Why are some children easy going and others are, what we might call, more “challenging”? Why are siblings so different from one another? It all comes down to temperament.
Temperament is innate, something we are born with. It’s part of the unique wiring of each individual’s brain. Your child did not choose his temperament, and he is not the way he is because of something you did or did not do –although the experiences and interactions with other people during the early years could modify it.
By the school years, your child’s temperament will be well defined and easily detected by those who know him. It probably won’t change a lot in the future. As we mentioned before, these characteristics are innate, something your son is born with, and are separate from your own parenting skills. However, the way your little one adjusts to his environment does depend a lot upon the interaction between his temperament and yours, and how the people around him respond to him. A child that is comfortable in his environment and the people around him thrives!
As parents, we are constantly being put in the position to say “no” to our children –and for good reason! “Can I have cake for dinner?”, “can I paint on the wall?”, “can I have (another) toy car?”. Those requests call for an automatic and definitive “No!”. Or do they? There can be more options than simply saying no to your child, options that are just as clear, but also show that you hear what she’s saying, and understand why she wants what she wants.
Researchers have found that, more than 40 years later, the children from low-income families that participated in the Abecedarian Project study grew up to become adults that treat others with high levels of fairness. This is true even when being fair comes at a high personal cost.
The 78 children, now adults, that participated in the 1970s study have been followed as part of one of the longest running randomized-controlled studies of the effects that early education has in low-income families. The Abecedarian Project was a randomized control study of the potential benefits of early-childhood education in children from low-income families. Four groups of children, born between 1972 and 1977, were randomly assigned as infants to either an intervention group or a control group. The intervention group received full-time, high-quality education in a childcare setting from infancy through age five. The educational activities were designed in the form of games that they incorporated into the child’s day, and worked on the social, emotional, and cognitive areas of development –with a particular emphasis on language. Follow-up studies were conducted when the subjects reached 12, 15, 21, 30, and now 40 years after the study, showing long-lasting benefits associated with the early childhood program. Continue reading →
Some of our key thinking skills are developed since we are curious little babies, wanting to explore our world. Learn a bit more about some of them, and how they are fostered through play.
Cause and effect: The appearance of this skill is an early sign of intelligence. Babies experience the effect they have on objects by chance –like accidentally making a ball roll and light up. At first, they don’t make the connection between their action and the result it brings, but then, at around 7 months, babies begin to learn that they can affect their surroundings, and make things happen. They then begin to act with purpose to produce a desired outcome, like pushing a button to make a sound play.
Spatial relationships: We use this skill to solve everyday problems; it helps us understand how things fit together. Children experiment with it through play by placing objects in different containers or, for example, turning an object around until it fits and is inserted in a shape sorting box. Toddlers then learn that objects are made up of parts, and that these parts can be put together to make something new. This can be observed when playing with building blocks.
You may occasionally find yourself wondering why your toddler repeats a certain unwanted behavior. Why does he always bite his sister? Why does she throw her food on the floor during mealtime? Why does she push other kids on the playground?
The key is to understand what your child is trying to communicate through those behaviors. To do that, you need to learn to observe and analyze her behavior regularly. What is your little one trying to tell you?
Patterns in behavior
Behaviors that occur repeatedly are happening for a reason. If you take note of the behavior and what was going on before, during, and after it, you might find the pattern and realize why it’s happening and how to stop it. It’s a good idea to write down those notes, so that you can go back to them when the behavior happens again.
Studies show that people who regularly express gratitude toward others are more likely to be a helpful, compassionate, generous, happy, and healthy person. Although children can’t yet identify and express complex feelings, it’s important to begin to build a sense of gratitude from the early years.
There are many ways to nurture gratitude at home. Start by modeling it yourself and create family traditions that center around it. Here are some ideas:
Let your children know what you appreciate about them. Notice all the things you are grateful for and appreciate about your children. Then simply tell them so! You’ll notice that appreciation is a great motivator, even stronger than praise.
Model appreciation and gratitude towards others. Children learn through observation. They’re like sponges, absorbing information and then imitating and doing it themselves. Kids pay attention to the way we treat others; set a good example. Be caring and thankful in your everyday interactions with other people.
Use the words “grateful” and “thankful” in your everyday vocabulary. By hearing it often, children will learn what these words mean. Tell them that being grateful means noticing something in your life that makes you happy. For example, you can say “I’m grateful for this beautiful day!”. Encourage the expression of their appreciation for the people who surround them and contribute to their lives.
Choose a “gratitude” activity to incorporate into your routine. Whether it’s listing the things you are grateful for every day before you go to bed, sharing stories about thankfulness, gratitude and generosity; or keeping a gratitude journal together, incorporating an activity related to gratitude will help you practice it every day. Then, it’ll become part of who you and your kids are.
By practicing gratitude, we focus on the good instead of the negative things in our lives, helping us have a positive outlook. It’s one of the secrets for a happy life. Why not start today?
Babies are born scientists. They develop theories about how the world works and constantly learn through observation, exploration, and their own experiments with their environment. According to a new report by The Center for Childhood Creativity at the Bay Area Discovery Museum, babies younger than one year old have the capacity of developing complex thinking skills related to science, technology, engineering, and math (STEM) concepts. The trick to develop these skills is to become more intentional in the way we interact with our children.
These are some of the ways you can foster STEM thinking skills with your little one:
Have “manipulative toys” around. These allow children to transform them into something else, depending on how they play with them. For example, a rattle can be loud or soft, depending on how hard they shake it.
Engage in “repetitive play”. Repeating actions over and over, like dropping a toy and picking it up time after time, helps children learn about complex concepts like gravity and cause and effect.
Practice the “four kinds of play”. Pretend play fosters creativity and imagination; exploratory play allows children to conduct experiments about their surroundings; guided play includes interactions and learning with adults; and free play lets them take the reins.
Ask “how”, “why” and “what” questions constantly to get your little one thinking and questioning his experiences.
Introduce new words to your child’s vocabulary. Use advanced and accurate words to describe what you’re doing, even from a very young age.
Elizabeth Rood, director of the Center for Childhood Creativity, advices parents to not get so hung up on teaching their children. Instead, focus on having and experience with them to tap into the wonder of math, science, and engineering that is all around us.
Including reading time in your daily routine not only boosts the language development, but provides you with special one-on-one quality time that strengthens the bond between you and your little one.
Depending on your girl’s age, you can focus on different aspects of the reading experience to get the most out of it. The American Academy of Pediatrics has created a literacy toolkit that includes great tips for parents and caregivers who wish to profit from their kid’s reading time! This article will summarize a few key points about reading with a 2-year-old throughout two stages: 24-29 months and 30-35 months. Within each age range, you’ll find examples of what your child can do and what you can do to maximize the reading experience!
The first years of life of a kid are a time of growth and exponential learning. This is especially true for a preschooler’s language development. Taking a couple of minutes a day to read with your child will be a great way to boost her linguistic development. Plus, it’s a great bonding activity!
Looking to incorporate reading time to your daughter’s daily routine? Consider the following:
Find a time that works best for both of you: Whether it’s when waking up or going to bed, choose a time in which you can both cuddle together and enjoy a good book. Bedtime is often a great idea because it’ll unwind your toddler from a busy day of activities and relax her, prepping her for bed. This can also be useful for naptime. You can even select special books for nap or bedtime; that’ll help cue your little one that it’s time to go to sleep. Continue reading →
We tend to emphasize the importance of reading to children to develop their language skills, but sometimes we forget to consider the incredible benefits that music and singing also provide. Studies have shown that the brain areas responsible for understanding music and language are closely connected.
According to Sally Goddard Blythe, director of the Institute for Neuro-Physiological Psychology, singing lullabies and nursery rhymes to infants before they learn to speak can lead to future educational success and emotional well-being. She identifies singing as speech all on its own; a special kind of speech that carries the inflections of children’s primary language and therefore prepares a child for its acquisition. Continue reading →