is the intensity of my reactions or emotions: High Emotional Intensity Mild Calm Reaction
36 My distractibility: This is the degree to which I am distracted and notice everything around me versus how much I can shut out external stimuli. Usually I am: Very Distractible Not Distractible My mood: This is the degree to which I am happy or positive versus negative. Usually I have a: Positive Mood Negative Mood My persistence: This is degree to which I can persist or sustain my attention versus how easily I give up. Usually I have a: Long Attention Span Short Attention Span
37 Refrigerator Notes Goodness of Fit Managing Your Child s Temperament Even if parents have different temperaments than their children, they can still strive for a good fit with their child. A good fit is when parent s demands and expectations are compatible with their child s temperament, abilities and characteristics. The goal is always to manage rather than to squelch or change temperament. Here are some tips for achieving a good fit and managing your child s temperament. Realize that your child s temperament style is not your fault because temperament is something biological and innate, not something that is learned from parents. Your child is probably not purposely trying to be difficult or irritating. Don t blame him or yourself. Respect your child s temperament without comparing to other siblings or trying to change his or her basic temperament. Consider your own basic temperament and behavior and tailor your parenting responses when they clash with your child s responses to encourage a better fit. Remember what you model for your children is what they learn from you. Try to consider and anticipate your child s adaptability, activity level, sensitivity, biological rhythms and ability to sustain attention when planning activities that are most suitable for your child. Try to focus on the issues of the moment. Do not project into the future. Review your expectations for your child, your preferences and your values. Are they realistic and appropriate? Anticipate high risk situations and try to avoid or minimize them. Enjoy the interactions and the differences in each of your children. Avoid labeling your child as bad or difficult as this may lead to negative self-image and further compound his difficulties. Try to distinguish between a tantrum that is temperamentally induced (reaction to disappointment) versus one that is manipulative (designed to get parent to give in). Help your child develop a positive self-esteem that is, to have a fair sense of his strengths and weaknesses. Find a way to get relief for yourself and your child by scheduling some time apart. Remember above all temperament qualities can be shaped to work to a child s advantage if they are sensibly managed.
39 & Refrigerator Notes Part 3: Social and Emotional Coaching
41 Social and Emotion Coaching Home Activities for the Week CONTINUE playing with your toddler one-on-one using social, emotion and persistence coaching RECORD your child s developmental landmarks ( Things I Can Do checklist pg ) CALL YOUR BUDDY to share coaching experiences To Read: Chapter 3, Coaching Toddlers Social and Emotional Competence, in Incredible Toddlers Handout 3A
42 Social and Emotion Coaching Home Activities for the Week PLAY with your toddler and another child using social, emotion and persistence coaching during play ENGAGE in some pretend or imaginary play with your child TRY using coaching in other settings such as the grocery store, or at a playground, or at mealtimes or bath time RECORD on your social and emotional coaching journal (pg. 169) CALL your buddy to share imaginary play experiences To Read: Chapter 3, Coaching Toddlers Social and Emotional Competence, in Incredible Toddlers Handout 3B
43 Brainstorm Personal Thoughts About Play Before continuing, think about these two questions: 1. What are the potential benefits for your toddler when you play with him/her? 2. What gets in the way of playing with your toddler? Write down the benefits of playing with your child and your difficulties in doing it. See if you can find any solutions to your barriers to playing with your child. Benefits of My Playing and Spending Time With My Child Difficulties in Doing This Goal: I will commit to playing with my child times this week for minutes.
44 Refrigerator Notes Facilitating Children s Emotion Learning: Parents as Emotion Coaches Describing children s feelings is a powerful way to strengthen your child s emotional literacy. Once children have emotion language, they will be able to better regulate their own emotions because they can tell you how they feel. The following is a list of emotions that can be commented upon when playing with a child. Use this checklist to practice describing your child s emotions. Feelings/Emotional Literacy happy frustrated calm proud excited pleased sad helpful worried confident patient having fun jealous forgiving caring curious angry mad interested embarrassed Examples That is frustrating, and you are staying calm and trying to do that again. You look proud of that drawing. You seem confident when reading that story. You are so patient. Even though it fell down twice, you just keep trying to see how you can make it taller. You must feel pleased with yourself for being so patient. You look like you are having fun playing with your friend, and he looks like he enjoys doing this with you. You are so curious. You are trying out every way you think that can go together. You are forgiving of your friend because you know it was a mistake. Modeling Feeling Talk and Sharing Feelings I am proud of you for solving that problem. I am really having fun playing with you. I was nervous it would fall down, but you were careful and patient, and your plan worked.
45 Refrigerator Notes Facilitating Children s Social Learning: Parents as Social Skills Coaches Describing and prompting children s friendly behaviors is a powerful way to strengthen children s social skills. Social skills are the first steps to making lasting friendships. The following is a list of social skills that you can comment on when playing with a child or when a child is playing with a friend. Use this checklist to practice your social skills coaching. Social/Friendship Skills helping sharing teamwork using a friendly voice (quiet, polite) listening to what a friend says taking turns asking trading waiting agreeing with a friend s suggestion making a suggestion giving a compliment using soft, gentle touch asking permission to use something a friend has problem solving cooperating being generous including others apologizing Examples That s so friendly. You are sharing your blocks with your friend and waiting your turn. You are both working together and helping each other like a team. You listened to your friend s request and followed his suggestion. That is very friendly. You waited and asked first if you could use that. Your friend listened to you and shared. You are taking turns. That s what good friends do for each other. You made a friendly suggestion and your friend is doing what you suggested. That is so friendly. You are helping your friend build his tower. You are being cooperative by sharing. You both solved the problem of how to put those blocks together. That was a great solution. Prompting Look at what your friend has made. Do you think you can give him a compliment? (praise child if s/he tries to give a compliment) You did that by accident. Do you think you can say you are sorry to your friend? Modeling Friendly Behavior Parents can model waiting, taking turns, helping, and complimenting, which also teach children these social skills.
46 REFRIGERATOR NOTES Promoting Your Toddler s Self-regulation Skills Try to understand what your toddler is feeling and wanting Describe your toddler s feelings (don t ask him what he is feeling because he is unlikely to have the words to tell you) Label your toddler s positive feelings more often than his negative feelings Praise your child s self-regulation skills such as staying calm, trying again when frustrated, waiting a turn, and using their words Support your toddler when he is frustrated Model and give your toddler the words to use to express his needs (e.g., you can ask her for the truck ) Help your toddler learn ways to self-soothe such as using a pacifier or blanket Praise and encourage your toddler when he stays calm in a frustrating situation Cuddle and soothe your toddler when she is hurt or frightened. Stay calm yourself to provide extra reassurance. I label positive feelings
47 REFRIGERATOR NOTES Promoting Your Toddler s Social Competence During play model social skills for your toddler such as offering to share, wait, give a compliment and take turns, ask for help and agree to wait. Prompt your toddler to ask for help, or take a turn, or share something, or give a compliment and then praise if it occurs. Don t make an issue out of it if your toddler does not respond to your prompt. Praise your toddler any time s/he offers to share with you or help you. Participate in pretend play by taking your doll or action figure and using them to model skills such as asking to play, offering to help, taking a turn, giving a compliment, calming down with a deep breath and waiting. Model and prompt your child with a suggestion of the appropriate words to use. Help your child occasionally notice what another child is doing and to help them in some way. Help your toddler understand that when s/he shared, the other person felt happy. I model social skills
48 REFRIGERATOR NOTES Picky Eating Eating solids is a new learning experience for your toddler. Your child will need time to explore the tastes, textures and smell of each new food. Remember repeated learning trials will be needed before your toddler will come to like a new food. Try to make mealtimes a relaxed and a fun time for your toddler Minimize distractions during mealtimes by turning off TV or taking the phone off the hook Provide your toddler with a choice of foods to allow for independent decision making Introduce one new food at a time in a small amount; for example, offer the new food along with your toddler s favorites Try to offer a meal with at least one food choice you know your toddler likes Offer toddler-size portions which are much smaller than adult portions Resist the urge to offer sugary foods, or your toddler will learn to prefer these foods over others Don t expect your toddler to like a whole lot of foods let your toddler make his own decisions on the food he chooses to eat. Forcing your child to eat will only make your toddler more stubborn and less open to new foods in the future. You don t need to become a short-order cook. If you provide some choices of foods your toddler often likes, you don t need to cook an entire new dinner to meet his demands. I provide some food choices and independent decision-making
49 Home Activities RECORD SHEET: PLAY TIMES Record times you spent playing with your child, what you did, and any reaction you noticed in yourself or your child. Date Time Spent Activity Child s Response Parent s Reaction
51 & Refrigerator Notes Part 4: Effective Praise and Encouragement
53 Effective Ways to Praise and Encourage Your Toddler Bringing out the Best in Your Child HOME ACTIVITIES FOR THE WEEK CONTINUE PLAYING (and reading) with your child every day for at least 10 minutes. PRACTICE using praise during play time. CHOOSE one behavior you would like to see your child engage in more frequently, and systematically PRAISE it every time it occurs during the following week; for example: playing quietly, going to bed when requested, picking up toys, and sharing with others. (See pg. 224) INCREASE THE NUMBER OF PRAISES you give and observe what effect this has on your child. RECORD of the results in your journal. LIST the behaviors you want to see more of on the Behavior Record handout. PRACTICE praising yourself for your parenting efforts (seepg. 225) CALL YOUR BUDDY to share your praise efforts To Read: Chapter 4, Positive Attention, Encouragement and Praise, in Incredible Toddlers.
54 Brainstorm Brainstorm possible self-praise you can use to encourage yourself as a parent. Write these statements on your notepad. Positive Self-Praise I can do it I am working hard as a parent I can stay calm Goal: I will commit to thinking about what I am doing well as a parent each day and using two of the above examples.
55 Brainstorm Brainstorm words you use to praise your child to increase behavior you want to see more of. Write them below. Behaviors I want to see more of Praise words to use I like it when you Good for you! Wow! What a wonderful job you ve done! Goal: I will commit to increasing the number of praises I give my child to per hour. The behaviors I will praise include: (e.g., sharing)
56 EXAMPLES OF WAYS TO GIVE PRAISE AND ENCOURAGEMENT You do a good job of... You have improved in... I like it when you... Good for you for... Good idea for... You ve done a good job of... See how has improved in... You re doing very well. Look how well he/she did... That s a perfect way of... Wow, what a wonderful job you ve done of... That s correct, that s the perfect way to... I m so happy you... It really pleases me when you... You re such a big girl for... Good boy for... Thank you for... What a nice job of... Hey, you are really sharp; you... That s great, it really looks like... You re doing just what Mommy wants you to do. My, you are minding Daddy so well. My! That... was so nice. That s very nice (or good) for... Mommy s very proud of you for... Beautiful! Fine! Great! Gorgeous! Tremendous! How thoughtful of you to... Some Physical Rewards A pat on the arm or shoulder A hug Head rubbing Squeezing the arm or waist Giving a kiss
57 Sharing EXAMPLES OF BEHAVIORS TO PRAISE AND ENCOURAGE Talking with a friendly voice Complying with requests Good eating behavior at dinner Going to bed after the first request Playing quietly Solving a problem Putting things in garbage Doing a chore (e.g. cleaning up toys) Sponging the table Getting up promptly in the morning Making it through the night without wetting the bed Help make the bed Picking up clothes Putting toys away Walking slowly Reading or looking at a book Getting dressed Being friendly Being patient or staying calm Being kind to another child or adult
58 Home Activities RECORD SHEET: PRAISE. Date Time Number of Praises and Types of Child Behaviors Child s Response Examples of Praise Statements Praised
59 TALKING PLAY SYMPATHY SUPPORT CARING PRAISE ENCOURAGING PROBLEM SOLVING LOVING Remember to Build Up Your Bank Account With Your Child
60 Tell me more. I appreciate you I feel good about you Thanks for A hug, kiss, pat You are a great partner. Write in your own. I enjoy doing What have you thought of doing? Remember to Build Up Your Bank Account With Other Family Members
61 REFRIGERATOR NOTES ABOUT PRAISING YOUR CHILD Catch your child being good don t save praise for perfect behavior. Don t worry about spoiling your children with praise. Increase praise for difficult children. Model self-praise. Give labeled and specific praise for behavior you want to see more of Make praise contingent on behavior. Praise with smiles, eye contact, and enthusiasm. Give positive praise. Praise immediately. Give pats and hugs and kisses along with praise. Use praise consistently. Praise in front of other people. Remember to Build Up Your Child s Bank Account
62 Write in your own personal praise statements. Remember to Build Up Your Bank Account
63 Handout POSITIVE OPPOSITES BEHAVIOR RECORD Behaviors I want to see less of: e.g., hitting For each negative behavior, put its positive opposite behavior below: e.g., staying calm and using words
65 & Refrigerator Notes Part 5: Spontaneous Incentives for Toddlers
67 Spontaneous Incentives for Toddlers Home Activities For The Week CONTINUE PLAYING with your child every day for at least 10 minutes, and INCREASE THE NUMBER OF PRAISES given to your child. TRY giving a spontaneous sticker or hand stamp for a social behavior you want to encourage. PRAISE another family member or child care provider for something you appreciate. RECORD your positive opposite behaviors in your journal (pg ) GIVE yourself a special treat for your parenting work (see pg. 228). To Read: Chapter 5, Separations, Reunions, Bedtime and Routines, in Incredible Toddlers
68 Brainstorm Brainstorm possible positive self-statements you can use to encourage yourself as a parent. Write these statements on your notepad. Encouraging Positive Self-Statements I can do it I am working hard as a parent Goal: I will commit to thinking about something positive I have done each day as a parent. (e.g., layed with my child, talked to my child s teacher, made a fun meal, praised my child)
69 REFRIGERATOR NOTES ABOUT TANGIBLE REWARDS Define positive child behavior you want to see more of. Make the steps small be realistic. Choose no- or low-cost rewards. Get the appropriate behavior first, then reward. Give the reward immediately after the behavior. Reward everyday achievements. Gradually replace rewards with social approval. Predict success for your child. Don t mix rewards with punishment. NOTE: For young children (2 3 years) surprise or spontaneous rewards such as a hand stamp or special sticker is all that is needed. More complex sticker charts can wait until 5 6 years of age.
70 Brainstorm Reward yourself! Think about rewarding yourself. Have you ever used an incentive system to reward yourself for accomplishing difficult tasks or goals, like completing a difficult project, or working hard as a parent? Think about ways you could reward yourself for your hard work as a parent. Good Incentives for Me A walk in the park Tea/coffee with a friend Warm bubble bath Buy myself a good book Goal: I will commit to doing something positive for myself this week. This will include:
71 EXAMPLES OF BEHAVIORS TO REWARD WITH STARS AND STICKERS: Getting dressed before the timer goes off Eating food on the plate before the timer goes off Making it through the night without wetting the bed Staying calm when frustrated Putting dirty clothes in hamper Using polite & friendly words Going to bed when asked Complying with a parents request Sharing with sibling Looking at a book quietly Using the toilet Turning off the TV Brushing teeth Staying by the side of the grocery cart Sleeping in own bed all night Being gentle with animals
72 EXAMPLES OF TEACHER BEHAVIORS TO PRAISE Being kind to my child Being kind to me, especially when I ve had a bad day Helping me get my child into or out of the classroom when I m running late Sending a note home saying that my child had a good day Helping my child learn new things Helping my child get along with other children Giving me suggestions about how to help my child learn Making the classroom a friendly place to come to Proudly putting my child s pictures up on the wall Helping my child feel good about himself or herself Teaching my child social skills Setting up an incentive program for my child Calling me at home to tell me about my child s progress Inviting me to participate in the class Keeping me informed about the curriculum
0 3 Months Your baby was born relationship ready and in her first three months of life is actively trying to make sense of her world. Before she can even speak, your baby is communicating with her facial
Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about
Purpose: To acquire language and the ability to communicate successfully with others The language development and communication domain involves the development of the ability to use language to communicate
Infant Development: The First Year of Life Your child's first few years are critical in the development of his or her temperament, learning style and pattern of growth. You are your child's first and most
A Child s Developmental Listens attentively to sounds and voices (by 1 month) Makes some sounds other than crying (by 2 Cries deliberately for assistance (by 1 month) Begins cooing one syllable (by 3 Coordinates
Group Leader/Therapists Hot Tips for Delivering Incredible Years Small Group Child Dinosaur School Carolyn Webster- Stratton 7/31/14 Overview As an Incredible Years group leader you are an essential element
0 3 Months Sensory Motor Checklist Enjoys playful face-to-face interaction with people Coos in response to playful interaction Notices and responds to sounds Moves legs and arms off of surface when excited
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help your child grow, develop and learn. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5
MODULE 4: Communication Materials Flipchart paper, pens, toffees (or other chewy sweets), empty crisp packets, other items with different textures or sounds such as rattles, squeaky toys, ball, doll, cell
Teaching Your Child to: Become Independent with Daily Routines Does this Sound Familiar? Nadine is a single mom with two young children ages 3 and 5. Her children attend preschool while she is working.
Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children
AUDITION WEEK 1 Shows awareness of sound when directed by parent Environmental sounds Voice The first step in bringing your child to spoken language through audition is to teach him that there is sound.
Teaching Students with Epilepsy: Children with epilepsy often experience learning issues as a result of their seizures. These may include ongoing problems with motor skills or cognitive functions, as well
Brain Injury: Stages of Recovery Recovery after brain injury is a process that occurs in stages. Some people move quickly through the stages, while others make slow, but steady gains. The Rancho Los Amigos'
Executive Function Remediation/Compensation Strategies In general: Osmosis won t work; teach the skills Keep in mind the concept of plasticity, the brains ability, through effort, positive reinforcement,
Fact Sheet #1: Skills to Expect from 0 to 18 months Mental Skills Remember people and objects that are not present Imitate other people s facial expressions, sounds, and actions Imitate what they see on
Connectedness and the Emotional Bank Account Directions This is a self-guided activity that can be completed by parents, teens or both. It contains five parts and should take about 45 minutes to complete.
Child Development 1-2 Years child development 1-2 years The time between one and two is one of rapid change. Your baby is on the move and discovering the world. Parenting becomes demanding in a different
Communication Your baby now has many different sounds and a lot to say. She likes to play with sounds such as ba ba ba and is learning that some sounds mean special people, such as dada. She understands
Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F) TM Acknowledgement: We thank Joaquin Fuentes, M.D. for his work in developing the flow chart format used in this document.
Utah s Early Learning Guidelines Birth to Age Three Early Childhood Indicators of Progress Adopted with permission from the Minnesota s Early Childhood Indicators of Progress Utah s Early Learning Guidelines
Occupational Therapy Handout SENSORY STRATEGIES FOR PARENTS Reacting to different sensations and activities Different children notice and respond to different things from the world around them. Your child
PA Early Learning Standards Infants- Toddlers Parents as Teachers Foundational Curriculum & PAT Approach Social and Emotional Development Goals for Infants and Toddlers General Developmental Information
EVERY DAY IS A GREAT DAY FOR YOUR CHILD TO LEARN Simple things you can do to help get your child ready for kindergarten. An introduction to the Minnesota Early Childhood Indicators of Progress....p.3...p.4...p.5...p.6
Normal and Abnormal Development in the Infant and Pre-School Child Steven Bachrach, M.D. Co-Director, Cerebral Palsy Program A.I. dupont Hospital for Children Development in the Infant and Child A newborn
Modified Checklist for Autism in Toddlers (M-CHAT) Follow-Up Interview **May be used for research or clinical purposes, but please do not cite or distribute** Acknowledgement: We thank Joaquin Fuentes,
with Children of All Ages Derry Koralek THE SINGLE MOST IMPORTANT ACTIVITY for building knowledge for their eventual success in reading is reading aloud to children, stressed Becoming a Nation of Readers,
Providing Support for Special Needs Children By The U.S. Department of Education, Office of Educational Research and Improvement. Posted June 1998. All children can succeed with the right support. Being
Page 1 Table of Content The Psychic Lotto Formula Jackpot to Success System... 4 Part 1 Channeling the Power of Your Mind to Success... 6 Part 2 Visualization... 12 Part 3 Integrating Luck and Making it
Purpose: To approach the world with a sense of trust and emotional security The social and emotional domain includes the development of trust and emotional security, self-awareness, self-regulation and
SOS FOR EMOTIONS TOOLS FOR EMOTIONAL HEALTH NYUStudentHealthCenter BE WELL. CARE FOR YOUR EMOTIONAL HEALTH! The one thing we all have in common as people is that we are emotional creatures. This is both
The Incredible Years BEST PRACTICES INVENTORY-R* DATE / / CLASSROOM ARRANGEMENT 1. The classroom has clearly defined and well-equipped learning centers. The number of children allowed in a center is limited
Communicate through music When adults talk to a baby, they make music they make their voices lilt up and down in a sing-song way, and find short phrases to say in a rhythmic way. Hello baby! Aren t you
This pack provides hints and tips to help you facilitate independence in toileting with the children you work with. Please use the advice and strategies contained in this pack before you make a referral
Royal Manchester Children s Hospital Supporting your child after a burn injury Information for Parents and Carers of Young Children 2 Contents Page Introduction 4 Trauma and children 4 Normal reactions
Creative Play Therapy Interventions for Children and Families By Liana Lowenstein, MSW, CPT-S When children are referred for therapy, they typically feel anxious and are reluctant to talk directly about
Respectful Toilet Learning I had breakfast with a friend, Melinda, yesterday. After we caught up on the kids and husbands, we were reminiscing about our children when they were younger and the things we
A Resource for Parents and Caregivers HELPING FAMILIES 2009 Sesame Workshop. All Rights Reserved. S E S A M E ST R E E T. O RG Welcome A Resource for Parents and Caregivers DEAR PARENTS AND CAREGIVERS,
Self Assessment: Substance Abuse Please respond TRUE (T) or FALSE (F) to the following items as they apply to you. Part 1 I use or have used alcohol or drugs for recreational purposes. I use alcohol despite
The Dance Lesson The Primary School Curriculum says:- Dance in education involves the child in creating, performing and appreciating movement as a means of expression and communication. Dance differs from
Purpose: To develop physical and motor skills and promote health and well-being The physical and motor development domain includes the physical and motor skills and abilities that emerge during the infant
RESOURCES.RESULTS.RELIEF. Helping Your Anxious Child Make Friends One of childhood's toughest lessons is learning how to be a good friend. However, some anxious children and teens find it tough to face
A Psychological Guide for Families: Feeding & Eating Child & Family Psychology Introduction This booklet is part of a series that has been written by Clinical Child Psychologists from the Child and Family
Ages & Stages Questionnaires 18 17 months 0 days through 18 months 30 days Month Questionnaire Please provide the following information. Use black or blue ink only and print legibly when completing this
Parent Handouts: Language Intervention Activities 12 Preverbal-Preintentional General Language Strategies Learning to Talk Children learn to talk by hearing others talk to them. You can help your child
Alabama Cooperative Extension System, Alabama A&M and Auburn Universities HE-687 PRINCIPL E S OF Something Better Than Punishment When we think of discipline, we may think of threats and punishment. They
You will need: Resources: CD / Tape player cushions (if you have enough floor space) name tags for each student glove puppet (for kids under 7) ball (for kids over 7) resources for whatever you are going
Quick Facts About Potty Training By Elizabeth Pantley, Author of The No-Cry Potty Training Solution Potty training can be natural, easy, and peaceful. The first step is to know the facts. The perfect age
Ten Tips for Coaching Adults An Emotionally Healthy Approach Rebecca Ruth Curtis, Joy Allen Humbarger, and Terrell Ellene Mann KCPT Kansas City Public Television Sarah (program director, smiling as she
Completed By: Date: Site: GENERAL CLASSROOM ENVIRONMENT AND MATERIALS Y N COMMENTS / CONCERNS Indoor and outdoor spaces are safe, clean, attractive and spacious There is adequate lighting in the classroom
FCS2111 1 Garret D. Evans 2 children structure their day makes it easier for everyone to get things done. It also makes the time we spend with our children more enjoyable. Just as parents transition from
Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class
31 Chapter 5 Activities for the Young Baby (Birth to 6 Months) A new baby does not usually look as though she is doing very much. She spends most of her time eating, sleeping, and resting. But even though
Approaches to Learning: INFANTS Approaches to Learning typically refers to behaviors and attitudes that show how children approach tasks/activities and how they learn. Approaches to Learning includes characteristics
Toilet Training Readiness When do I start? Bowel and bladder control is a necessary skill. Teaching your child to use the toilet takes time, understanding, and patience. The important thing to remember
Family Engagement and Ongoing Child Assessment The partnership between parents and Head Start staff is fundamental to children s current and future success and their readiness for school. This relationship
Minding Your Pees The Simple Survival Guide to Potty Training 1 Greetings Potty Trainer! That s right; you are the Potty Trainer, the one with the tools to make diapers disappear! Tips and tricks compiled
p T h e L a s t L e a f IN A SMALL PART OF THE CITY WEST OF Washington Square, the streets have gone wild. They turn in different directions. They are broken into small pieces called places. One street
Program of Studies Preschool 2015-16 PRESCHOOL BCD s preschool program provides a nurturing and stimulating educational environment for young children. Self-confidence and the ability to work with others
Growth and Development of Your Child As a parent, you notice many changes as your child grows. Each stage of development is based on the success of the previous stage. Research has shown that during the
Reading aloud, singing, doing fingerplays and engaging young children in conversation are all ways that parents and caregivers lay the foundation for young children to become successful readers and writers.
PARENT/CARER QUESTIONNAIRE 0 18 months We appreciate the time taken to complete this questionnaire, which allows us to gain vital information regarding your child s development. This information will be
BABIES FEBRUARY 2015 Basic Truth: Jesus wants to be my friend forever. Hold or rock a baby and sing the following song to the tune of Are You Sleeping. Jesus loves you. Jesus loves you. Yes, He does. Yes,
If Your Child Rebels Against Time-Out Time-out Common Time-Out is not expected Mistakes And to work Problems if parents make more than 2 or 3 time-out mistakes. - Lynn Clark 99 Chapter 12 Common Time-Out
Early Child Development Kit: A Treasure Box of Activities Activity Guide UNICEF ECD Unit July 2009 Working Draft Acknowledgments This prototype document* was prepared by the ECD Unit with the help of Cassie
Teacher Classroom Management Program Agendas and Checklists for 18 2 1/2-3 hour sessions for Each Workshop 1. Agendas for Each Weekly Workshop Session 2. Checklists (7) for Main Topics NOTE: The standard
SHOOTING FUNDAMENTALS BY ROB BABCOCK GENERAL MANAGER, TORONTO RAPTORS BASKETBALL CLUB I strongly believe that the most successful basketball teams are the teams that play the game for the true values the
Student s Name: Date: / / Lesson One: Introduction to Customer Service 1. Customer service is a relatively complex puzzle. While engaging customers, we are attempting to offer services in a manner that
Four Areas of Development: Infancy to Toddler Copyright Copyright Texas Education Agency, 2012. These Materials are copyrighted and trademarked as the property of the Texas Education Agency (TEA) and may
Parent Easy Guide 52 More than reading and writing Most parents know that reading and writing are very important for children. However, how words help us understand our world and make the most of opportunities
Successful Toilet Training and Beyond Anna Edwards, Ph.D., Clinical Child Psychologist Kristen Michener, Ph.D., Clinical Child Psychologist Made For Kids, Inc. www.made4kids.org Intro Most children have
1 Encourage me when I do a good job 2 Let me teach you some things. Don't always be the teacher! " #$ % & " '()&% 3 Don't show too much affection in public ( # &% 4 Let me take some risks; you did when
CENTER FOR EFFECTIVE PARENTING CHILDREN'S SELF-ESTEEM Self-esteem can be defined as how people feel about themselves. Children's levels of self-esteem are evident in their behavior and attitudes. If children
Module 1: Communication The use of effective communication skills is an important social competency. This module assists adolescents with distinguishing between aggressive, assertive and nonassertive communication.
Sample Behavior Intervention Plan for Child With Attention Deficit Disorder and Conduct Problems for Developed by: Date: This behavior intervention plan has been created to support the goals and objectives
Coaching Strategies in CDI & PDI to Match Caregiver Style: The Many PCIT Adventures in Hundred Acre Wood EMMA G IRARD, PSY.D. PRESCHOOL 0-5 PROGRAMS RIVERSIDE COUNTY DEPT OF MENTAL HEALTH 15 TH A N N U
Page 1 Listen, Protect, and Connect PSYCHOLOGICAL FIRST AID FOR CHILDREN, PARENTS, AND OTHER CAREGIVERS AFTER NATURAL DISASTERS Helping you and your child in times of disaster. Page 2 As a parent or adult
HOW WOULD I KNOW? WHAT CAN I DO? How to help someone with dementia who is in pain or distress Help! 1 Unusual behaviour may be a sign of pain or distress If you are giving care or support to somebody with
1 st YEAR EMOTIONAL and SOCIAL DEVELOPMENT ICE CREAM MATCH According to Dreyer s Ice Cream and researchers at the Smell and Taste Treatment and Research Foundation, certain types of ice cream determine
Arkansas Early Childhood Education Framework BRIGANCE Diagnostic Inventory of Early Development II (IED II) CURRICULUM ASSOCIATES, Inc. Arkansas Early Childhood Education Framework DEVELOPMENTAL LEARNING
Your consent to our cookies if you continue to use this website.