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Child Development

Music is a worldwide, masterful dialect that makes group association and a feeling of having a place. Some studies recommend that music is more established than dialect, and that discourse may have even developed from music. The primal force of music inspires feelings, recollections and pictures, taking the member on a mysterious adventure.

 

What is a Music Park and why do they shake? Musical parks and play areas are another pattern in musical expression, and they are starting to take off. A few organizations make open air musical instruments that are strong, economical, play genuine music, and can withstand the components permitting them to be introduced outside in parks, play areas and open spaces. Some organizations have even made their open air musical instruments with no wrong notes, permitting anybody to end up making music!

 

Ponder Nature and how it always delivers tranquil sounds; from fledgling and cricket tunes to the undulating of a spring. As you think about these sounds you can feel yourself starting to unwind and inhale somewhat more profoundly. Imagine a scenario in which you could co-make an ensemble with the winged creatures, the wind and the water. How might it make you feel? Playing music outside in a characteristic setting is an elating background for tykes of all age groups. With music parks on the ascent, we can make and listen to the tranquil hints of outside musical instruments while combating Nature Deficit Disorder. Since you realize that music parks exist, we should discuss why they shake.

 

What is a Music Park and why do they shake? Musical parks and play areas are another pattern in musical expression, and they are starting to take off. A few organizations make open air musical instruments that are solid, economical, play genuine music, and can withstand the components permitting them to be introduced outside in parks, play areas and open spaces. Some organizations have even made their open air musical instruments with no wrong notes, permitting anybody to wind up a “moment master” in making music! Ponder Nature and how it always creates serene sounds; from winged animal and cricket melodies to the undulating of a brook.

 

As you think about these sounds you can feel yourself starting to unwind and inhale somewhat more profoundly. Consider the possibility that you could co-make an ensemble with the winged animals, the wind and the water. How might it make you feel? Playing music outside in a characteristic setting is a thrilling background for children. With music parks and play structures on the ascent, we can make and listen to the tranquil hints of open air musical instruments while combating Nature Deficit Disorder (people, particularly youngsters, are investing less energy outside bringing about an extensive variety of behavioral issues). Since you realize that music outdoor play parks exist, we should discuss why they shake.

 

Musical parks are situations that guarantee inclusivity; they are useable by all, obliging an inexorably assorted society that incorporates the individuals who are not physically capable.

 

Also read: Interesting Findings on the Effect of Reading to Newborns

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To the uninitiated, the world of special education may seem like a maze or like learning a foreign language. As a parent you see your child struggling academically, behaviorally, or socially and you just want to make sure s/he receives the educational services needed in order to succeed in school and in life. When it comes to providing services for special needs children, not every school district is the same. Some are more likely to provide services while others are stingier about providing services or even recognizing that services are needed. Special education identification and service delivery are guided by federal and state laws; sometimes these laws can be misinterpreted by districts, schools, or individual educators. It is important to keep in mind that all school systems have a law firm on their side when it comes to interpretation of the laws. As your child’s primary advocate this may seem daunting; however, if you remain calm, do a little research, and document your concerns and communications with the school your child will receive the services s/he needs.

 

Prior to services being delivered a referral to determine whether an evaluation needs to take place needs to be made by a parent/guardian, teacher, or pediatrician. An initial individual education plan (IEP) meeting takes place that documents the reason for the referral and it should specifically outline what questions the IEP team wants answered. It is important for you to voice and outline your concerns during this initial meeting because your input is important to what happens next. Evaluations need to be conducted by various members of the team depending upon the area(s) of concern in order to assess you child and determine what type of services s/he needs. With recent changes to how learning disabilities are legally identified in public schools, sometimes IEP teams will use data from Response to Intervention (RTI). This data usually provides information on how well your child progressed on interventions received (if any) prior to the referral. It is okay and legal for schools to use this type of data as it is very informative about how the child responds to more intensive or more frequent instruction. As a parent, you want to leave this meeting secure in the knowledge that your child will receive an appropriate evaluation that answers your concerns and that will provide specific recommendations as to what services your child needs in school.

 

A second IEP meeting will occur after the evaluation process is completed in order to review the results of the evaluations, determine eligibility for special education services, and determine what services, if any, your child requires to progress in school. In order to prepare for this meeting you should:

 

  • Insist that you receive written copies of the evaluation reports five days prior to the meeting.
  • Read through the reports, highlight or underline anything that stands out or concerns you, and jot down questions about anything you don’t understand. Reports are sometimes full of unnecessary professional jargon and you should ask for explanations about anything you need clarification on. Every profession has its own terminology and no one expects you to get a degree in education in order to advocate for your child.
  • Ask that the professionals who conducted the evaluations to call you to review and explain the results after you receive the reports.
  • Write down any questions that you have that haven’t been answered and bring them with you to the IEP meeting.

 

At the second IEP meeting, the team will review the evaluation results and determine eligibility for special education services. An individualized education program will be developed if your child qualifies for services. Remember, this program should be individualized to your child and his/her unique learning, social, or emotional needs. Some questions by Helene Goldnadel to ask include:

 

  • How is that different than the regular curriculum?
  • What is going to be done to ensure that my child catches up/is ready for the next grade?
  • What individual modifications and accommodations are going to be implemented?
  • How is success/progress going to be measured and who measures it?
  • How often will I be informed of my child’s progress?
  • Who is going to be in charge of managing the plan?
  • How will other teachers be informed of my child’s needs?

 

When the team is able to answer these questions to your satisfaction you can be reasonably assured that they will provide services to meet your child’s needs. It is important that you take notes during the meeting because five days after the meeting you will receive your child’s Individualized Education Plan. This is a legal document that outlines the services that the district has agreed to provide to your child. The services in this document should correspond to your understanding of what took place during the IEP meeting. That’s why it is always good to take meticulous notes at these meetings. You should call the school and speak with your child’s case manager (this will be documented in the IEP, usually on the first page) and ask for clarification of anything that doesn’t match what you wrote or heard during the meeting.

 

If your child does not qualify for services and you are still very concerned that they need services in order to succeed, you can ask that the school provide RTI services, often this is already in place, will continue, and may be the reason why your child didn’t qualify for services, or you can ask for an independent evaluation. This independent evaluation is conducted by a professional who is unaffiliated with the school district and who is usually mutually agreed upon by you and the district.

 

What do I do if the school refuses to listen or just doesn’t seem to get my concerns?

 

In this case you have a few options. The first thing you should do is bring a digital recorder to IEP meetings and record them. The team is usually more careful about what they say and how they say it when they know they are being recorded. Keep a copy of these recordings. Secondly, you can call your state department of education and speak with an educational consultant. Most are eager to help parents and answer questions. Many states have a helpline that you can call that provides answers and gives directions on how to contact specific state and local agencies that will help you. You can call an advocate or educational lawyer who will review your concerns and child’s records, provide you with information and direction, meet with you, and attend IEP meetings with you. This last option will cost you money but is often very helpful in extreme cases.

 

Also read: Things by Helene Goldnadel to Do This New Year to Benefit Your Child in Special Education!

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Everybody wants their child to read well. The question is how can you help, right? Well, if you understand a few basic concepts, you’ll be able to evaluate your child’s reading skills and support their literacy goals just like a pro!

 

When checking to see how a child is reading, a good teacher looks at several key items that can tell some pretty important information of where that child is at with their reading development. Remember, to properly manage and instruct, we have to be able to measure progress. Evaluations help us with that.

 

First, before we begin, let’s take a look at the prize. Our goal is ultimately about the Big F…. That’s right, fluency. This is the grand prize. To achieve fluency, a lot of little steps have to occur and a lot of little parts need to work together.

 

Fluency? What does fluency really mean and how can we break it down for us enough to help our own child? Some might tend to think that fluency is about how fast somebody can read – how someone can go through the mechanics of decoding. While this is a partially correct, it’s certainly not the whole story.

 

Fluency is composed of two parts, the first of which may not sound too familiar – will be our biggest focus now: Automaticity. The word itself is mouthful, but it’s important so lets say it aloud again: Auto-ma-ti-city!

 

Automaticity simply refers to the speed and accuracy of word recognition and spelling. Achieving automaticity in the mechanics of reading and writing frees up a child’s brain for comprehension, the second part of fluency. And there you have it. Fluency equals automaticity and comprehension.

 

For now, let us focus on automaticity. Have you ever heard the axiom: “We’re learning to read, so we can read to learn”? Children are in fact learning to read, so that when they’re older they can read to learn about new and wonderful things.

 

Automaticity is the first step makes it all happen, and this is where you will be evaluating your child’s skills. (Now just for the record, comprehension skills are also simultaneously developing as well)

 

A good way to look at automaticity is like seeing the process that goes into developing a habit. We work on developing good habits during our learning time, our practice time, our reflection time, and our warm up times. Spending time explicitly learning the correct way becomes second nature or automatic after awhile.

 

Take for example an ice skating performer who beautifully twirls on the ice in front of large crowds. Though she makes it look easy and graceful, we didn’t see all the hours she spent, all the weeks and months she sacrificed in order to break down the parts of the routing in the smallest of units, so that when she expresses herself out on the ice, it’s automatic and beautiful. In fact, she performs most of her routine, without even thinking about it – with automaticity.

 

Here are a few key points by Helene Goldnadel to evaluate your child.

 

Be a good observer: What letters to do they have trouble sounding out or spelling? Make a note of them. Do they omit words when reading a sentence?

 

Don’t assess your child at his or her level of frustration: Try not to evaluate your child when she/he is at her point of giving up. You are evaluating in order to find the sweet spot of instruction, called the instructional zone.

 

Okay, now your evaluation will change as your child progresses, but here are a few tenets to keep in mind:

 

Phonological awareness: Observe your child’s ability to pay attention to and identify, and reflect on various sound segments of speech. Are they using blends correctly? (Blends are two letters joined together to make another sound, such as sl as in sling or fl and in flag.)

 

Consonant-Vowel Patterns: How is their use of consonants -vowel patterns shaping? For example, vowel patterns could be the ea as in team, ee as in seen, ai as in rain or train, and finally, ou as in shout. Make a note of these and review them when you are reading together.

 

Ultimately, there are a number of different ways to assess your child, but the best way to do this would be give your own spelling test, which is a lot easier done than said.

 

How would you do this? Well, write down twenty words that your child may or may not be able to spell. If you don’t know which words to use, look at one or more of their books and identify twenty from there. Then, give your child a blank sheet of paper and have him or her number the paper all the way up to the number twenty. Read the chosen words aloud and have your child spell the words out. If you wish, you can use the word in a sentence to help give your child a context for the word usage. Complete the spelling list and make your assessment. Mark which ones they missed and how they missed it. Did they leave out a letter, add in a letter, or omit a letter? Keep your child’s test and make the corrections. Keep the same word list and revisit the test in a couple of weeks. Again, make the corrections and repeat until all the words in the list are correct.

 

To strengthen your child’s skills with developing phonemic awareness and patterns, the use of flash cards can significantly help. Flashcards strengthen a child’s ability to sort, categorize, and recall information quickly – leading to automaticity. Follow these steps and you will be on your way to understanding where your child is and how you can support them in getting to where they need to be – fluency.

 

Also read: Childhood Exploration and The Benefits of Learning and Education

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Parents’ involvement in their child’s education is a key factor in the child’s scholastic success. It helps eliminate the cultural barrier that separates home from school.

 

The importance of involving parents in child’s education can be justified on several counts. First, parents have been rightly recognized as their children’s first teachers and role models. Experts suggest that parents’ attitudes and practices toward diversity influences and shapes children’s attitudes toward people who are different from themselves.

 

“Parents themselves are important teachers”, says Helene Goldnadel. Parents’ willingness to take the risks of displaying their own ignorance, when they don’t know something, working patiently to solve problems they face are some amongst the important part of teaching children. Playing with children and talking to them, even for a short period of time, is an important part of their learning. Trying new things is part of learning to teach. What a person knows is less important than what they do to find out new things.

 

When parents and children explore learning together, the experience of cooperation, family support, and excitement outweighs the problems of being tired, not having enough time and embarrassment. Education includes more than just being in the classroom. The information society requires more than basic education. It rewards creativity, the ability to work together, the ability to put information together in new ways, curiosity, questioning, and asking difficult questions.

 

Students’ participation in extracurricular activities like sports, school clubs, music, theatre is part of this development process and should receive as much support from parents as classroom work. Education often begins even before school i.e. at home. The demands of future work will place more emphasis on personal interaction and building close and collaborative interpersonal relationships which is almost a difficult task to achieve until and unless the same sort of environment is created at home.

 

Growing up has never been easy especially now in the new millennium amidst unprecedented prosperity, it has become more striving than ever. The cravings to know each and every fact of the existing world around him drives the inquisitive child to a stage of instability. During this stage the child cries for attention, help and love from the parents. This stage if ignored can prove to be lethal for the child.

 

Parents usually prefer to discuss only the career oriented issues with the child and rest of his cravings are considered as taboo. The child is always raised with pressures to excel in life. When children are young, parents marvel at their every little accomplishment but later the primal ambition left with the pushy parents is just to see their child topping the class. The grim epithet to the tormented lives of the children is the word ‘failure’. Sometimes the children express an inability to cope with the pressure to excel, frittering the dreams of their parents.

 

Examination fear, sibling rivalry, issues at school, warring parents, fear of punishment, distressed parents, divorce of parents are some of the prominent reasons roosting among the children which are making them vulnerable towards depression or a new world (without parents).

 

The escalating aspirations where the youth believes in achieving anything and the need of instant gratification makes the youth bully in nature. In such cases the refusals by the parents to accept the browbeating attitude of the child drives him away from them towards the world of destruction.

 

To safeguard the future of their child and to bridge the gap the parents have to bring a cluster of changes in their own behavior and personalities. The parents should ensure that the state of anguish being brought in the lives of their children by the inchoate emotional forces running rampant in the adolescent mind of the child should not go unheeded in any case or on the pretext of being a subject of taboo. Parents should also ensure that they are least absorbed in their own lives and career and try to spend the maximum time with their child.

 

On seeing their child scoring low or being flunked most of the parents are seen doing comparisons between their child and the other intelligent classmates of the child who scored the highest, such affronting creates despair in the child. Instead of doing comparisons, sermonizing the child to compete in today’s rat race and creating polarities, the parents should keep patience to hear and understand the child, entice the child for study and match the child with peer. They should try to ferret out the caliber of their child and help the child hone it up.

 

Some children do not want to grow up as they assume that adults have no fun in their life. They perceive all the adults in their life as stressed and permanently tired. Here too the parents should tend to talk to the child about what they enjoy by growing older, also to tell them that education is the best provision for the journey to the old age. Caring relationship has proved to be the most powerful disciplinary and learning tool for children. Parents have the most important and enduring relationship with their children. Children learn more from the home environment than any other thing.

 

Parents are the truest friend a child has, when trials heavy and sudden falls upon the child; when adversity takes the place of prosperity; when friends who rejoice with the child during sunshine deserts him; when trouble thickens around him, still will parents cling to their child, and endeavor by their kind precepts and counsels to dissipate the clouds of darkness, and cause peace to return to the hearts of their child.

 

Being pragmatic the parents should establish a few family rules and should stick to them. If children learn to obey at home, it will be easier for them at school. Punishment for not following the rules should be non-physical. The follow ups of these little but primal elements in life by the parents and the teachers will not let the child get bogged down by anxiety, phobias, academic and socialization plights and can restore a happy life to thousands of children. These factors corroborate the statement that ‘the parents definitely have a role in proper education of their child’.

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One of the most important things for any child is a good education from an early age. They need to be taught social skills and learn to interact with their contemporaries and ideally teaching should begin in the home or a child education scheme – before the child starts pre-school.

 

Child Education Schemes

 

From the age of two a child can join one of the many schemes devoted to child development. Most of these schemes combine physical games and exercise with language skills and pre-reading activities.

 

For two to five-year-olds they offer a mixture of free play and structured games with the emphasis on fun. Games are non-competitive and focus on building the child’s confidence – a great advantage when they start school or pre-school.

 

For six to twelve-year-olds there are schemes that offer lots of different games and exercise. Exercises are disguised as games so the children are having fun while getting physically fit. Jumping rope and playing hula hoop are excellent physical exercise as well as being great fun. The professional staff are all fully trained in health and safety and you need have no fear for your child’s well-being.

 

In The Home

 

Of course parents have a large part to play in their child’s education. In the home it is important to play with the child, talk to them a lot and read to them to develop their language skills. Spending time with your child reciting nursery rhymes, pointing to pictures and letters in board books or playing with alphabet blocks will all help your child to start reading at an early age.

 

You will be surprised to find that your child will soon recognize the covers of their favourite books and will even pretend to be reading them using the words that they remember from your story telling sessions. It is a wonderful feeling when a child recognizes their first letter or word.

 

Providing colored crayons and paper or coloring books will help your child develop their writing and drawing skills. At first a child will just scribble but they will soon start to try and draw objects around them or copy letters.

 

The Best Start in Life

 

To give your child the best possible start in life it is probably best to combine a stimulating home environment with an education scheme. In the home the child gets your individual one on one attention. In the right scheme your child will learn to interact with their peers and work as part of a team in a socially acceptable way and they will develop their communication skills.

 

Also read: Helene Goldnadel on Developing Social Skills

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“Early childhood development is the foundation to everyone’s life”, says Helene Goldnadel. Nevertheless, each child has their own personalities and ways about them as well as similarities such as meeting developmental milestones in a relatively similar time in their lives from talking to walking.

 

Doctors tell parents not to compare their child with other children according to their early childhood development. One child might start walking at nine months and one might be 14 months. Both could be healthy yet have their own time schedule. Often children are around a year old when they are walking or at least starting to walk.

 

Taking notice of early childhood development is important though. If a child continues to miss milestones and aren’t meeting early childhood development there could be a problem. This is why doctors are parents observe these things. Talking, crawling and other important elements are important parts of development. Doctors will monitor a child. It could be the child is not sitting up on schedule, but they are doing other things related to gross motor skills, such as crawling and rolling over. It could be a sign of something or it could be the child is just skipping that part of development then it will come in eventually. Otherwise a child continues to be monitored and eventually tested to ensure they don’t have a disorder or condition that needs treatment.

 

Another part of early childhood development is fine motor skills. This includes the movements of their fingers, toes, lips, tongue and hands as well as their feet. Sometimes it might be something small that a parent doesn’t even notice could mean anything. An example is walking on their tiptoes. Doing this a little is normal, but constant tiptoe walking could indicate an issue. Giving complete answers to every question presented by the doctor and the nurse will help determine if there are any early childhood development disorders that need immediate attention.

 

Any child with a neurological disorder or sensory integration dysfunction can hear properly but process the information differently leading to confusion. Such children are hypersensitive or insensitive to any of the five senses or with all of the senses. Most of the early childhood development disorders are diagnosed by an occupational therapist, especially sensory processing disorder.

 

Speech skills and articulation are also parts of early childhood development. Your baby won’t be able to answer questions with words as they are still learning about speech. Parents are suggested to talk to their baby. They will learn to answer you even if it is only in babbles now then it will continue to actually words when getting older. A baby can articulate, even if they are not making words they are starting to make clear sounds, which leads to speech. Once they understand the proper sounds by listening they will be learning the correct pronunciation of every word. However, each child is different and may reach the required milestones within a flexible range of 3-4 months and sometimes that is what makes the diagnosis about late development so difficult.

 

Also read: A School Age Child Writing Activity by Helene Goldnadel

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Parents often ask…

 

“What’s the biggest secret of worry-free baby development?”

 

“What’s the quickest way to know my baby’s development is OK. And at what stage should I take further action if I suspect my baby’s falling behind?”

 

Experience all over the world confirms that most baby development problems can easily be corrected if treated immediately.

 

So, the #1 secret is…

 

Spotting a potential problem as soon as possible. And then immediately taking action to correct it.

 

The difficult part is often to know what to look for.

 

First realize that normal baby development is universal and follows the same natural pattern throughout the world. That means a baby developing “normally” should master every milestone within normal ranges regardless of surroundings or where s/he lives.

 

Secondly… babies may sometimes be slow developers. But there’s one more thing: there is a big difference between being late reaching a milestone and not doing it at all.

 

Here we’re looking at being slow to reach a milestone.

 

The best practical “rule of thumb” is…

 

When there’s one development milestone that your child doesn’t master on time it’s not necessarily a problem.

 

The answer lies in looking at *all* aspects of your baby’s development to get a better answer.

 

Let me explain: look at what your baby does, AND also at how she does it.

 

If your baby is very late in reaching one milestone, it isn’t necessarily reason for concern. Your baby may only be a slower developer.

 

But if at the same time she also experiences other development problems, then you need to be alert.

 

I then suggest that you closely watch the rest of your child’s development.

 

These may be things such as…

 

Poor sleeping patterns; Poor eating patterns; Almost always crying; Being constantly irritated; Difficult to soothe; Your baby makes few or no noises, or… Doesn’t show any interest in toys.

 

Now if you see one or more of these signs at the same time when s/he’s struggling to master a specific milestone, you have several things happening at the same time.

 

And combined these signs may be telling you that your child may not only be a slow developer. In fact, your baby may have a development problem or two that needs further attention.

 

Stated differently… you should not look at only one milestone in isolation. Take the rest of your baby’s day-to-day behaviors and actions also into consideration.

 

Try to find out and judge your baby’s overall functioning. Are things working in unison? Or do you see obvious signs that everything is not necessarily in order?

 

If you suspect that your child may be having some development problems, take action immediately. Don’t postpone follow-up action. And don’t try to solve the problem yourself.

 

Consult a specialist as soon as possible.

 

Monitoring and judging your baby’s overall performance is surely the very best indication and confirmation that your baby is developing normally. And best of all… it’s also the shortest route to recovery.

 

For more info, visit here: https://helenegoldnadel.dudaone.com/

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The first few years of your baby’s life are those years when his brain soaks up skills and information like a sponge. Scientists have proven time and again that the speed of development of the adult’s brain is nothing compared to that of a child’s during these formative years.

 

This is why it’s important to involve your kid in a multitude of childcare activities that will help him develop physically, mentally, socially, and emotionally. Babysitting movement can be anything from performing in a school play to maneuvering the monkey bars.

 

Even the seemingly most mundane of tasks can be an important childcare activity if done under the supervision of a knowledgeable professional. When a child learns a particular childcare activity at this age, he or she must be well supervised so that he or she will get the maximum benefits from that activity.

 

A reason why many educators and parents shun the use of computers and portable gaming devices to keep kids busy is precisely because they don’t need adult supervision for these activities. In fact, adults actually become a nuisance when kids are busy with their PSPs or their Wiis.

 

Unfortunately, these video games have little to teach children in terms of values, sportsmanship, waiting for one’s turn, or creativity. These things are what we learned from worthwhile infant care activities when we were little, so it’s only fair that we give our kids that same chance to grow.

 

Circle time as a tool for wonderful childcare activities

 

Circle time promotes interaction among a child and his peers. It’s an invisible but safe haven both for introverts and extroverts. Child care activities appropriate for circle time are singing action songs, listening to stories, show-and-tell, or role-playing.

 

Helene Goldnadel suggests you to make sure that the child care activities you plan to use for kids are accompanied by music and supplemented by a lot of visual aids. Children these days, perhaps due to the fast pace they’re used to on television, are easily bored and the teacher or daycare worker needs to constantly grab their attention with attractive objects or sounds.

 

Fun arts and crafts childcare activities

 

Kids may or may not be fond of Math or of Reading, but the student who isn’t fond of manipulating something with his or her hands is very rare. Arts and Crafts are fantastic governance movement in which every child would want to participate.

 

While performing these parenting activities, kids learn to develop their skills in cooperation and teamwork in order to complete a project. They also develop their social skills as they share materials and help each other or show each other their accomplishments.

 

Arts and crafts parenting movement are enjoyable not only for the kids but for the adults as well. When the children start getting messy with the finger paints, teachers and childcare providers can join in the fun. It’s also said that in art, there is no “right or wrong answer.” This means that kids are free to work on the projects as they please. Crafts also help them hone their creativity when they combine different media.

 

Childcare activities must be carefully planned

 

There is no truth to the notion that babysitting duties are just one step up from regular babysitting. Due to the extensive studies made by famous educators, it is now evident that baby minding institutions must be meticulously planned by early childhood educators who understand that the child needs well-thought out parenting schools to fully stimulate all the aspects of his or her development.

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Millions of people all over the world suffer from allergies of different types. While such allergies could be caused due to multiple reasons, food is perhaps the most potent reason for people suffering from allergies. The physical system does not accept some particular type of food and these results in the person consuming such food developing allergic tendencies. For instance, some children develop allergy to peanuts. And at times there could be possibilities of developing allergic tendencies that are hereditary.

 

If one of your children is suffering from such allergic conditions and you are expecting a second child, you might well be concerned about preventing such tendencies in the yet to born. Good news for you is that there are ways to prevent such allergic tendencies that are turning out to be hereditary. Even if you may not completely cure it there are chances for you to prevent such tendencies in future. The first step in the right direction would be to find out whether you child is having some high risks. But how would you assess whether your child is running high risks? Some of the major risk factors that could develop food allergies are:

 

  • Allergic disorders like eczema, high fever, or asthma that are results of such allergic tendencies.
  • Such type of disorders prevalent among the family members.
  • Having other type of allergies relating to food or formula.

 

Once you find out that your child is suffering with risks developing food allergies, the next step for you is to take preventive measures. The question for you again here would be what the preventive measures could be and how to implement them. American Academy of Pediatrics has come up with some pertinent suggestions in this regard that are as follows:

 

  • Since breast feeding is the best feeding all mothers should make it a practice breast feeding the new born.
  • No food supplements or solid foods other than breast feed should be used for the first six months after the birth of the child.
  • With other foods, breast feeding should continue till the child is 12 months old.
  • Food that creates allergic reactions in other children or members in the family should be avoided by the mother. At the same time during the nursing stage, eggs, cow milk, and fish should be avoided.
  • Hypoalergenic formula like the Nutramigen or Alimentum may be used for supplementing the breast feeding.
  • When the child is at least six months old, use of iron fortified rice cereals could be useful.
  • The child should not be given milk or dairy products at least up to the age of 12 months.
  • Eggs should not be given to child till such child is two years older.
  • Avoid all allergy creating foods till the child is three years older.

 

One should not forget that there are multiple types of food that contains hidden components hiding the foods you might be avoiding. Muffin contains peanut flour and on the other hand margarine contains milk. Such food should also be in your “to be avoided” list.

 

Also read: Ways by Helene Goldnadel To Raise A Tolerant and Empathetic Child

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In order to raise a gifted child, first of all it starts with you – Yes, you as the parent, the main caregiver of the child. This is because you will be the one largely influencing and creating the right environment to develop your baby into a gifted child – genius.

 

Contrary to popular belief, a genius is not necessarily “born” with a genius mind. A baby’s brain, without any external stimuli, degenerates over time. According to Theva Nithy in his book “Your Child Your Genius”, a baby is born with about 12 billion brain cells. In the average child, by the age of 12, only 6 billion cells are left. Imagine what this “average” child could become if he was given the opportunity to develop all the 12 billion brain cells!

 

Of course, the foundation of all nurturing starts with unconditional love. But besides love, how does a parent help a child reach his fullest potential?

 

A healthy child is born with enormous potential. The mind of a healthy infant is like a sponge. Experts call it the “super-absorbent subconscious mind”. A young brain is able to absorb massive quantities of information.

 

Parents carry a huge responsibility to provide the right opportunities using the right techniques, to help their child reach his fullest potential to become a genius, which he was born to be.

 

What then, are the right techniques?

 

Here are a few tips by Helene Goldnadel you can use with your 0 to 6 year-old child:

 

MUSIC

 

Years of scientific research has confirmed that music will induce alpha brain waves. Alpha waves are associated with calm and focused state – this is the state in which we learn and absorb information best. Playing soothing music (e.g. Classical) over time to your child can enable your child to reach an alpha state easily. This method of exposing your child to soothing music is to enable your child to develop the ability to calm and focus his mind at will. Over time, your child will learn the important skill of focus and concentration for long periods of time.

 

Play the music throughout the day, quietly in the background if you can. This includes his sleeping time. Remember that even when the baby is asleep, he is still absorbing information through his subconscious mind.

 

During playtime, you can play more upbeat music like nursery rhymes or children’s songs. The faster tempo of the music will help your child to remain interested in the playtime activity.

 

As your baby grows older, it is definitely a good idea to expose him to a whole range of different types of music. It will increase his intelligence.

 

VISUAL STIMULATION

 

Brain cells will not die off if they are exercised. Providing visual stimulation to your child exercises his brain cells. Do you know that 70% of all information received is absorbed through the eyes?

 

Showing your child flash cards, especially those with bright contrasting colors, and talking about them is a very beneficial exercise. You don’t have to spend a bomb on flash cards. An alternative is to use your own family photos or pictures from magazines.

 

Another great (and free) visual stimulator is to bring your baby out wherever you go. For example, bring your young child out for long strolls in the park, letting him view the green on trees, the blue of the skies, and the pink of flowers. Or bring him to the grocer’s – let him touch and see the red of tomatoes, the green of green pepper, and the orange of carrots. You get the idea.

 

READING

 

The importance of reading from a young age cannot be overemphasized. Encouraging your child to read from a young age is important because most of knowledge learnt is through words read – via books, magazines, etc. If your child hates reading in future, it is going to be a huge impediment in his learning process from school all through to adulthood.

 

Begin by reading to your baby from birth, even when he is asleep. As he grows older, continue reading and singing (e.g. Alphabet songs) with varying tones. Read aloud from books, let your child watch you point out the pictures, flip the pages from right to left. When he can, encourage two-way interaction. For example, ask simple questions, ask him to point out pictures, get him to flip the pages or simply hold the book steady.

 

Another suggestion by Helene Goldnadel is to bring him often to the library where he can learn from other role models – other adults and kids enjoying their read

 

CONCLUSION

 

Knowing the techniques is not good enough. You must execute it. It means extra time and energy required. For working parents, spending time to provide additional nurturing opportunities to your young infant is an even greater challenge because it means more patience, more time required for creating such opportunities, and less time left for your own rest.

 

However, remember that your hard work will pay off. You reap what you sow Your investment in your child now will reap you rewarding dividends later – happier, self-confident, well-balanced children who enjoy learning and making friends.

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