Posts Tagged ‘goddard school’

Playing with Your Child

Friday, March 5th, 2010

The importance of play is key to a child’s development at  The Goddard School.  Here are some great thoughts on this topic by Dr. Pruett.

Excerpt from Me, Myself and I
By Dr. Kyle Pruett

The best way to know what your child thinks about his world before he can tell you directly in words is through playing with him.  It is right there, in their play sequences and manipulations that we see and hear what they understand and think about the world we share.

Remember, however, that this is his play, not yours.  You are a partner and a facilitator, occasionally a “go-fer,” but you are not playwright, producer or director.

Fall - Mother Daughter

  • When you play make-believe with your child using simple dress-up (hats alone are great), narrate her play: “And now you get on your hat.”  Describe what you think she is feeling: “Don’t you feel fancy (snazzy, cool…)?”  And listen for when you are not quite on track: “So, then what?”  Children often love to have you with them in these imaginary explorations of role and role-play and usually will do their best to keep you from getting lost along the way.
  • Use reflecting surfaces (mirrors, windows) as you play peek-a-boo with your child’s image and then yours, or add a little face paint or make-up as he explores what happens to his face as he, or you, add a dot here or a line there.  It helps him define who he is by enjoying the reflection of his face and feelings back and forth between you.  Doing this together just feels different and better and usually more important.
  • Sit together in the dark with a flashlight and give your child a sense that he has some control over what appears, reappears, and disappears into the darkness.  Narrate the experience with him, and match his level of emotional interest, as you share the job of turning the flashlight on and off together.  Sara, at 22 months, loved this game and called it the “good-bye light game.”  She seemed to be sorting out the comings and goings of important things and people as the lights went off and on.

There are countless other ideas available from books and magazines.  Borrow, invent, and reinvent games just for the two of you.

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

Thumb sucking and Pacifiers

Wednesday, March 3rd, 2010

Dr. Kyle Pruett AThe topic of thumb sucking comes up with our toddlers at The Goddard School.  Here are some ideas by Dr. Pruett, MD:

Thumb-sucking and pacifiers are guaranteed to evoke debate whenever the topic is raised with parents, especially new ones. We have no trouble remembering relevant stories in our own families about thumb-suckers and how old they were when they stopped. Fact: Many children choose to suck their thumbs from before they are born because it is an important form of self-soothing and comfort.

Here are a few considerations that shape this debate as you make your decision about skin versus plastic:

  • Contemplating germs?  Thumbs and pacifiers are about equally un-hygienic, but both can be washed frequently.
  • Concerned about teeth deformity? Dentists have found that genetic tendencies forecast the need for braces more often than sucking a thumb or pacifier in infancy. The exception may be “24/7-suckers” through kindergarten and beyond.
  • Pacifier versus thumb?  Your thumb is always with you – no late night 911’s to the nearest pharmacy.  The pacifier, however, is easier to remove when the day comes (typically first in a parent’s mind), and seems less self-indulgent to many parents.
  • Partner consensus?  Talk to your partner. Do not assume that your partner has an identical philosophy about thumb versus pacifier as yours.

This is an important conversation to have and revisit. Discuss this topic with your child’s teacher.  Most parent magazines also cover this issue regularly.

Try not to make this a big deal.  Very few children go to college with their pacifiers.  At the same time, denying your children their comfort at a time when they may need it most will backfire more often then not, increasing their attachment to it. Children who know when it’s time for their comfort are showing you they know a thing or two about their needs, not that they have a habit.

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.

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

Play and your child

Wednesday, February 17th, 2010

At The Goddard School, first time parents sometimes ask about the best way to bond and interact with their child.  Here are some insights from Dr. Pruett, MD.

Find ways to involve your children in the richness of your ‘grown-up’ life.  Be creative and patient because the results are worth your effort!
best preschool
For young children, play is a lot more than entertainment. It is central to their development.  A wonderful way to play with and teach children is to bring them into your world, where ‘real-life’ happens.  Children love to do ‘grown-up’ things and to imitate you.  And when they contribute, they see themselves as players and get a well-earned self-esteem boost!

Children also learn about important values and concepts from watching you.  They see the result of practice and perseverance, and they come to know that learning is a lifelong process. They see that everyone, even a grown-up, can make mistakes and can learn from them.

There are two easy and enjoyable ways for your children to play in the grown-up world: you can let them help with your chores and you can include them in your favorite pastimes.

Work as play:  Include your children in your household routine.  There are countless safe ways for children to help with meals, laundry, shopping or cleaning.  They can help mix recipe ingredients, pick fruit at the grocery store, water the garden or pack their lunch.  These activities are fun learning experiences, especially if you are teaching informally along the way.  The chores may take a little longer as they learn the ropes, make mistakes, and work at a snail’s pace, but the value for their learning and their self-regard are more than worth the extra time.

Hobbies and pastimes:  Share your interests with your children.  This is one of the most intriguing, emotionally rich forms of learning that children can receive.  Teach your children about your avocations, and keep up with your piano, chess, painting, hiking or gardening.   Your enthusiasm for your hobbies will be infectious and offer many ways for your children to learn and develop skills.

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.  You  can find out what we’re doing that’s educational and fun each month with the Goddard School monthly events 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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TV and Literacy

Saturday, February 6th, 2010

The topic of TV time comes up with parents and many are not aware of its negative effect upon children, including literacy.  The following article provides some interesting insights:

Are you surprised that the American Academy of Pediatrics says no television before age two?  This standard alerts parents of infants, toddlers and preschoolers that their children are strongly affected by the talking tube and that they need to consider the way their children are exposed to its powerful influences.

  • If you chose to allow your children to view television, consider limiting the amount of “watching time” in their first three years to 30-90 minutes per day. This is more than enough for their young brains and eyes.  Children prefer, and benefit from, interacting with people far more.
  • The programming you chose should be specifically directed at the age of your child. Most good parenting magazines regularly publish guidelines that tend to be more objective and reliable than an advertiser’s suggestions.
  • Commercial-free is far better for eyes, ears, and minds.  Fewer interruptions and a generally higher level of intellectual and emotional content are the benefits.
  • A child’s room does not need a television. Television may inhibit a child’s desire to read and play imaginatively for years.
  • When your children watch television, watch with them.  They may need your help to decipher the barrage of messages, and only you know when they have had enough.  Occasional babysitting by means of television so you can get something done is understandable, but may be a waste of your child’s time and mind.

These guidelines should be discussed regularly by all adults in your household. The evening news may matter to the grown-ups, but it is frequently incomprehensible and somewhat frightening to your little ones. Media-literate parents are great blessings to their children.

Suggested resource: Coalition for Quality Children’s Media www.cqcm.org

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.  Subscribe to The Goddard School monthly newsletter by CLICKING HERE

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Reading and Literacy articles

Wednesday, February 3rd, 2010

Along with my recent blogs on reading and literacy, here is a category link on earlier articles on this topic.  Enjoy!

http://blogs.goddardsystems.com/Cedar-Park-TX/category/general/reading-literacy/

Subscribe to The Goddard School monthly newsletter by CLICKING HERE.

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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Goddard School is Writing a Book!

Tuesday, January 26th, 2010

National Geographic Society has selected Goddard Systems, Inc. for development of an intriguing new book for families. The Goddard School — its teachers, children and parents — will play an integral role in developing the look, feel and content of a new book from NGS and award-winning author Susan Magsamen. Filled with magical science and nature adventures, the book will offer unique and memorable multi-sensory experiences for children to enjoy in the classroom and at home.

To participate in this national event, please visit our Goddard Facebook Page. As part of our participation in this activity, I’ll be blogging the next several articles on child reading and literacy.  Let me know your questions on this topic and your comments are always appreciated!

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Siblings

Sunday, January 24th, 2010

So your expecting your second child?  Congratulations!  At The Goddard School of Cedar Park, parents often wrestle with how to make it a smooth transition for the oldest child.  Here are some great suggestions by Kyle D. Pruett, M.D in a guest article:

Nothing unsettles the lives of children quite like the birth of a sibling: special event for parents = profound disruption of familial bliss for children.  Some children take it in stride, but the majority may not. Having a sibling forces children to share the wealth in an important and healthy adaptation to living in the real world.  Here are a few ideas about how to ease the pain, and promote the joy:

  • ‘Me, myself and I’ – The mantra of toddler-hood reminds us that 18 to 24 months finds most kids falling short of being able to participate in the care of a younger sibling. They have just begun to take care of their own business, so looking after someone else’s (with whom you have to share mom and dad) is annoying to say the least.
  • By 48 months:  Children are able to feel some ownership of a new baby – rocking, diapering, comforting, and playing with a baby are possible, if not always high on their list of fun things to do.  They own enough familial territory by now that they can afford to share.
  • A younger sibling often adores an older sibling.  Teach your older one (don’t ignore the boys) to be tender and gentle when holding or feeding the baby.  This is great training for future intimacy and competent parenting.
  • Preserve time alone with your older children several times a week. They may no longer be the ‘only,’ but they are the still the ‘first,’ and certain privileges pertain, along with new responsibilities!
Dr. Kyle D. Pruett, M.
Image via Wikipedia

Don’t underestimate how your own experience as a sibling -in a particular birth order – affects your perception of your children’s experience. You may be off by a mile in your evaluation of your child’s jealousy of a new baby if you are the baby in your own family, or the first-born.

Keep the dialogue open with your children about the shape of their sibling relationships and you will learn a lot.

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.

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Mom and Dad are Different

Sunday, January 17th, 2010

At The Goddard School, the subject of parenting differences comes up on numerous occasions.  Read the following for some great insight on this topic!

by Kyle D. Pruett, M.D.
Mothers and fathers care for their children in very unique ways.  Children can recognize the differences between mother and father care, which actually enhances their development.  This article focuses on the critical role fathers play in a child’s development.

Newborns can differentiate between mom’s voice and touch and dad’s voice and touch.  Although mom may have gotten a head start on the bonding process with the baby, dads have their chance, too.  By six weeks old an infant can distinguish a father’s voice from a mother’s, and while a quiet baby may pay more attention to mom’s voice, an upset baby will calm more readily to his father’s handling.  Mothers usually are very consistent in the way that they handle their children, often picking them up in the same manner, saying the same thing before they handle them, for example, at bath or bedtime.  Dads rarely approach the baby with such consistency.  Each time they pick up the baby, they usually do so in a different manner than before, but this helps the baby recognize that it is dad who is holding him.

Parents with child Statue, Hrobákova street, P...

Time with dad is typically less structured and more play-oriented than with mom.  Most of mother’s time with her children is dedicated to care-giving tasks or educational play, while dad’s time is less structured and full of impromptu play.  Where mom uses toys, dad tends to use his body.  Dads are typically more physical with the kids and they love it.  Physical play helps to stimulate both physical and brain development.  Dads also have a tendency to make any situation educational, even if they don’t realize it themselves, so that a father’s tasks around the house might be an adventure for the child.

Fathers challenge their children to learn.  Obviously, both mom and dad want to help their child learn in any way they can, but they do this differently also.  For example, when teaching a frustrated child, a mother tends to assist her in finding the answer; whereas, a father is more likely to guide the child through the frustration and challenge her longer to find the answer on her own.  Fathers also encourage more exploration and boundary pushing than moms do.  A father’s way of teaching his child persistence in the face of adversity results in positive academic and social performance in the long run.  Certainly, one style is not better than the other, and children absolutely benefit from both.

THE ROLE OF FATHERS
Recent research about the role of fathers and their approach to parenting include the following:

  • Fathers tend stylistically to encourage problem-solving skills by letting their kids struggle with frustration a little longer before stepping in to help.  (Of course, there is a huge personal variation here, as there is in mothers.)
  • Fathers permit a little more emotional autonomy during learning sequences with their young children, supporting and encouraging but without the same emphasis on intimacy that is more typical among mothers.
  • Fathers tend to mix play with learning a little more successfully, from the child’s point of view, allowing longer work periods.
  • Fathers’ more functional (‘do it because it needs to be done,’ rather than ‘do it because it will go better between us if you do’) approach to academic work builds in the child a larger range of problem-solving skills over time that probably contributes to more lasting self-esteem.

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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