Separation anxiety is when a child gets upset when separated from a parent or loved carer. For example, a young child may become distressed when left with a baby sitter, or when put to bed alone.
Separation anxiety is normal during early childhood. It reflects the child's attempts to hold on to what is safe in a very scary world, and it will settle down as the child grows older and more confident.
Children generally start worrying about being away from carers when they are old enough to know that there are special people in their life who look after them, and when they can clearly recognise the difference between family members and strangers.
Knowing that the special person(s) is near helps children to feel safe. When the child's special person is not there, the child becomes upset – often this brings the parent or carer back, and the child feels safe again.
If a pattern is established where the special person always comes back after small separations, the child eventually learns that the world is a safe place, and they are able to be happy when the special people aren't there.
The separations need to be very short at first, because the child does not understand that their special person will be coming back. It takes a long time – years – for children to feel safe when the special person is not there.
Usually it takes until children are three or four years old for them to feel safe even for a short time when they are away from people they know and trust.
This means that toddlers may often become distressed on separation from parents and carers when being dropped off at child care centres. However, this distress is often short-lived, and many children do thrive in the safe environment of a child care centre.
Children may be upset at the time that a parent leaves them, be relaxed and happy with the person caring for them, then upset again when the parent returns and they 'remember' that they were left. This is not 'manipulative' – it is normal child development, and shows that the child still does not feel really comfortable when the parent is not there, but is learning how to manage.
By the time children commence kindergarten (at around four years of age) or school (five or six years), they will be better able to manage an extended period of time without having a parent or special carer around, although some children will have difficulty with this even at four or five years.
All children have to learn to deal with separations. It is part of learning about life. If the first separations are managed well, it helps children with the separations they will have to deal with all through their lives.
Tips
Always make sure that your children will be safe and well looked after so that you can feel confident in assuring they that they will be fine.
Help them get to know any new situation or carer while you are there. It can take some time for them to feel comfortable
If your baby or young child is going to child care, try to find a place where there will be only one or two people who will be the special carers and who will usually be there when your child is there.
If you can, stay with your children until they get to know the carer. If you show that you trust and like the carer, it will help children to feel safe.
Always say goodbye, this builds trust. Sneaking out or trying to get away may make a child feel that you can't be trusted.
Let the child mind something of yours (such as a bag or keys) when you are not there.
Help them to know when you will be coming back. Tell them in ways they understand, eg. "After lunch".
Be reliable and always come back when you say you will. If for some reason you can’t get back on time, let the carer know, so that she/he will be able to tell your child what has happened.
Have lots of little practice separations, eg, play Peek-a-Boo and Hide and Seek (and make sure to be easy to find!). This helps the child learn that you always come back.
There are sometimes other issues underlying separation anxiety which necessitate different strategies to be applied. We can help turn this around! If your child is experiencing separation anxiety at a level you feel is not acceptable please contact Janet on 99393732
Janet Cater is co -author of the book "Why Wont My Child Listen?" The key to raising happy, confident children with healthy
self-esteem is understanding how their minds work — from birth onwards. This book explains the workings of the brain and, using the principles of Brain Gym, shows you how you can encourage your children to grow into happy, well-adjusted teenagers, along with advice and practical tools on how to improve communication, nurture their spirit and build self-esteem.
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
For more information on similar parenting topics you may like take a look at our e-books Publications on this link.
All articles on this website have a copyright. The use of any material
must have permission from Cradle 2 Kindy Parenting Solutions.
Babies are all very different and develop at different stages; this includes their ability to learn how to take solids and to speak. Some factors that may contribute to oral and speech development can be their environment, birth order, being a twin, their personality or have parents or caregivers speak to them in more than one language. Even their parent’s skills and abilities could affect not only their ability to take solids but also the development of their speech.
Things that may affect them from a more physical aspect can range from their personal neurological, motor, visual and cognitive development. Their development may be delayed due to their oral anatomy or oromotor skills, hearing ability and general health.
Oral experiences
Early feeding skills and experience are very important in the development of oral movements and the coordination for speech. Some of these experiences include breast and bottle feeding, the use of a dummy and even the type of dummy used, mouthing on toys, finger foods, the introduction of a spoon, sipper cup, regular cup and a cup with a straw.
Not only the introduction of different oral experiences but the introduction and presentation of this experience can affect the way a child feel about these experiences. Was it a positive or negative experience? Was the experience successful or not? Many mothers find it very difficult and stressful to breastfeed, both they and their baby may struggle with the initial attachment others have decided it was best for both mother and baby to switch to a bottle so as not to obstruct the bonding between mother and child.
Types of oral development in babies
Early communication
Babies are born with a natural desire to suckle and communicate. There first communication skills are very primitive but effective – to cry. This cry soon develops so that their parents can distinguish the difference between a cry for hunger, pain and discomfort. A baby’s cry is usually aimed to grab their parents attention which it generally does very effectively.
Survival reflex
The second and most important of the oral reflexes come from a baby’s survival instinct. These consist of four distinct reflexes; rooting, pouting, sucking and the gap reflex.
The rooting reflex is seen when a baby is first put to the breast and is crucial to early attachment and successful breastfeeding. This reflex is stimulated by the touch to the corner of the baby’s mouth causing the baby to turn and open the mouth wide. This helps depresses the gag reflex and brings the tongue forward over the gums. If a baby is bottle fed try to imitate these actions to help with their oral development.
The pout reflex is stimulated to help a baby form a seal around the nipple or teat and causing the lips to flange forward.
The sucking reflex is then stimulated by contact to the hard palate stimulating the suckling movements of the tongue and jaw.
Lastly the gag reflex which is a natural response to touch at the back of the tongue, tonsils or soft palate. This reflex is very important to help prevent choking but is normally suppressed while feeding.
The importance of oral development
There are several things that are important to oral development. Firstly is of course the development of early suck-swallow coordination followed by early mouthing experiences which starts with milestones such as hand to mouth development and babbling which is commonly around 3 months. Mouthing helps a baby desensitise their mouth and the gag reflex and is very important to a child oral development and should be encouraged by introducing toys your baby can hold and put in their mouth. It is also important to spend time talk with your baby allowing them to vocalise and babble in response to your communication. Rhymes, songs and games such as peek-a-boo can be introduced at this time.
Then at 4 month the introduction of solid foods and feeding equipment such as spoons, cup and straws will further develop their oral skills.
A suggestion for mothers breast feed is to introduce a bottle very early and to keep this experience up as this will assist the starting of solids later. Babies who have not been introduced to a bottle within the first few weeks of their life and had the opportunity to continue this experience may around 3 months totally refuse to take a bottle which can be very frustrating for a mother that needs to return to work, becomes ill or needs to attend an important function. This oral experience will also help your child when you begin to introduce solids.
Next month I would like to take a look at oral development when starting solids.
This article was written by mothercraft nurse Sally Hall from Cradle 2 Kindy Parenting Solutions.
For more information on similar parenting topics you may like take a look at our e-books Publications on this link.
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
All articles on this website have a copyright any use of any material
must have permission from Cradle 2 Kindy Parenting Solutions.
Having worked amongst many babies and toddlers who either fuss at the breast/bottle or are refusing or fussy with their solids I would like to discus some of the reasons I have found are quite common causes of this fussiness. Fussy feeders covers quite a large age range from newborns through to childhood and can be due to various reasons and therefore should be looked at closely to decide if or not is behavioural or is there some other more sinister cause. In this article I would like to look at some of the behaviour that is a common causes of fussy feeding.
Newborns
Firstly let’s take a look at newborns. When first learning to feed breast fed babies often fuss with attachment, bobbing their heads around trying to latch or coming off and on if the flow is too fast or too slow or to adjust their latch. A fast teat can also cause a bottle fed baby to come off and on the teat. This behaviour is all quite normal and the fussing will eventually subside as they and their parents learn to adjust.
Babies
From the age of 3 months babies become very aware of their environment and are often distracted while feeding. They may stop sucking just to give you a smile, look around the room or come off when someone comes into their view just to be social. This is quite normal behaviour. If you want to feed without to many distractions find a quiet room and wait till after the feed to interact with your baby.
Toddler and Child
Toddlers on the other hand have realised they have some control over when, how and what they what to eat. They are trying out their independence and their new found power in making their own decisions and choices (typical for two year olds). They may fight to get into the highchair, fight with who feeds them or want to totally feed themselves. They now know what foods they prefer and what they dislike and may begin to refuse these foods. Some children who fuss at mealtimes are attention seeking, it has become a game of ‘watch my parents reaction when I refuse to eat’. All these behaviours can be just a normal part of growing up.
Force Feeding
Unfortunately many parents aggravate the situation through having unrealistic ideas of how much food should be eaten. Never force a child to eat even if you think they haven’t eaten enough they will make up for it at another meal or on another day.
Behavioural Fussy Feeder
In most situations it is better not to bring attention to fussy eating as this frequently generates a greater problem. Children are attention seekers and if they can’t get the attention through good behaviour will use disruptive or negative behaviour to bring attention to themselves. If we praise our children for their good behaviour and ignore much of their antisocial behaviour they are less likely to continue the bad behaviour. Never fight with your child over food it just becomes a battle of wills. It is better to pretend to be indifferent to what they eat and eventually their eating will improve.
Children’s Meals
As long as your child is not grazing on snacks all day or filling up on milk between meals they will generally eat because they are hungry. Some children are happy with one good meal a day, others, one every second day. When offering morning and afternoon tea offer nutritious foods such as raw vegetable or fruit.
Allow your child to feed him/herself, even if it means cleaning up a big mess after them. Don't always mix all their food together, give enough variety so they have nutritious foods they like as well as the choice of foods they may not enjoy. Dieticians have noted that a child needs to try some foods 10 times before they like them. Don't be afraid to try new foods.
Keep in mind this fussy feeding phase usually passes if you do not made a fuss of it. If your child really doesn’t like some foods such as vegetables then there are ways to disguise them in different recipes. Take a look at our recipe page.
If you are concerned about your child’s eating seek advice from your family doctor or Paediatrician.
If you would like more information on topics relating to children from newborn to 5 yrs old, such as breast or bottle feeding, encouraging your child to eat, table manners, or other behavioural issues please take a look at our e-book Publications.
Cradle 2 Kindy Parenting Solutions also has home visit to help with various issues. If you would like to know more please give Sally a call on 0409 721 145.
Next month we take a look at the fussy feeders who really don’t eat enough.
This article was written by mothercraft nurse Sally Hall from Cradle 2 Kindy Parenting Solutions.
For more information on similar parenting topics you may like take a look at our e-books Publications on this link.
Disclaimer: Articles on our website are for education purposes only. Please consult with your doctor to make sure this information is right for your child.
All articles on this website have a copyright any the use of any material must have permission from Cradle 2 Kindy Parenting Solutions.
Good foot care should start young while feet are still growing to achieve healthy feet.
There is a lot you can do to help your child’s feet remain in good condition and to prepare them for standing, walking, running and everything and everything needing for the years ahead.
Baby’s Feet
Kicking and wriggling their feet develop baby’s muscles so do not constantly restrict them in socks, booties, leggings or tight bedding. It is normal for an infant to have cool hands and feet it is therefore suggested to restrict footwear for cold weather or when you are taking your baby out in the cold.
When fitting your baby with footwear regularly check that it is not too tight. Babies grow quickly and article shrunk in the wash. Ankle ties on booties should be loose enough to allow free circulation. Be especially careful of suits with covered-in toes – even if rest of the suit fits, the feet might be too tight. If necessary, cut off the suit’s foot and hem the edges.
Going barefoot is very important for development especially when a child begins to crawl as it strengthens toes ready for walking.
Toddler & Children’s Feet
All babies develop at their own pace so don’t compare your child’s development with other children of the same age. Do not be in a rush to teach your child to walk. They will walk when they are ready. Most children walk between the ages of nine to 18 months. Some are more physically and emotionally ready for their first step well before others. It can be harmful to try to encourage your baby to walk before they are ready.
DON’T use artificial walking aids such as walkers or activity centres, jumpers and swings; they can be detrimental to your child’s walking development and the correct development for academic learning. Feet and legs develop best when a baby learns to walk at their own pace.
If your child has flat feet don’t worry their arches will develop as their baby fat disappears and their feet grow stronger.
Shoes
Shoes can be worn once your child is walking well before this time going barefoot is very important to develop muscles and balance.
It is very important when choosing shoes that they fit properly right from the beginning. Remember growing feet need room to grow so choose carefully. You need to be aware that poor fitting shoes can lead to foot deformities later.
What to look for:
Shoes should be soft and pliable and fit securely on the feet. Choose a pair with fastenings so that the heel is held in position. The inner edge of the shoe should be as straight as possible, and the toe should be both wide enough and deep enough. There should be no pressure on the little toe, and the heel should fit snugly. Avoid tapered toes.
Sandals need to have secure straps over the instep and behind the ankle to stop the foot slipping forward and damaging the toes. This is where foot problems can start.
Check the size:
Children don’t’ always complain when the shoe starts to feel tight therefore it is important to check their shoe size regularly. It is also important to remember that a shoe conforms to the shape of the first feet to wear them. So passing shoes on to the next child in line when the first has grown out of them may not be a good idea. In the end, feet that have been badly treated cost more than a new pair of shoes.
Length: You can check the length by asking your child to stand with each foot on a piece of cardboard. Mart at the back of the heel and the tip of the longest toe. Cut the strip of cardboard to the marked length and about 2 cm wide, insert it inside the shoe and push it towards the toe. If there is 1-2 cm between the end of the cardboard and the heel of the shoe, the shoe is long enough. If the cardboard touches the heel, try a larger size. (This method will only work with round-toed shoes)
Width and depth: Don’t forget to check the width and depth of the toecap as well.
Socks
The size of socks is just as important as shoe size as tight socks can also affect developing feet. While a child is growing rapidly both shoes and socks need replacing frequently. When replacing shoes remember to buy new socks as well. Before a child starts school, shoes and sock should be checked for size at least once a month.
Natural fibre such as cotton or woollen socks are the best as they help the foot to breath.
Health & Hygiene
Hygiene is very important for our feet.
Dry thoroughly, especially between the toes.
When bathing your child wash their feet with soap and clean water.
Cut toe nails straight across.
Once your child is able to walk well you should reduce carrying them. Take them by the hand instead and teach them more independence. A daily stroll is not only one of the healthiest forms of exercise but is a good habit to start early. It’s god exercise for you, too.
Continue with lots of barefoot play as this helps strengthen growing feet. Make sure the area is safe to avoid cuts and accidents.
When sending a small child to day care or school remember to send a spare pair of socks. Wet pants usually mean wet socks too.
This article was written by mothercraft nurse Sally Hall from Cradle 2 Kindy Parenting Solutions.
Disclaimer: Article on our website are for education purposes only. Please consult with your doctor to make sure this information is right for your child.
For more information on similar parenting topics you may like take a look at our e-books Publications on this link.
All articles on this website have a copyright. The use of any material must have permission from Cradle 2 Kindy Parenting Solutions.
Parents naturally want to protect their children against the terrors and pains this world can bring but unfortunately there are some things that we may not be able to protect our children from. Some of these life’s experience are difficult to avoid or prevent these events may lead to fears, anxiety or phobias.
Fear is a normal and healthy response to prepare us to deal with a potentially dangerous situation– fear triggers our adrenalin making us highly alert and ready for action. It is natural and healthy to be fearful of some things, in fact we need to teach young children to be aware of some dangers such as hot stoves, traffic and strangers to name a few, this fear helps them to stay safe. On the other hand it is a natural part of a baby’s development to become anxious around stranger and when separated from their parents. This commonly occurs around six to nine months of age.
What are phobias, fears and anxiety?
A phobia is an irrational, intense and persistent fear of certain situations, activities, things, animals, or people. This fear over takes the persons rational thought with an unreasonable desire to avoid that which is feared. A fear like this is much stronger than the risk of personal harm. When the fear is beyond one's control it will interfere with daily life.
Anxiety is a generalized mood condition that can often occur without an identifiable triggering stimulus. That is the person may not be clear about what is worrying them.
While fear is an emotional feeling that has a particular cause such as a particular situation, activity, thing, animal, or person. Fear triggers a number of changes in the body which is known as the flight or fight response. This causes the heart rate and breathing increase, the person may also feel shaky, turn pale, perspire or have an ‘butterflies’ in their stomach.
Abnormal fears
If you are concerned your child has problem with fear or has a phobia there are certain things you can look for.
Things to look for if you are concerned that your child’s fear has become a problem?
· Is this fear a reasonable reaction to a situation?
· Is the fear interfering with the child’s everyday life or that of the family?
Normal fears
It is normal for parents to be concerned about their children's fears and anxieties. No two children are alike in their fears or worries and their reactions to situations may vary enormously. We can’t always shield our children from these situations as most children are worried and fearful about something sometime during their lives.
So what we can do as parents is to help our children overcome their fears and gain the confidence they need to be able to face their fears and worries?
Firstly let’s take a look at some of the common fears children face during their early years of life.
Common Fears of Babies
All babies have an inherent fear response to anything unfamiliar or unusual this can be a sudden loud noises, rapid movements or heights. When a baby is afraid or frightened they will cry this is to attract their parent’s attention so that they will be rescued. As previously mentioned around six to nine months a child will often experience separation or stranger anxiety.
Separation anxiety
This is when a baby who is usually friendly, happy and smile at anyone may for a period of time become clingy in preference for their parents or main caregiver. At around seven to eight months, they may become very upset if you are, at anytime, out if their sight for even a short time. Babies that are able to crawl will constantly be following you around.
This separation anxiety is due to their lack of understanding. They feel that when you leave them you may never return. In general a child will try to draw you back to themselves through a cry of protest. If this fails, louder protests may follow or the child may lose interest in their play, winge, whine or throw a tantrum.
Severe anxiety often occurs if a parent has been away from home for long periods of time which is often the case when mum leaves to have another baby in hospital.
Stranger anxiety
Not all babies have a fear of strangers, but most do for a shot time in their lives with some children it can last until they are 2 years old. This fear of strangers may also include people they have know well, such as grandparents. Fear of strangers is most common with people they have little or infrequent contact with outside the immediate family.
Ways to help prevent fears
Some fears are taught or copied from parents or sibling.
One of the most common fears, the fear of the dark can actually be taught to a child by a unsuspecting parent. It may start innocently and end up being a learned fear. Mothers often leave a light on overnight so that she can check on the baby while it sleeps. This is fine but if the light continues to remain on overnight it may become something the child becomes accustomed to and when you finally decide to turn it of the child may become very unhappy. This can eventually cause the child to be scared of the dark. It is better to turn the light off when the child is only a few months old to avoid this problem.
It is not always possible to know what may trigger fear but we can help children overcome their.
Ways you can help your baby overcome these fears
Never force your baby to go to a stranger, always allow baby to observe the person first from the security of your arms.
Ask the person you are introducing to the child to observe the child’s personal space and not to speak directly to the child until the child relaxes. Once the child has made their observation of the person and depending on their assumptions are willing to be released from their parent’s arms, they may then observe the person for a distance before approaching them or allowing them to approach.
Reassure grandparents, whose natural tendency is to smother a child with love that they will need to be patient with the child who will gradually grow out of this phase. It is all part of growing up and learning about how to deal with this big world around them. If people force themselves upon the child it will only make matters worse. Remind the adults to think of the child’s feeling before their own.
Note your own feelings towards a person as a child can often pick up on your feelings for a person and in response feel safe or anxious.
When the main child caregiver needs to leave a child with a minder it is wise to allow the child to get to know the minder before being left alone with them. This can be done with short periods of separation which can gradually be increased to longer periods. During these times, whether the child is being cared at home on in another environment, it is it is suggested that the carer keeps to the child’s routine as much as possible. It is also important that the caregiver gives the child special attention and care to help the child feel secure and safe
.
Next month I would like to take a look at Phobias, Fears and Anxiety in Young Children
This article was written by mothercraft nurse Sally Hall from Cradle 2 Kindy Parenting Solutions.
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
For more information on similar parenting topics you may like take a look at our e-books Publications on this link.
All articles on this website have a copyright any use of any
material must have permission from Cradle 2 Kindy Parenting Solutions.
Toilet training issues - when, where and how - can be a controversial topic.
I have had interesting conversations with other health workers and parents, some from different cultures in regards to toilet training. In China, for instance, children and babies do not wear nappies, so toilet training starts very early. A Korean client was training her baby from birth and claimed her mother had trained her children by six months. From this example you can see it is more the mother who is being trained to be aware of her baby’s needs. This is the way I encourage and teach parents. Training parents to be aware of their baby’s body functions and needs. When parents understand their baby’s body rhythms they can assist their baby to form good habits such as good sleep and feeding patters. Through habitual behaviour parents help prepare their child for everyday activities such as hair washing, teeth cleaning and even toilet training. As these activities become a part of the child’s daily routine the child adapts and accepts this new learnt behaviour. A typical example is when you wrap your baby when it’s time to put him/her to bed, it doesn’t take long before baby recognises wrap means it’s time to sleep.
Therefore why not introduce your baby to the potty when they are still very young!
Toilet training needn’t be a chore.
My suggestion is to introduce your baby to the potty when they can sit confidently with out support. Sit your baby on a potty and help him/her to be comfortable there. Sing or read a story to keep him/her occupied. Making a ‘ssssss’ sound can help baby to associate with doing a wee. Talk about ’wees and poos’ even if you think they don’t understand. You will be surprised how much they really take in.
Put baby on the potty after every sleep time and when you see them straining to open their bowls.
In fact if you start before your child becomes too independent, which usually is around two years old, you will have less resistance. Less resistance will mean more cooperation. If you make this part of your daily routine it will soon become a habit and less of a chore.
Tips: When starting your toilet training don’t sit baby on the potty for too
long as they will only get restless and eventually resent the potty.
It also helps if baby learns by example. Let him/her sit on the potty
when you’re on the toilet. Give your baby praise and lots of
encouragement even if nothing is produced.
Remember: In time you will become aware of your baby’s toilet habits. As you
train yourself your baby will respond as he/she too recognizes why they
are sitting on the potty.
If you would like more information on this and other similar topics our E-books are packed full of practical parenting tips. Down load an E-Book specifically related to your child's age group through Publications at Our Shop.
All articles on this website have a copyright any the use of any
material must have permission from Cradle 2 Kindy Parenting Solutions.
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Call now and book your personal Cradle 2 Kindy coach on 1300 786 101
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
All articles on this website have a copyright any use of any
material must have permission from Cradle 2 Kindy Parenting Solutions.
Much preparation needs to occur before a child is ready for effective academic learning, and it appears that our creator has designed us to acquire the needed skills through the natural movements and play common to all children. First we learn to roll, then to creep, then to rock on hands and knees, then to crawl - and all the time we are learning and preparing ourselves to learn. We are progressing through important developmental stages. Our muscles build strength and co-ordination, our eyes learn to focus and our bodies become integrated and ready to take on more complex tasks such as learning to read and write.
But what if, for some reason, one or several of these developmental stages and skills are missed? What if a child reaches school age and they do not have all the building blocks of learning readiness in place?
The bad news is that these skills build on each other, and if a foundational skill is not acquired, the resulting ‘gap’ can compromise the entire learning structure.
The good news is that these developmental stages can be addressed at any age. If a child is having difficulty at school, sometimes simply guiding the child through these developmental milestones again (or perhaps for the first time) can help them fill in the missing gaps and help them to become ready to learn academically.
Move to Learn has developed a simple movement program, mimicking the developmental stages, for exactly this purpose. Parents can work with their own children at home, guiding them through a simple series of movement sequences for 15 minutes a day with the help of a DVD. We have had astounding success by simply taking the children back and giving them the opportunity to acquire the skills they missed in the normal, natural way that they were originally intended to be acquired - through movement.
If you’d like further information about this, please feel free to visit the Move to Learn website. www.movetolearn.com.au In the meantime;
THINGS TO REMEMBER
It is not a race
It is not as important when children reach a certain stage in their development as long as they go through each stage.
Each stage can be learnt, if necessary
i.e. If children don’t roll in the right way they can be taught.
Every child has certain brain building rights
To have good simple food
To get dirty a lot
To continually explore
To learn to fall safely
To be noisy at times
To talk and be listened to – within limits
To have carers who get down on the floor and learn from their babies how to play
Each child is differently gifted
Parents instinctively know the potential of their children but sometimes there is so much stress in a family for various reasons, including learning difficulties, that this stress masks the children’s true potential. We all need to learn to read the behaviour of the children who mystify us.
Children never fail
Those who don’t do things well or who ‘muck up’ have probably been given something too hard or too easy for them to do. This is usually just lack of knowledge on the carers’ part.
New knowledge and confirmation of what we already know of a child’s development between 0 to 3 years can be gained.
There are lots of great books out there, lots of informative websites, and many, many parents and carers with a wealth of experience to share. We may not have all the answers individually, but there is a wealth of information to be shared and many people eager to help.
If you would like more information on this and other similar topics our E-books are packed full of practical parenting tips. Down load an E-Book specifically related to your child's age group through Publications at Our Shop.
How Cradle 2 Kindy Can Help
Find out how Cradle 2 Kindy can provide professional guidance on a variety of behavioural issues in children including sibling rivalry by calling 1300 786 101
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
All articles on this website have a copyright any use of any
material must have permission from Cradle 2 Kindy Parenting Solutions.
Although human beings aren’t born with an ability to read and write, we do seem to come with an in-built capacity for learning, and this learning seems to be designed to occur naturally in distinct stages, one skill building on another, until quite complex tasks like reading and writing can be mastered. Before a child can be taught to write, for example, he or she must first gain the necessary muscular control to be able to focus their eyes, to sit up, and to hold a writing implement. Fortunately, most of these skills are acquired quite naturally through the normal instinctive movements of babies and young children during the first three years of their lives.
Tummy Time
Spending lots of time on their tummies presents one of the first opportunities for a baby to learn. Major challenge number 1 is learning to simply roll over onto their backs. This will be quite exciting for them, and they will continue to play with this and eventually be able to go from front to back and even to move around by rolling. They should be encouraged to do lots and lots of this.
Major challenge number 2 is to develop the muscle strength to be able to lift the massive weight of their own heads. Soon their shoulders and arms become strong enough for them to straighten their arms and look up. With this amazing new ability, they will be able to see mum at the door (white board distance), and to look at their hands on the floor (reading distance). The ability to focus is being developed.
Gradually they will be strong enough to lift up their stomachs and get up onto their hands and knees. They won’t however likely be able to crawl yet. First they will need to spend up to several weeks rocking back and forth on hands and knees developing muscular control and strength and dealing with retained primitive reflexes.
Primitive reflexes are instinctive movements and reactions that allow a baby to not have to think about where they are going to suck, or how they will get down the birth canal or walk. They do, however, have to be pacified or subdued once they are no longer useful. If they are kept too long they will prevent a child developing normally and he or she will appear awkward and ‘different’. Normal movement, such as rocking on hands and knees and play, are usually enough to deal with these reflexes but at least 25% of children need a bit of assistance.
Crawling
The next milestone is crawling. All babies are absolutely delighted when they can move forward and backwards on their own. This is also a vital stage in the development of academic readiness and it’s important that the child crawl in the ‘right’ way for a long enough period of time – usually six months. Many babies may begin to crawl in a unilateral way, (moving their left arm and leg together and then their right arm and leg together), but it’s important that they crawl in a cross pattern manner, (moving their left leg and right arm together and then their right leg and right arm together). This appears to be the most efficient way to help the child to develop communication between the right and left sides of the brain, to become integrated, in preparation for more complex learning tasks.
So much to learn before a child is ready for academic learning!
Most children go through these stages naturally and without difficulty, so that by the time they reach school age they are well prepared, but some children, for one reason or another, don’t spend enough time in each of these stages or even miss one out altogether.
Some babies don’t get enough time on their tummies, or don’t do enough rolling. Some children progress too quickly from crawling to walking or even don’t crawl at all. Others don’t crawl in a cross pattern manner. The net result is that vital developmental stages are missed or skimmed over, leaving the child ultimately ill prepared for school. When confronted with classroom learning, they are simply not yet ready and struggle to keep up with the rest of the class.
But, there is a lot that can be done to avoid or correct this.
Make sure your baby has plenty of tummy-time.
Encourage them to roll
When they haul themselves up onto their hands and knees, encourage them to rock
When they are ready, encourage them to crawl in a cross pattern manner
Don’t encourage them to walk. Throw out all walkers out into the sea! Encourage them to crawl even if you need to get down on the floor with them.
Simply allowing or encouraging your child to move in the normal, natural ways he or she was designed to move in goes a long way in helping your child to prepare for academic learning.
If you would like more information on this and other similar topics our E-books are packed full of practical parenting tips. Down load an E-Book specifically related to your child's age group through Publications at Our Shop.
How Cradle 2 Kindy Can Help
Find out how Cradle 2 Kindy can provide professional guidance on a variety of behavioural issues in children including sibling rivalry by calling 1300 786 101
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
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Night lights although very convenient can cause a problem later if your child will not sleep in a room without a light. If you need to have a light on when checking your child, it is better to turn on a light outside the room such as the hall light. Turn it off when you have finished checking your child. Use a night light for an extended time while you are in your child’s room only when you are night feeding or changing your child. Many children are afraid of the dark because they are accustomed to having a night light on since birth. Avoid this from the start and your child will be able to sleep alone in a dark room.
How to wean your child off a night light: Try finding a duller light or put something in front of the light to make it dimmer (be careful it is not inflammable and is not close enough to the light to cause a fire). You may like to remove the night light from their room and plug it in outside their room in the hall or leave a distant light which can be gradually dimmed over a period of time or a bathroom light. The door to the bathroom can be pulled closed so eventually there is only a thin shaft of light showing. This will help your child’s confident to increase, ‘till they are willing to sleep in the dark. Another method is to turn the light off when your child is asleep. If they wake and are afraid, turn on a night light outside their room as described previously.
Tips: Remove the celing bulb if your child is old enough to turn his light on himself until he adjusts to the new system.
Remember: Research carried out by the University of Pennsylvania and the Children’s Hospital of Philadelphia says children who sleep in a dimly lit room until age two may become prone to near-sightedness in later life.
If you would like more information on this and other similar topics our E-books are packed full of practical parenting tips. Down load an E-Book specifically related to your child's age group through Publications at Our Shop.
How Cradle 2 Kindy Can Help
If you would like more information or need some assistance with teaching your baby or toddler to sleep please don’t hesitate to call Cradle 2 Kindy.
Book a personal coach from Cradle 2 Kindy on 1300 786 101
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
All articles on this website have a copyright any use of any material
must have permission from Cradle 2 Kindy Parenting Solutions.
Reading, songs and rhymes are a very important for the development of your child. They not only help with using and understanding words but give you child and interest in these areas.
Song and rhyme teach us about language and help us to remember stories. Many legends, fables and biblical stories are put to song or rhyme such as the Psalms which remind us of God’s sovereignty.
Children love songs and rhymes with actions. This encourages them to be involved in group activities. In participating we not only learn the song but the actions too. Both of which need skill and lots of concentration to put the two together at the some time.
Reading, songs and rhymes can be used (especially with older children) as a form of relaxation or unwinding before bed. When he is very young it doesn’t matter what you are reading because it is the soothing sound of your voice that will relax him. You can use this time to catch up on your mail, read a magazine or the latest novel.
As he becomes more interested in what you are reading, choose baby books with strong bright colours and simple pictures. When reading, make it interesting. Talk about the pictures. Choose fabric or cardboard pages for the very young so he may turn the pages without tearing them. When putting an older child to bed, a story time can become part of his bedtime routine. He will recognize it as a quality time with parents or loved ones, a special time to calm down and relax before sleeping. This quiet time can be part of his daytime sleep routine too.
Children who have been read to since early childhood grow to love reading. Reading is an integral part of growing up and those who love to read are usually those who love learning.
It is ideal to start these activities when you child is very young. Form a habit of reading and singing to him regularly, this will help him to concentrate, to sit still on your lap or opposite you when he needs to copy your actions.
Your Baby Can Read
As seen on Today Tonight and A Current Affair, babies as young as seven and a half months old are reading their first words after using the Your Baby Can Read! Series.
Your Baby Can Read! is a whole new way of learning. Based on the research of Robert C. Titzer C, Ph.D., Your Baby Can Read! is the first video series in the world designed to help babies, toddlers, and preschoolers learn to read! Gaining the attention of national TV news and other media, as well as thousands of babies across Australia, "Dr. Titzer's multi-sensory reading approach" teaches little ones to recognize words using several senses at the same time.
How your child will benefit:
helps your child learn to recognize words.
Stimulates brain development.
Makes learning fun and interactive.
Encourages early language acquisition .
Gives you an effective tool to stimulate your child.
Teaches reading during the window of opportunity for learning language.
Entertains your child with children, animals, sing-along songs, and poems.
Why should parents teach their babies to read?
It's easier to learn language skills at a higher level earlier in life than it is later in life. Babies and toddlers learn to understand language and speak naturally simply by listening to language. If babies are allowed to see the language, they can also learn written language just as naturally. We would never imagine waiting until age 5 or 6 to speak to children so why should we wait until age 5 or 6 to allow children to see our language.
What is this video about?
Theses videos allow the children to see the language at the same time they hear the language in a fun, interactive way. The videos use animals, other young children, and songs that are interesting to young children. The main idea behind the videos is that we try to help the children develop an association between the written words, their sounds, and their meanings. Over time, the babies figure out enough of these associations so that they learn the sounds that the letters make.
How does it work?
We use an interactive and multi-sensory approach. The children are allowed to see the words at the same time that they hear the words. So, the infants are able to see and hear words instead of simply hearing the words.
Additionally, we encourage the babies to participate by saying the words and by doing physical actions that help the children learn the meanings of the words.
Does your video series teach phonics?
We have sections of the videos that teach phonics. Many infants have learned to read phonetically at very advanced levels with this system because they picked up the patterns of the written language all by themselves. Three-year-old children may say, “I swimmed yesterday.” instead of “I swam yesterday.” because they figure out the pattern of adding an “ed” onto words to make them past tense. Young children who watch our videos may learn the patterns of the written language or phonics after they learn to read several dozen words. This happens because after they learn to read many words, they will pick up the patterns of the language. In other words, they will learn to recognize that words beginning with the letter “d” make the ‘d’ sound after they learn some words that begin with the letter “d”.
Why should parents have their babies watch educational videos instead of watching entertainment-based programs?
Time, Newsweek, and many other magazines have had in-depth reports on infant brain development. Most conclude the same thing – there is a window of opportunity for stimulating infants' brains when babies’ and toddlers’ brains are developing very rapidly. Babies and toddlers have tens of thousands of new connections forming in their brains each second. According to theories of brain development, young children who see the language at the same time they hear the language, see and hear about the meaning of each word, and do physical actions related to the words should have many new synapses connecting the visual cortex with the auditory cortex, somatosensory cortex, and other language areas of the brain.
During a half-hour video, babies have millions of new connections forming in their brains – most of them are not useful when they are watching most TV shows or videos that have only a small educational component. Over time, these connections form the actual physical structure of your child’s brain so it is extremely important which videos that you allow your child to watch.
Additionally, there are longitudinal studies showing positive effects of early stimulation, including higher IQs. At the very least, the evidence suggests that stimulating your infant will lead to more useful synaptic connections in the brain which could provide a foundation for future learning. Our videos could also lead to early independent reading which would open up numerous opportunities for accelerated learning in other areas.
Many of the babies who have learned to read from our videos are advanced in other areas as well (including expressive language, spelling, music, science, geography, and math). Many of the parents report that watching Your Baby Can Read the DVD's or videos helped the child’s development and ability to learn in general.
Tips: Read regularly to your children from an early age and avoid watching senseless TV programs or mindless videos.
Remember: Our brains are growing at an enormous rate between the ages of birth to five. Utilize this window of opportunity to benefit your child’s development.
If you would like more information on this and other similar topics our E-books are packed full of practical parenting tips. Down load an E-Book specifically related to your child's age group through Publications at Our Shop.
Disclaimer: Article on our website are for education
purposes only. Please consult with your doctor to make sure this
information is right for your child.
All articles on this website have a copyright. The use of any
material must have permission from Cradle 2 Kindy Parenting Solutions.
Many of the babies who have learned to read from our videos are advanced in other areas as well (including expressive language, spelling, music, science, geography, and math). Many of the parents report that watching Your Baby Can Read the DVD's or videos helped the child’s development and ability to learn in general.
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