Creating Self Reliant Preschoolers

May 20, 2011 Posted by Sarah Lipoff In Child Development, Parents, Stages of Child Development Tagged child development, learning Comments 0

As a parent, we want to encourage our kids to think for themselves and make smart, positive decisions. But, sometimes, we get stuck on wanting things to be done to our own expectations and a helping hand is offered before the child can think or do something or themselves. And there are those moments where we become “helicopter parents” where more time is spent focusing on directing the child’s behavior instead of nurturing it. The developing brain is an amazing thing, and all these aspects play a role on how it advances. …

Language Learning and Age

Apr 26, 2011 Posted by Sarah Lipoff In Stages of Child Development Tagged child development, learning style Comments 1

Language is a funny thing. As parents, we spend many months encouraging our little ones to utter their first words and begin their voyage through language. During the school years, teachers pound proper grammar into kids’ heads. It usually is not until children reach the middle years of their schooling that they are potentially offered the opportunity to learn a second language. But, is it too late? What is the optimal age for learning a foreign language?

The Brain and Learning a Foreign Language

The brain learns in amazing ways. Our brains have many compartments that are in charge of different specialties, such as the left brain covering creativity and the frontal lobe taking care of solving problems. According to the Center for Applied Linguistics, learning occurs without intervention – and introducing a second language to youngsters can be effortless. They find that in the early stages of learning, “neural circuits are activated piecemeal, incompletely, and weakly.” With more experience, those circuits become hardwired and the learning becomes automatic.

For some children, learning a second language happens within the home, through parents, beginning at birth. Children raised in a bilingual environment often have a dominant language, or one that they excel in, that is most often spoken in their everyday life. According to the American Speech-Language-Hearing Association, it is never too early to introduce a child to a secondary language, and learning two languages will not cause any speech or language delay problems for children.

Introducing a Second Language

For those parents that are not versed in two languages, the educational system or personal tutors are looked upon to introduce another language. Even short bouts of intensive foreign language learning at the elementary level sets children up for a positive foreign language learning experience. There are several benefits for introducing young children to a foreign language, such as:

The earlier children begin learning a foreign language, the greater the foreign language skill set they obtain. Children that begin learning at an earlier age, and then continue the foreign language study in years to come, have a better chance of developing the secondary language at a higher level of proficiency.
Learning a foreign language aides in keeping the brain healthy and boosting brainpower. Learning other languages alters grey matter in the brain, which processes information, just like how exercising creates healthy muscles. Those who learn languages earlier in life are more likely to have more advanced grey matter – meaning they will be better learners in general.
According to Kathleen Marcos, writing for Kid Source, children that are exposed to learning a foreign language prior to the onset of adolescence are more likely to have a native-like pronunciation. Along with learning a secondary language, young children also gain important knowledge of other cultures, further broadening their outlook and appreciation of others.

When to Start

But, what is the ideal age for learning a foreign language? It is hard to determine an exact number. Around the age of three, children are ripe for hearing and pronouncing, and are just beginning to grasp their native language. This makes it an ideal time to begin introducing a foreign language. Along with learning about their native language, hearing a foreign language and being encouraged to speak it, aides in the learning of both languages. But, do not expect too much. Take it slow and keep expectations low for a positive language-learning environment.

Start by introducing children to music or television in a foreign language within a comfortable environment. Even though you may not think your child is gleaning any information, he is getting his ears used to hearing the language, which sets him up for future foreign language learning.
Introduce one word at a time. Most young children are not speaking in complete sentences yet, so it cannot be expected for them to learn a foreign language in the same way. While introducing the word to the child in their native language, say the word in the foreign language also, so the learning happens at the same time.
Turn the learning into a game. Find fun ways to use the words for colors or shapes in a foreign language in your family’s favorite game. The next time your child wants to play Bingo, say the letters or numbers in the foreign language and see if he can figure it out. Making learning fun encourages his future enjoyment of learning more of the secondary language.
Encourage your child to teach the foreign language he is learning to the rest of the family. This gives your child the role of a foreign language teacher, encouraging his brain to reinforce learning, and the opportunity to practice the skills he has gained. It also boosts his confidence and speaking abilities.

Older Foreign Language Learners

If a foreign language is not introduced until a child is in his teenage years, he is still able to maximize his learning – with some additional help. Once your child has been introduced to foreign language within the school setting, help reinforce learning at home. Often, one short class a week in foreign language isn’t enough to create concrete learning. Spending time with your child reinforcing his learning shares your desire to see his success in learning a secondary language, and offers an opportunity for some quality together time.

It is never too late to learn a foreign language. The adult brain is always ready for new information, and by using repetitive methods and immersion, the older brain is able to absorb new language learning just as well as a young child’s.

By Sarah Lipoff. Sarah is an art educator and parent. Visit Sarah’s website here.

The Importance of Imaginary Play in Child Development

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Stages of Child Development Tagged child development, learning style Comments 1

learn through play

Things are pretty quiet in the other room and you begin to wonder what your child is up to. You sneak a peak around the corner and observe her sitting with a stuffed bunny delicately wrapping its ear with a napkin. You continue to watch as she gently places the wounded stuffed bunny on a blanket and pretends makes a nice pot of hot tea to share. You may think it is just fun and games, but your child is learning through that imaginary play, expanding her vocabulary, and encouraging brain development.

Imaginary Play and Learning

The understanding that playing expands learning and child development is an essential step in helping a child become the best she can be. The concept of play has been around for centuries, with play artifacts dating back to Ancient Egypt, more than 3000 years ago. The found crude dolls, balls, game pieces, and carved animals prove that kids are kids – no matter what time period, or location, they are from. All children are intrinsically drawn to play and learn through the experience. They contain an internal motivation to try new things and copy behaviors of others. A child’s development is enhanced when she is encouraged to explore these new skills through play and rewarded internally through feeling a sense of accomplishment, which inspires further positive learning and behaviors.

While a child is exploring through imaginary play, she is figuring out how things work and learning more about problem solving. Along with imaginary play, a child also experiments with imitative play, or copying the behaviors of others. Through imaginary and imitative play, a child is able to hone important life skills that cannot be taught through flashcards or academic drills. It also encourages the brain to think in new and interesting ways.

Development of Imaginary Play

A child’s first foray into imaginary play is often very repetitive. Around 18 to 20-months of age, she may discover that moving a small plastic animal from one place to another internally motivates her to say the name of the animal and then make a realistic representational noise for the animal. This may not seem like anything amazing to adults, but for the child, her brain development is being heightened through her ability to use her fine-motor skills to grasp and move the toy, her learning connection of knowing the proper name of the animal, and the language skills to make the correct animal noise.

As a child develops, her imaginary play becomes more experimental, and through the learning she obtains from imaginary and imitative play, she is expanding her knowledge of her limitations and abilities. Providing a child with basic props – even a large cardboard box – is a great way to encourage learning and development. Along with imaginary play becoming more complex around the age of three, it also becomes more interactive. This is an awesome opportunity to engage in pretend play with a child and learn more about her learning style.

All children develop and evolve at their own pace. If your child has not hit a developmental milestone at a time you feel is appropriate, do not assert pressure on the child to perform. A child will begin her experimentation with imaginary play when she is ready. If you feel there may be something hindering your child’s development, contact your family physician.

Ways to Encourage Imaginary Play

Encouraging imaginary play is as easy as getting down to the same level as the child. There are three simple ways imaginary play and child development can be encouraged in the home:

1. Create a space. Turn that unused corner of the kitchen or barely used guest room into an imaginary play panacea. Creating a dedicated pretend play spot allows the child to have a play place that will always be there when she is ready. Clearly define the location and remove any items that may interfere with the child’s play or cause concern, such as breakables. As an adult, create a balance between useable space for the home and space for the child while enjoying imaginary play. Placing a dedicated pretend play space next to the china cabinet might not be a successful experience for child or adult.

2. Create time. Our lives are busy, and often the television is turned on or a video game is played for entertainment. Instead of relying on electronics, turn everything off, which encourages the child, and yourself, to enjoy some pretend play. When a child feels motivated to turn to imaginary play instead of the television or a video game, she is motivating her brain and boosting her learning skills. Open-ended play builds a critical cognitive skill called executive function. Just a few of the skills built though executive functions include listening, waiting, self-control, self-motivation, and cognitive flexibility. And, for adults, taking the time to play encourages healthy bonding between a child and an adult, lowers stress, and is plain fun!

3. Provide props. Before heading to the store for the latest and greatest pretend play toys, take a look around the home. Items that may not seem exiting to an adult could turn into an amazing spaceship or antennae for a creative costume. Before tossing out that packing box, why not paint the outside with the child and construct a castle? Bits of fabric can be turned into colorful capes, and paper bags can amazingly be transformed into hats or jackets with some simple cuts and the help of masking tape.

Imaginary play is not only fun, it enhances a child’s development and learning in amazing ways. And, you might find yourself having an enjoyable time, too!

Sarah is an art educator and parent. Visit Sarah’s website here.

Stages of Child Development

Apr 26, 2011 Posted by Kelly McLendon In Child Development, Stages of Child Development Tagged child development, piaget Comments 0

child development

At twenty four months, your baby can remember the faces of the people closest to him or her. Often, this is why a child will cry when separated from their primary caregivers. This visual stage is very important to future development. “The ability to see and hear forms a crucial part of brain development in children. At this stage, parents must introduce the child to various colors, shapes and sounds to stimulate this area of brain,” according to Buzzle.

There are many other ideas you can use to introduce your child to other influential factors.

Influential factors

There are a few different types of brain-related development happening during childhood. How children learn and grow with these factors depends on a few different things.

“These important factors include genetics, food and nutrition, responsiveness of parents, daily experiences, physical activity and love. In particular, parents should be aware of the importance of furnishing a healthy and nutritious diet, giving love and nurturing, providing interesting and varied everyday experiences, and giving children positive and sensitive feedback,” the North Dakota State University Extension Office supplement on Understanding Brain Development in Young Children said.

Four types of childhood learning

Each interaction a caregiver has with a child is important for fostering childhood learning. The following are four different types of learning experienced in childhood:

Motor skills

The ability to move and walk encompasses motor skills directly. “Activities like rolling over; crawling, walking, running and jumping are gross motor skills. These skills usually involve using the entire body or several parts of the body at one time,” Esther Boylan Wolfson, Director of the Early Childhood Development Center said on Wholefamily.com.

Muscle strength and tone are also vital areas to evaluate when assessing your child’s motor skills.

Specific activities: Gymnastics and tumbling classes, drawing, learning to tie shoes and using scissors.

Visual capabilities

Visual skills are gained over time.

“Most children, when born, have limited visual development. They may be able to see shapes or contrasting colors like black and white, but most can’t see primary colors like red or blue before they are a month or two old,” according to EyeDoctorGuide.com. Therefore, it takes awhile in the development of a child for visual capabilities to begin to appear.

Specific activities: Learning colors and shapes, sorting and folding laundry and looking at pictures are main elements of visual child development.

Emotional capacity

Helping your child become a social and appropriately emotional individual is something he will carry the rest of his life. In Erikson’s Eight Stages of Development, from The Child Development Institute, there is much to be acquired. Attributes such as hope, will, competence and others make up the list, among others.

Specific activities: Learning appropriate responses like “thank you” and “please,” playing with other children and helping your child make friends at play-dates and other events.

Language

Doing sign language with your baby or child may help them develop better motor skills, a PBS report states. Another technique, fingerspelling, is also being used. “Fingerspelling is the use of hand positions to represent letters of the alphabet,” the report said.

Learning such a thing could lead to early reading skills.

“Sign language and fingerspelling deliver additional clues for learning to read. Reading is an acquired skill that requires a planned sequence of skill development. The use of sign language and fingerspelling is a strategy that can be integrated into almost any existing reading program,” PBS said.

Specific activities: Singing songs and rhymes, reading books and encouraging storytelling exercises, no matter how simple.

More on Early Child Development

Renowned Swiss biologist and psychologist Jean Piaget developed a theory based on the idea that the developing child builds cognitive structures, or mental “maps” or schemes for understanding and responding to physical experiences within his or her environment. These schemes increase in sophistication as a child develops. Piaget’s theory identifies four developmental stages which you can read more about here on Funderstanding.

By Kelly McLendon. Kelly is studying Environmental Policy and Journalism. She can be reached at mclendon.kelly@gmail.com.

Early Childhood Development and Kids Art Activities

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Educators, Kids, Parents, Stages of Child Development Tagged art activities, child development Comments 1

art activities

Children go through developmental stages in art helping them hone their budding skills and explore their creativity. Once a child figures out they can make somewhat representational squiggles, they have embarked into the Preschematic stage of art. These potato shaped figures with stick arms and legs might not seem like much, but are a child’s first representations of people. Encouraging his drawings aides in his future cognitive and creative development.

The Preschematic Stage of Art

Viktor Lowenfeld, author of Creative and Mental Growth, describes the Preschematic stage as a time when the schema (the visual idea) is developed. A child, between the ages of four and seven, creates drawings during this stage that depict what he finds most important about the objects he views, such as someone’s hair or unique clothing. A child exploring the Preschematic stage doesn’t have full understanding of the dimension and size of objects, so he may draw a person as tall as his house. Color use is also more emotional than logical, expressing a child’s desire for creativity and enjoyment in his art.

Preschematic stage artwork resembles blobs or amoeba shapes with large smiling faces and short arms and legs. Don’t be alarmed with exaggerated features, such as an extremely large nose or mouth – or if the child omits features completely. In other instances, a child may draw a head representing a whole human being, because he finds the head to be the most important part of their body, which he uses to eat, talk, see and hear. When a child draws a self-portrait during the Preschematic stage he often draw himself as the largest shape, as he feels he is the most important, which displays healthy development.

During the Preschematic stage the schema (the internal representation of the world) along with cognitive development are causes the young child’s brain to develop in grand ways. Jean Piaget, a Swiss philosopher and psychologist, finds children go through fixed stages of cognitive development. During the Preschematic stage, Piaget places a child at the Preoperational stage where he is unable to yet form abstract conceptions, and must have hands-on experiences and visual representations in order to form basic conclusions.

Right-Brain/Left-Brain Development

With the right-brain in charge of creativity, but the left more dominant with control over math, rational thought, and linear thinking, the young child entering the Preschematic stage needs help to stimulate his visual cortex and promote use of his creative right-brain, developing a whole human. By introducing and discussing art with the child, he is stimulated to learn more about, and question, the world around him. Involving the child in making decisions about an art activity keeps him interested in creating art and promotes his self-esteem.

Hands-On Activities

Encourage a child to explore the Preschematic stage, along with his Preoperational stage of development, through engaging in lots and lots of hands-on activities to boost cognitive development and self-confidence. Sean Brotherson, a Family Science Specialist, finds that children need simple hands-on experiences for their brains to develop. Activities such as building with blocks, organizing objects based on color or shape, or taking a nature walk along with picking leaves off the ground are wonderful ways to jump-start brain development and get both sides of the brain working together.

Art Activities for the Preschematic Stage of Art

Family Portrait

Encourage the child to create a family portrait based on a photograph, giving him a visual representation to work with. Look at a family picture together discussing the people in the picture and interesting characteristics of each person, encouraging his observational skills.
Offer the child markers to use for drawing the family portrait so he can create strong, bold lines. Allow the child to fully explore his preschematic expression of color by using them as he wishes, even if not representational. Encourage the child’s color recognition skills by asking him about the colors he uses as he draws, further helping his cognitive development.
Once the portrait is finished, help the child write a short paragraph about what he drew engaging the left-brain to work with his creative right-brain.

Nature Collage

No matter the time of year, getting outside and combining science and art benefits the development of the budding young brain. Provide the child with a small basket for him to pick up items while walking discussing different plants and animals observed, benefiting his preoperative brain.
Let the child select a large sheet of colored construction paper and invite him to glue the items he collected in any arrangement of his choosing, which gives him hands-on experience for his cognitive development.
Once the items have been glued to the paper, offer the child a black marker to carefully outline the items in the collage, helping hone his fine-motor skills.

The Preschematic stage is full of discovery and expression. Benefit a child’s development by encouraging him to explore his creativity and learn through engaging hands-on activities, along with spending quality time together, this benefits everyone involved.

By Sarah Lipoff. Sarah is an art educator and parent.

Child Separation Anxiety

Apr 26, 2011 Posted by Sarah Lipoff In Child Development, Parents, Stages of Child Development Tagged child development, separation anxiety Comments 1

separation anxiety

Just when you thought it was safe to go back to school, your child decides differently. Upon arrival, he screams, wails, clutches your clothes with a grip of steel, and refuses to be dropped-off. Many parents dread returning to school after the long summer break knowing full well they will be dealing with child separation anxiety issues.

Along with understanding what separation anxiety is, there are several simple ways to save the morning from separation anxiety meltdowns that should help you and your child have a wonderful day.

What is Separation Anxiety?

Separation anxiety is a healthy and normal way children express attachment. Babies often begin showing signs of separation anxiety around 4-7 months as they develop a sense of object permanence and understanding that items still exist when they leave the room. Children may show no sign of separation anxiety or difficulty playing or staying with others until hitting the preschool scene, and the permanence of the transition takes hold. And with that comes the true understanding that mom or dad really leave the room for longer than a couple minutes.

As children get older, their understanding of being “left” heightens and separation anxiety can become an ongoing frustration for parents and children. About 4% – 5% of kids suffer from separation anxiety disorder with a heightened sense of anxiety along with repeated refusal of attending daycare or school, concern of being kidnapped or lost, and difficulties sleeping. Luckily, most parents dealing with child separation anxiety issues are dealing with mild cases. But, even a mild case of separation anxiety can be a challenging situation.

Separation anxiety usually runs its course and children begin feeling comfortable and confident about transitioning to a school or daycare within a couple of weeks. The highest peaks for separation anxiety is often seen in children from 6 months until they are able to fully communicate but then it can become an issue during later transitions, such as starting kindergarten, moving to a new home, or experiencing a family transition.

Dealing with Child Separation Anxiety

Instead of pulling that resistant child out of daycare or losing sleep thinking of solutions to elementary school drop-off, there are simple ways for dealing with child separation anxiety. Understanding that you aren’t the only parent dealing with child separation anxiety issues and realizing that others are ready and willing to help is the first step. Discussing separation anxiety issues with the child’s caregivers and teachers gets everyone on board for finding a solution to easing a child’s anxiety issues.

Along with sharing separation anxiety concerns with your school, there are several tricks that may help your anxious child. All children develop and behave differently, so understanding that there is no sure fix, or overnight solution for separation anxiety, is important.

Stay calm. This can be challenging while listening to your child whine and scream during drop-off, but understand that, as an adult, your consistency and calm will help the situation. Give your child a kiss and hug and quickly depart. Keeping your school information up to date ensures caregivers will be able to contact you if your child doesn’t eventually ease into his day.
Get your child to help. Ask your child what would help make drop-off easier and see what he suggests. You might be amazed when your child says that if he were able to wear his favorite outfit or bring a special item with him it would help make things better. Double check with teachers to make sure his special items are acceptable and welcome at school, along with cueing them in with what is happening.
Create a special parent-child good-bye moment. Some children benefit from having a special moment or routine that they fulfill each morning before drop off. That could be a special handshake, a silly song – but something that is done between parent and child before every drop off. Accomplishing the routine creates security for the child and eases anxiety.
Pack some bubbles for the blues. Place a small container of bubbles in your child’s backpack and when his anxiety begins, encourage him to blow some bubbles. Not only does breathing (and blowing bubbles) help regulate stress and ease tension, it is a distraction from the issue at hand. He might even attract a couple of friends that want to blow bubbles, too, helping him move and transition into the school.
Offer a reward. Bribery doesn’t hurt the situation, and most children understand that good behavior will reap benefits. Discuss rewards and expectations for the child before heading to school and when they are accomplished, provide the reward upon pick-up. This way, when he walks into the school with a brave face and gets through the day successfully, he has something exciting to look forward to.
Have a cup of tea. Create a special time with your child to sit and have a cup of tea. Chamomile tea is safe for children and also has wonderful stress-soothing qualities. Along with sipping some warm tea, you can engage in conversation, allowing your child to comfortably express himself and talk about his worries and concerns. Talking things out always makes everyone feel better.
Soothe with some lavender love. Giving your child a soothing lavender bath at night helps calm the nerves and relieves tension. It also helps set your child up for a good night’s sleep, so they are fresh and ready for a new day, potentially easing separation anxiety. Lavender based lotions applied in the morning are also an option, giving him a chance to catch a soothing whiff throughout the day.

When Nothing Seems to Work

After seeming to try everything and the separation anxiety hasn’t waned, everyone might be ready for something different. It may be time to take a look at other hidden potential issues that could be causing your child to have difficulty transitioning to school.

Set up a conference with caregivers or teachers to learn more about your child’s day such as if there is a conflict with another child, or if there are other issues within the school.
Also, consider if there have been any changes at home that could be affecting your child’s transition to school, such as a big move, parental difficulties, or the addition of a new baby brother or sister.
If your child is loosing sleep, repeatedly showing stress over being left, and is also showing other symptoms such as stomach and digestive issues, it might be time to make an appointment with your pediatrician.
Take a look at how you are dealing with the separation anxiety. Children respond to their loved-one’s behavior, so setting a good example is imperative. Take care of yourself by getting a good night’s sleep, staying fit, and talking about your concerns with others.

Separation anxiety is a normal stage of child development, and no matter how bad things may seem now – this too shall pass.