Posts Tagged ‘Cedar Park preschool’

The Difference between Discipline and Punishment

Monday, February 22nd, 2010

The question of how to discipline a child comes up regularly in discussions with parents at The Goddard School.  Here are some helpful ideas on this topic.

goddard school cedar park child care

Contrary to popular belief, discipline and punishment are not equal.  Discipline is positive and should prevent the need for punishment.  In fact, the word “discipline” is derived from the Latin “disciplina” which means teaching or education.  Discipline helps to guide children toward positive behavior, promotes self-control, encourages children to think before acting and is not damaging to their self-esteem.  Punishment, on the other hand, is negative – whether physical, verbal, withholding rewards or penalizing.

Positive discipline teaches children rules and behaviors in a respectful, loving and considerate way.  It requires thought, planning and patience from parents and caretakers, such as:

  • “No, don’t run inside!” becomes, “What happened to our walking feet?  Where do we use our running feet?”  or “We will go outside soon and you can show me how fast you can run.”
  • “No, don’t throw the blocks!” becomes, “When did our blocks grow wings?” or “Let’s try building a castle and see what happens!”

Use positive discipline to redirect your child’s behavior, and you validate the legitimacy of your child’s desires and shows you care and understand.  Redirecting endorses your child’s right to choose and begins to teach that others have rights, too.

Children also respond to reasoning – it just needs to be put into their language.

  • ‘Inside feet’ versus ‘outside feet’
  • ‘Soft hands’ versus ‘hard hands’
  • ‘Inside voices’ versus ‘outside voices’

Create a Positive Environment

  • Show the love; smile, touch, hold, caress, kiss, cuddle, rock and hug your child!  This will not only make your child feel secure and happy, but is essential for normal social development.
  • Listen and answer as an equal – not as an instructor.  This will help build your child’s self-esteem and foster respect.
  • Spend time with your child every day.  Make time every day to drop everything and play with your child – even if it’s only for a couple of minutes.  Your child will realize they don’t need to have a temper tantrum to gain your attention.
  • Catch your child doing something good – praise and compliment!  “You’re doing a great job feeding yourself and keeping your food on your plate!”
  • Provide simple rules and state them in positive terms.
  • Demonstrate the behavior you want your child to adopt – actions speak louder than words.

Find out what we’re doing that’s educational and fun each month with the Goddard School monthly events newsletter SUBSCRIBE HERE

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TV and Reading

Tuesday, February 9th, 2010

To followup on my last post about TV and literacy,  here is some information related to this topic.  Selective TV programming can be beneficial, as noted below.

The American Academy of Pediatrics urges parents to avoid television and other electronic media for children two years of age and under; yet two thirds of infants and toddlers watch a ‘screen’ for an average of two hours per day.

Ever Watchful
Image by BGLewandowski via Flickr

Older children have a similar average; however children ages eight to eighteen have an average of four hours per day. This amount of time spent in front of a computer, television, video game or the like can interfere with school work, physical activity, curious exploration, social interaction and playing. Many children also get in the (bad) habit of eating snacks while watching TV or playing computer games which can turn into a habit of eating when not hungry and contribute to childhood obesity.

Extended exposure to television poses serious risks.

  • Children who watch violent shows or play violent (video) games may become desensitized to violence at a higher rate.
  • These violent (video) games re-enforce stereotypical gender roles which are often demeaning to women.
  • Children who view what is considered “risky behavior” such as smoking, drinking, doing drugs, selling drugs or having sex are at a greater risk.
  • It has been suggested that the more television a child watches, the higher their risk of developing an attention deficit disorder. For every hour a day a child watches a screen, their chances go up 10%. (If a child watches four hours of television every day, they are 40% more likely to develop an attention deficit disorder.)
  • Children are bombarded with commercials. They are conditioned to think they need the advertised products to make them happier.
  1. If your three-year-old watches television every day and regularly sees a happy child playing with a toy, she will begin to believe that she will only be happy when she has that toy.
  2. Commercials may encourage unhealthy eating habits which can lead to an unhealthy eating habit called “snacking habit.” This snacking is generally a component of a sedentary, unhealthy lifestyle.

Watching TV, however, may provide benefits – Sesame Street has long been credited with helping youngsters learn the alphabet and its’ shows also depict racial and social diversity.  Subscribe to The Goddard School newsletter HERE

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Read to Me!

Sunday, January 31st, 2010

Some reading tips from The Goddard School.  It is generally agreed among educators that one of the best things adults can do for their children is to read to them.

Parent Tips:

  • During early infancy, reading helps babies build neural pathways that will eventually provide language development and acquisition.
  • Reading aloud to children encourages association with happiness, love and enjoyment. All of this can lead to children’s greater interest in reading and can result in larger vocabularies and better literary skills.
  • Choose a childcare environment that encourages storytime as an important aspect of the school’s routine.
  • Reading aloud to children also helps them with pronunciation and phonetics. Some children are able to recognize letters and numbers before they can speak, but if they are left to this without guidance their weaknesses can lie in pronunciation and sounding out words.
  • When children speak incorrectly they should be gently corrected so that they are encouraged to use proper grammar and pronunciation. Reading books can help children learn the proper format of sentences which they often mistake in late toddlerhood.
  • Children who are read to regularly, are more likely to continue reading throughout their lives.
  • Children who read are more likely to have better writing skills and be placed in higher level classes.
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Literacy and How to Build a Prison

Thursday, January 28th, 2010

Ever wonder how to build a prison?  I don’t know the details behind the brick and mortar process but it’s pretty easy to predict where one will be needed.  Like many states do, look at the literacy rate per capita geographically.  The population reading at or below a third grade level is a very reliable predictor of where crime will flourish.  This is tied to the dismal illiteracy rate in the prison population – a whopping 70%!
Illiteracy also creates a “prison of the mind.”  Lets imagine that you find yourself enrolled in an advanced graduate course on quantum mechanics.  Problem is, you’ve never had a single course in this subject matter prior!  You’d find yourself on the first day dealing with terms and ideas such as “black body radiation” that have no meaning to you.  Unfortunately this is what some of our young elementary students experience their first day in class.  They have had no exposure to the most basic concepts of reading.  Without aggressive intervention, they will never catch up.

A child reading in Brookline Booksmith, an ind...
Image via Wikipedia

How does this happen?  One reason is the lack of books in the child’s home during preschool years.  The average middle income family will have 13 child appropriate books per child.  A lower income family has none – there will be 1 book per 300 children in these communities!

Besides the cost of crime, illiteracy has other social implications.  How about this sad statistic?  Illiteracy will cost the country $225 billion per year when you consider job training, health and other problems it creates.  This equates to a third the cost of the current financial bailout!

For the next several weeks, I’ll be exploring in more depth the impact illiteracy has to our community.  I’ll also have some suggestions and ideas on what we can do to address it.  As Joseph Addison once said, “Reading is to the mind what exercise is to the body.”  I hope that together we’ll get more of our children “fit” for reading!

Butch Aggen is owner of The Goddard School of Cedar Park and volunteers for Leander Educational Excellence Foundation’s efforts to promote early childhood literacy.   Questions or comments are welcome.

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Toddlers and Biting Behavior

Sunday, January 10th, 2010

Your little one is growing so fast, right before your eyes….Ah yes…those years of realization and exploration. They are adventurous. They are risk takers. They are fearless. They are our toddlers! We love them to pieces! So cute and precious. Look at those big innocent eyes. Those precious, little rounded cheeks. They can do no wrong. You could never get upset at such cuteness and….”OUCH! My child bit me!”

Who knew those little teeth could inflict so much pain?! You begin to wonder where things went wrong. You question yourself as a parent and wonder if your child hates you. How could your little one have committed such an act? Do not fret fellow parents! Toddlers and their biting behavior is nothing new.

Que fominha.. nhac ;B
Image by maria clara de melo via Flickr

First, forgive the little one. No matter how vicious the biting behavior of a toddler may seem, there is not a malicious bone in their body. Biting behavior needs to be dealt with just like all other aggressive behaviors that toddlers often display. It is a matter of discipline. It’s not an issue of weather or not the child is bad. It is not due to bad parenting. Children bite due to a number of reasons. They might bite to gain attention, release emotions of frustration or fear, to soothe gums during teething, to experiment, or to taste something…or someone!

Children use their mouths as a major way to explore the world. They put their mouths on anything they can touch. Sometimes a child wants to know what will happen if they bite someone. They might wonder to themselves, “Will this hurt daddy?” If the child is exploring, it will usually only take one incident for them to learn from a persons reaction that, “Yes! It does hurt!” If this is the case, then you may only need to confirm to the child that they hurt the person, that it was wrong, and should not be done again. Let them know that there will be consequences if it happens again. Supervise your child for a time after the incident, to make sure that they do not repeat their actions.

I’ll continue with more info on biting behavior in my next post.  Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx &  follow us on Twitter @  http://twitter.com/GoddardSchoolCP

Foreign Language at Goddard School

Friday, December 18th, 2009

At The Goddard School of Cedar Park, English is not necessarily the primary language for a child! Here are some suggestions on second language development for young children.
To start out with you begin easily when they are born speaking and singing to them in both English and the second or even third language of our choice. As you continue to do this you will notice your infant paying close attention to both languages and soon it will become very natural for them to hear this.

As the baby continues to grow you can start to associate words with actions or items. For example, if you are playing with a stuffed dog you can say the word in English as well as Spanish and do it repeatedly. You can do with just about anything you do with your baby and toddler. As you feed them you can tell them what they are eating and say the words “spoon” or “fork” in the foreign language as well.

Shiny and colored objects usually attract Infa...
Image via Wikipedia

Exposing an infant or young child to a learning environment, such as The Goddard School, that makes learning languages fun and exciting without being rigid like other learning methods can also be beneficial. Besides becoming accustomed to the new language they are also getting social interaction with other babies and children their age.

There are so many advantages that come with your infant and toddler learning a second language! It is very important to give them the chance to learn early in life – this will make it easier when they begin more formal language classes in school and expose them to the richness of other cultures in the world around us.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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Goddard School – routines and discipline

Friday, October 30th, 2009

Goddard School parents often ask about the role of discipline in their child’s development. Routines and rituals are an important element of this topic. Read on for ideas by child development expert, Dr. Kyle Pruett.

Dr. Kyle D. Pruett, M.
Image via Wikipedia

Routines and Rituals by Kyle D. Pruett, M.D
Ah, routines and rituals…such comforts against the one universal truth that life is nothing but change. Our children seem to get this sooner than we parents. When they struggle as infants to get the day and night thing down, they are teaching us how important and soothing the predictable is when tired, hungry, cranky and the like. As toddlers, we watch in amazement as they doggedly line up their shoes, trucks or dolls in the face of a little uncertainty and in search of the reassuring symmetry of order. These are not simple entertainments, but powerful and effective coping strategies that, if we are lucky, they never quite give up. Some of the uses of the psychological calendar of anticipation and predictability:

-By 18 months:  Children know the routines of everyday life and are very reassured by them: dressing, mealtimes, play, school, bath time, and finally bedtime with a story and a kiss. These are an antidote to the uncertainties of this period of rapid growth.
- By 24 to 26 months:  Children have a reliable sense of the week’s rhythms, and appreciate the difference between a weekday and a weekend.
- By 42 months:  Children begin to anticipate the predictable patterns of the year and its changing seasons, family gatherings, holidays, and birthdays.

All the while they are soaking up the beginnings of culture and ethnic diversity in such vital rituals.

Routines and rituals are especially important (and sometimes hardest) to maintain when a child is ill, or the family is going through a stressful time. Routines around food, clothing, bathing, going to school and sleep can be soothing precisely because they don’t vary in the face of change.  The ultimate routine or ritual is mealtime. Children learn about what matters in life in a regular, predictable, culture-rich and (one hopes) nutritious environment. Plan it and protect it.

Ultimately, they (and we) give up most of these early comforts, going the way of the blankie and binkie. The next generation of routine and ritual comforts owe their efficacy to these early and more primitive coping strategies.  So honor and promote them while you may. They disappear all too soon.

Kyle D. Pruett, M.D. is an advisor for The Goddard School®. Dr. Pruett is an authority on child development who has been practicing child and family psychiatry for over twenty-five years. He is a clinical professor of child psychiatry at Yale University’s Child Study Center.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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Goddard School – Halloween ideas

Tuesday, October 27th, 2009

Goddard School of Cedar Park has these suggestions for Halloween!

Halloween is a happy, fun-filled holiday for families and provides inspiration for children to express creativity and manners! Parents balance this enthusiastic learning opportunity, however, by providing safe and dependable environments – both at home and “on the trick-or-treat road.”

Pumpkin Decorating
Encourage your children to participate in pumpkin decorating activities.
• A child-friendly and safe alternative to pumpkin carving is to provide children with markers or paint to decorate their pumpkins.
• Use child-drawn outlines to carve the family pumpkins. This is a ‘parent-only’ activity and should be conducted on a flat, stable surface.
• Children can help remove the pumpkin insides using their hands or scoops. Clean up the messes as you go – slimy pumpkin insides can cause slipping hazards.
• Use small, battery-operated lights designed for carved pumpkins in lieu of candles.
• Families who choose to illuminate their pumpkins with candles should use votives or tea-light candles.
• Candlelit pumpkins should never be left unattended and should be placed on sturdy surfaces, away from flammable objects.

Costumes
Children should let their imaginations go – this is the ultimate creative activity! Resist ‘buying’ a boxed costume for your children (and don’t be afraid that you’ll have to roll out grandma’s sewing machine). In order to make costumes safe, consider the following:
• Costumes, masks, beards, wigs and other accessories should be flame resistant.
o Masks may obstruct vision and could restrict breathing. Consider applying face paint or cosmetics instead.
o Ensure masks fit securely and have eyeholes large enough to allow full vision.
o Avoid hats that could slide over children’s eyes.
o Knives, swords or similar costume accessories should not be sharp or rigid; rather they should be made of soft, flexible materials.
• Avoid loose, baggy or long costumes to prevent tripping.
• Children should wear sturdy, fitted footwear – oversized shoes and mother’s high heels are not ideal for safe walking.
• Trim costumes and trick-or-treat bags with reflective tape to make them visible to motorists.

Treats!
Before the ‘treats,’ plan an easy and filling dinner. Pasta with veggies or macaroni and cheese with a salad will fill tummies before the evening takes off.

You’ll remember this one, “Do not eat any candy until you bring it home and we have thoroughly inspected it.” Times haven’t changed much – same credo for your children!
• All treats should be carefully examined by adults for evidence of tampering. Any spoiled, unwrapped or suspicious items should be discarded.

Interested in making the evening more memorable and less scrutinized for the children in your neighborhood? Be a role model:
• Avoid distributing treats considered choking hazards (e.g., gum, peanuts, hard candies and small toys).
• Non-food giveaways such as coloring books, notepads, stickers, crayons and toothbrushes are all good ‘candy’ alternatives.

Trick-or-Treating
Trick-or-Treating is a two-way street. Neighbors are responsible for each others’ children and parents are responsible for their own children.

Your Children’s Safety:
• Young children should always be accompanied by parents or other responsible adults.
• All children and escorts should carry flashlights with fresh batteries.
• Only homes with outside lights ‘on’ should be visited.
• If you allow older children to go trick-or-treating with a group of friends, discuss safety precautions and agree upon a specific time when they should return home.
• Remind children to stay on sidewalks and not to cross through yards or between parked cars, to only approach well-lit homes and to never enter a home or car for a treat.

Your Neighborhood’s Safety:
• Prepare your home to receive trick-or-treaters. Clear your lawn, sidewalk, steps and porch of obstacles or potential tripping hazards.
• Sweep wet leaves away from stairs and walkways to prevent slipping.
• Candlelit pumpkins should be kept away from areas where costumes could brush against flames.
• Pets should be restrained to keep children from being jumped upon or bitten.

After-Party
Host a post-‘treating’ event at your home. Invite neighbors (parents and children) and serve hot chocolate and dessert. This is a wonderful opportunity to socialize and build memories!

Additional Resources: The American Academy of Pediatrics (www.aap.org), National Safety Council (www.nsc.org) and U.S. Consumer Product Safety Commission (www.cpsc.gov).

Visit our website at Goddard preschool or follow us on Goddard Twitter.

All Sorts of Sports at Goddard School

Saturday, October 24th, 2009

Students at The Goddard School® located in Cedar Park, TX, benefit from our organized sports program provided for children.

Children develop teamwork skills as they engage in organized sports including soccer, baseball and basketball in the Sports Mix program, developed by Trampoline™. The most important aspect of this program is to teach children why we play sports – to have fun!

Sports from childhood. Football (soccer) shown...
Image via Wikipedia

~Age-appropriate team activities help children
develop cooperation, sharing and teamwork skills.
~ Children acquire physical skills while learning the appropriate terminology and rules of organized team sports.
~ Physical activity has been associated with the development of basic motor skills including spatial awareness, rhythm and creative expression.

The Goddard School also offers, for children 3 years through school age, advanced dance (ballet and other formal movement) and martial arts.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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Active Artists at The Goddard School!

Monday, October 19th, 2009

Students at The Goddard School® located in Cedar Park, TX benefit from our art exposure program provided for children ages 6 months to 5 years.

It is never too early to introduce children to great artists and artwork from around the world. For example, our infant suite proudly displays the work of young artists even before they turn one year old! Sensory art activities is a wonderful experience for even a baby.

The Art History for Kids program takes children on a journey through time and geography, from cave art to modern art. Influential artists and the contributions their art has made to culture and society are explored in terms that young children can understand.

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~Art History for Kids is a cross-curricular program that presents projects ranging from painting and sculpting to puzzles and large motor activities.
~ Age-appropriate vocabulary, hands-on activities and games expose children to the culture and history of influential artists and their artwork.
~ The Goddard School is affiliated with art museums across the country to augment the learning opportunities in the Art History for Kids program.

Visit our website @ http://www.goddardschool.com//Schools/Cedar-Park-TX/Schools.gspx & follow us on Twitter @ http://twitter.com/GoddardSchoolCP

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