Halloween has been a favorite holiday for children of all ages for a long time. On this one special night they can dress-up to be any hero or heroine they choose and receive a smorgasbord of candy at the same time. Halloween is also a night where people will play pranks or destroy property randomly. To keep your children and pets safe there are a few guidelines that all parents should consider.
The American Academy of Pediatrics has asked us to consider the following guidelines:
Choose costumes that are reflective, flame retardant and easy to move in.
Masks will hinder a child’s visibility so try make-up or hats as an alternative.
Children should have a flashlight, carry a cell phone and know how to call 911 in case of an emergency.
Younger children should be escorted by their parents. Older siblings should check in periodically to ensure their safety.
Children should stay in well lighted areas and remain on the sidewalks. They should never enter a home for their treat.
When your children return home sort through their candy and remove any suspicious items.
Unfortunately pets have been victims of Halloween pranks so if you plan to be away for the evening make sure your pets are safe in your home or garage. You will also want all your children’s toys and bikes placed safely in the garage to prevent theft or vandalism. If you have candle-lit pumpkin displayed you should never leave it unattended and place it on a sturdy table away from children and pets. Everyone can enjoy the festivity of this fall celebration if we think safety first.
Tuesday, October 18, 2011
Tuesday, October 04, 2011
Academic success and your teacher
The school year is underway and by now your child should be feeling comfortable with their new teacher. Your child’s relationship with their teacher is very important to their academic success. Children who get along with their teachers learn more. They will also feel more confident when asking questions and getting extra help when needed. This will make it easier for them to understand new materials and perform better on tests.
Work together
If your child is complaining about their teacher ask for specific concerns. It could be they are just missing their teacher from last year. Teachers want to get along with their students so the goal would be to create trust and kindness by communicating honestly about any concerns that your child may have. First make an appointment with the teacher to communicate the problem. Next discuss both sides of the issue and create a plan with the teacher to give your child more support where there is an academic concern. Follow-up with the teacher after the plan has been in place for a few weeks to see if the changes have helped your child’s academic progress. If there continues to be a concern after a few weeks then ask to meet with the principal or counselor to involve them with the issue. Let your child know that you are all working together to help him be successful at school.
It is also important for your child to be responsible for their part of the learning process. Students should attend class regularly and be ready to learn with the appropriate supplies. They should be prepared and have assignments completed as requested. Students should also display a positive attitude in class every day even though they feel there may be a concern. When everyone works together as a team your child will be successful.
Work together
If your child is complaining about their teacher ask for specific concerns. It could be they are just missing their teacher from last year. Teachers want to get along with their students so the goal would be to create trust and kindness by communicating honestly about any concerns that your child may have. First make an appointment with the teacher to communicate the problem. Next discuss both sides of the issue and create a plan with the teacher to give your child more support where there is an academic concern. Follow-up with the teacher after the plan has been in place for a few weeks to see if the changes have helped your child’s academic progress. If there continues to be a concern after a few weeks then ask to meet with the principal or counselor to involve them with the issue. Let your child know that you are all working together to help him be successful at school.
It is also important for your child to be responsible for their part of the learning process. Students should attend class regularly and be ready to learn with the appropriate supplies. They should be prepared and have assignments completed as requested. Students should also display a positive attitude in class every day even though they feel there may be a concern. When everyone works together as a team your child will be successful.
Monday, September 12, 2011
Playing team sports
Team sports are a classic way to get children active socially and physically with their peers. Not all children are ready or willing to engage in a team sport and would rather choose a solitary activity.
NIH reports that the pediatric neurological maturation process is very complex. The sense of social comparison is not achieved until after 6 years of age and the ability to understand the competitive nature of sports is usually not achieved until 9 years of age. By 12 years of age most children are mature enough to comprehend the complex tasks of sports and are physically and cognitively ready to participate in competitive sports with appropriate supervision.
As the school year progresses there are several team activities that are available to your children. Here a few suggestions to consider when deciding if your children are ready to engage in a team sport.
• Does he/she display an interest in organized sport?
• Is her/his emotional maturity similar to that of their peers?
• How well does your child accept defeat?
• How well does your child take directions from other adults?
• Is your child large enough and coordinated enough to minimize injury?
For children under the age of 6 years of age a team activity where no score is kept and everyone is a winner is a great way to learn the skills. As children grow and mature they will become ready for the more competitive edge that is required. Up until the age of 11 years of age children are still learning how to build friendships, just as they are learning about teamwork.
Try to guide your child toward their interests and strengths. Make sure it is their desire to play a team sport and not an extension of a parent’s ego. Sports can be another wonderful learning experience for participants and players alike.
NIH reports that the pediatric neurological maturation process is very complex. The sense of social comparison is not achieved until after 6 years of age and the ability to understand the competitive nature of sports is usually not achieved until 9 years of age. By 12 years of age most children are mature enough to comprehend the complex tasks of sports and are physically and cognitively ready to participate in competitive sports with appropriate supervision.
As the school year progresses there are several team activities that are available to your children. Here a few suggestions to consider when deciding if your children are ready to engage in a team sport.
• Does he/she display an interest in organized sport?
• Is her/his emotional maturity similar to that of their peers?
• How well does your child accept defeat?
• How well does your child take directions from other adults?
• Is your child large enough and coordinated enough to minimize injury?
For children under the age of 6 years of age a team activity where no score is kept and everyone is a winner is a great way to learn the skills. As children grow and mature they will become ready for the more competitive edge that is required. Up until the age of 11 years of age children are still learning how to build friendships, just as they are learning about teamwork.
Try to guide your child toward their interests and strengths. Make sure it is their desire to play a team sport and not an extension of a parent’s ego. Sports can be another wonderful learning experience for participants and players alike.
Wednesday, September 07, 2011
Parental involvement at school
Research has consistently reported that a parent’s positive involvement with their children’s schooling brings positive outcomes. Research is also now reporting that parents that are involved in out-of-school programs for their children are developing a higher level of trust with their parents and are less likely to lie or argue with their parents. Family involvement with teenagers is associated with a lower rate of risky sexual behavior, tobacco use, drug use, alcohol use, delinquency, and violent behavior.
Joyce L. Epstein, director of the Center of Families at John Hopkins University in Baltimore, Maryland identifies six types of parent involvement in schools. There are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Each type of involvement is valuable and each has an impact on students, teachers, and the parents themselves.
Family involvement in out-of-school programs can also help to create better programs that are more child centered which increases attendance and improved activities. Out-of-school programs also offer parenting classes to educate parents about child and adolescent development and parenting strategies to reduce risky behaviors and support positive development.
There are so many positive reasons to be involved and interactive with your family. Whether you are a single parent, blended family, traditional or nontraditional family the extra time taken to be involved in your children’s activities will bring a lifetime of rewards.
Joyce L. Epstein, director of the Center of Families at John Hopkins University in Baltimore, Maryland identifies six types of parent involvement in schools. There are parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Each type of involvement is valuable and each has an impact on students, teachers, and the parents themselves.
Family involvement in out-of-school programs can also help to create better programs that are more child centered which increases attendance and improved activities. Out-of-school programs also offer parenting classes to educate parents about child and adolescent development and parenting strategies to reduce risky behaviors and support positive development.
There are so many positive reasons to be involved and interactive with your family. Whether you are a single parent, blended family, traditional or nontraditional family the extra time taken to be involved in your children’s activities will bring a lifetime of rewards.
Sunday, August 28, 2011
Child sports concussions increase
Playing sports is the best physical exercise for children to keep them healthy but the number of child athletes taken to the emergency room in the USA has more than tripled from 7,000 in 1991 to 22,000 in 2007. A new study published by the American Academy of Pediatrics (AAP) in the September 2010 issue of Pediatrics states that football has the highest incidence of concussion and that girls have higher concussion rates than boys in similar sports.
Concussion symptoms
A concussion is known as a mild brain injury. Experts define a concussion as a head injury with temporary loss of brain function which can cause cognitive, physical, and emotional symptoms. In the majority of concussion cases the individual doesn’t lose consciousness but will require proper treatment. Most physicians recommend plenty of rest to reduce the risk of developing chronic headaches, learning problems and poor memory. Your child may complain of a variety of symptoms and display a very moody demeanor. There can be complaints of headache, vision disturbance, dizziness, a loss of balance, confusion, memory loss, ringing or ears, nausea, sensitivity to light or noise, difficulty concentrating and feeling groggy.
Treatment
If your child was hit on the playing field you should avoid asking your child to “tough it out”. Children or adolescents who sustain a concussion should always be evaluated by a physician and receive a medical clearance before returning to play. Symptoms of a mild concussion can be resolved in 7 to 10 days but the more severe concussion can take weeks or months to fully recover. All athletes should restrict their physical activity after a concussion. Cognitive exertion should also be monitored such as homework, video games, using the computer or watching television as they can escalate symptoms. If symptoms persist and your child is having short-term memory concerns your pediatrician or neurologist may refer you for neuropsychological testing.
There are several ways to reduce the risk of concussions by wearing the protective gear, following the rules of the sport, and educating players, staff and parents on the dangers of concussions. Better understanding of the symptoms will reduce the potential of long-term complications that could evolve from a concussion. If an athlete has had multiple concussions they should consider retiring from that sport.
Concussion symptoms
A concussion is known as a mild brain injury. Experts define a concussion as a head injury with temporary loss of brain function which can cause cognitive, physical, and emotional symptoms. In the majority of concussion cases the individual doesn’t lose consciousness but will require proper treatment. Most physicians recommend plenty of rest to reduce the risk of developing chronic headaches, learning problems and poor memory. Your child may complain of a variety of symptoms and display a very moody demeanor. There can be complaints of headache, vision disturbance, dizziness, a loss of balance, confusion, memory loss, ringing or ears, nausea, sensitivity to light or noise, difficulty concentrating and feeling groggy.
Treatment
If your child was hit on the playing field you should avoid asking your child to “tough it out”. Children or adolescents who sustain a concussion should always be evaluated by a physician and receive a medical clearance before returning to play. Symptoms of a mild concussion can be resolved in 7 to 10 days but the more severe concussion can take weeks or months to fully recover. All athletes should restrict their physical activity after a concussion. Cognitive exertion should also be monitored such as homework, video games, using the computer or watching television as they can escalate symptoms. If symptoms persist and your child is having short-term memory concerns your pediatrician or neurologist may refer you for neuropsychological testing.
There are several ways to reduce the risk of concussions by wearing the protective gear, following the rules of the sport, and educating players, staff and parents on the dangers of concussions. Better understanding of the symptoms will reduce the potential of long-term complications that could evolve from a concussion. If an athlete has had multiple concussions they should consider retiring from that sport.
Friday, August 12, 2011
Parent's feel their children's pain
When children experience heartache, disappointment, illness or life problems parents will feel the impact. The bond between parents and their children is a special relationship. Parents have a strong commitment to their children whether they are toddlers or adults. It has been reported that children who suffer for any reason will affect their parents’ mental health. Research has also found that parents are more affected by their children’s failures than by their successes.
Research
A study from Purdue University surveyed 600 parents between ages 40 and 60 who lived in the Philadelphia area. There were 1250 children involved in the study over the age of 18 years old. The survey reported that parents who had a struggling child would monopolize attention over the success and happiness of the other siblings. If the children’s concerns were related to behaviors or lifestyle choices the emotional duress appeared to be more intense. Karen Fingerman, Ph.D. the lead author of the study said, “What this study finds is that children may have their own lives and moved on, but their ups and downs are still deeply affecting their parents.” The study was completed before the economic hardships began in
2008. The increase in job loss, family strain, foreclosures, and divorce has only exacerbated the parental distress.
Developing resilience
Easy going temperaments make it easier to bounce back from traumatic events but we can all learn how to become more resilient and get back in the game. “There are many aspects of resilience that can be taught,” states Karen Reivich Ph.D. a psychologist at University of Pennsylvania. “We spend a lot of mental energy making problems much bigger than they really are,” Reivich said.
One way to change negative thought patterns is to make a list of what you’re thankful for, your strengths, or what your talents are. “When you think about what you do best, you can more easily access those strengths when you are facing a challenge,” Reivich suggests.
Another option to try when facing adversity is to focus on what you can change so that you don’t get stuck ruminating on the problem. This allows you to move forward from the issue. You should have several options available to explore or pursue as you determine what choice may be the most beneficial. Accept the challenge and acknowledge that change can open new doors of opportunity.
Parents can model resilience by focusing on the positive, building outside interests and spending time with their support system. Increase your self-care when under emotional duress and seek professional counseling when needed. Disregard the need to “fix” your children. Resilient people know they have the power to adjust their plans and still feel secure on their new life’s journey path. “Life is a succession of lessons which must be lived to be understood.” Ralph Waldo Emerson
Research
A study from Purdue University surveyed 600 parents between ages 40 and 60 who lived in the Philadelphia area. There were 1250 children involved in the study over the age of 18 years old. The survey reported that parents who had a struggling child would monopolize attention over the success and happiness of the other siblings. If the children’s concerns were related to behaviors or lifestyle choices the emotional duress appeared to be more intense. Karen Fingerman, Ph.D. the lead author of the study said, “What this study finds is that children may have their own lives and moved on, but their ups and downs are still deeply affecting their parents.” The study was completed before the economic hardships began in
2008. The increase in job loss, family strain, foreclosures, and divorce has only exacerbated the parental distress.
Developing resilience
Easy going temperaments make it easier to bounce back from traumatic events but we can all learn how to become more resilient and get back in the game. “There are many aspects of resilience that can be taught,” states Karen Reivich Ph.D. a psychologist at University of Pennsylvania. “We spend a lot of mental energy making problems much bigger than they really are,” Reivich said.
One way to change negative thought patterns is to make a list of what you’re thankful for, your strengths, or what your talents are. “When you think about what you do best, you can more easily access those strengths when you are facing a challenge,” Reivich suggests.
Another option to try when facing adversity is to focus on what you can change so that you don’t get stuck ruminating on the problem. This allows you to move forward from the issue. You should have several options available to explore or pursue as you determine what choice may be the most beneficial. Accept the challenge and acknowledge that change can open new doors of opportunity.
Parents can model resilience by focusing on the positive, building outside interests and spending time with their support system. Increase your self-care when under emotional duress and seek professional counseling when needed. Disregard the need to “fix” your children. Resilient people know they have the power to adjust their plans and still feel secure on their new life’s journey path. “Life is a succession of lessons which must be lived to be understood.” Ralph Waldo Emerson
Wednesday, July 27, 2011
Kindergarten readiness
The concept of kindergarten derived in the 1830’s from a German teacher who believed the children needed a way to transition from home into the school environment. Kindergarten was established as a way to interact and socialize. Children today are socialized at daycare or in pre-school so kindergarten has been restructured to meet the demands of academic readiness in the cognitive and social areas of development.
Readiness to learn
School readiness means that the child has the ability to learn and cope in the school environment without experiencing undue stress. Children should be able to separate from their family and trust the adults in the school environment. They need to understand the concept of sharing and how to take turns when playing with other children. Children should also display some level of social skills in how to resolve problems and work cooperatively with their peers. They must be able to adapt to the structure of the school day and follow the instructions from their teacher.
A real assessment of readiness isn’t based on the chronological age alone. Many schools will do an assessment several weeks before school begins that involve cognitive, linguistic, motor skills and social skills. Children that enter kindergarten with limited baseline skills of reading and math are unlikely to catch up with their peers. Many will need support services that require remedial learning with the help of an aide or tutor. Children that don’t test well will have a re-evaluation three to six months later to assess if a developmental specialist or neurologist should be consulted.
Other considerations
There are many different academic settings to consider when choosing a school for your children. There are public, private, religion based, and Montessori schools. Other determining factors are class size, use of aides in the classroom, and if kindergarten is a full or half-day program. Structural considerations would be the locations of the bathroom, playground and lunchroom where interaction with older students should be limited.
There are many different developmental levels and skills found in the classroom. Teachers are working to meet the diversity, developmental needs and abilities of all children. Children learn best by doing. It allows them to learn through exploration and observation. It can also help them to follow their interests while building cognitive and creative talents. As you determine the kindergarten readiness for your children also seek an environment where they can be engaged and interested in learning for their optimal growth and development.
Readiness to learn
School readiness means that the child has the ability to learn and cope in the school environment without experiencing undue stress. Children should be able to separate from their family and trust the adults in the school environment. They need to understand the concept of sharing and how to take turns when playing with other children. Children should also display some level of social skills in how to resolve problems and work cooperatively with their peers. They must be able to adapt to the structure of the school day and follow the instructions from their teacher.
A real assessment of readiness isn’t based on the chronological age alone. Many schools will do an assessment several weeks before school begins that involve cognitive, linguistic, motor skills and social skills. Children that enter kindergarten with limited baseline skills of reading and math are unlikely to catch up with their peers. Many will need support services that require remedial learning with the help of an aide or tutor. Children that don’t test well will have a re-evaluation three to six months later to assess if a developmental specialist or neurologist should be consulted.
Other considerations
There are many different academic settings to consider when choosing a school for your children. There are public, private, religion based, and Montessori schools. Other determining factors are class size, use of aides in the classroom, and if kindergarten is a full or half-day program. Structural considerations would be the locations of the bathroom, playground and lunchroom where interaction with older students should be limited.
There are many different developmental levels and skills found in the classroom. Teachers are working to meet the diversity, developmental needs and abilities of all children. Children learn best by doing. It allows them to learn through exploration and observation. It can also help them to follow their interests while building cognitive and creative talents. As you determine the kindergarten readiness for your children also seek an environment where they can be engaged and interested in learning for their optimal growth and development.
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