Monday, August 30, 2010

Food for Thought

Food allergies can be hard to recognize if you are not familiar with them. Below is an article taken from HealthyChildren.org which outlines how to recognize what is and what is not a food allergy and what foods can cause food allergies. 
Symptoms of A Food Allergy
Skin problems
-Hives (red spots that look like mosquito bites)
-Itchy skin rashes (eczema, also called atopic dermatitis)
-Swelling
-Breathing problems
-Sneezing
-Wheezing
-Throat Tightness 
Stomach symptoms
 -Nausea
-Vomiting
-Diarrhea

-Circulation symptoms
-Pale skin
-Light-headedness
-Loss of consciousness
 If several areas of the body are affected, the reaction may be severe or even life-threatening. This type of allergic reaction is called anaphylaxis and requires immediate medical attention.
 Not A Food Allergy
Food can cause many illnesses that are sometimes confused with food allergies. The following are not food allergies:
 Food poisoning—Can cause diarrhea or vomiting, but is usually caused by bacteria in spoiled food or undercooked food.
Drug effects—Certain ingredients, such as caffeine in soda or candy, can make your child shaky or restless.
Skin irritation—Can often be caused by acids found in such foods as orange juice or tomato products.
Diarrhea—Can occur in small children from too much sugar, such as from fruit juices. 
 Foods That Can Cause Food Allergies
Any food could cause a food allergy, but most food allergies are caused by the following:
-Cow milk
-Eggs
-Peanuts
-Soy
-Wheat
-Nuts from trees (such as walnuts, pistachios, pecans, cashews)
-Fish (such as tuna, salmon, cod)
-Peanuts, nuts, and seafood are the most common causes of severe reactions. Allergies also occur to other foods such as meats, fruits, vegetables, grains, and seeds such as sesame.

The good news is that food allergies are often outgrown during early childhood. It is estimated that 80% to 90% of egg, milk, wheat, and soy allergies go away by age 5 years. Some allergies are more persistent. For example, 1 in 5 young children will outgrow a peanut allergy and fewer will outgrow allergies to nuts or seafood. Your pediatrician or allergist can perform tests to track your child's food allergies and watch to see if they are going away. 

Wednesday, August 25, 2010

Water Bottle Rattle

Baby toys do not have to be expensive!  In fact, some of the best toys come from regular household items you already have around the house.  Don't feel like you have to spend a lot of money on toys.  Here is one idea for a cheap child toy: the water bottle rattle!

What you need:
  • One empty water bottle
  • Your choice of beans, dry noodles, rice, pop corn seeds, any type of beads, bells to create noise
  • Your choice of strips of fabrics, cotton balls, ribbon, etc. to make it more colorful
  • Duct tape, hot glue or some way of securing the bottle well
What to do:
  • Make sure the water bottle is completely dry inside
  • Place "noise maker" items and "colorful items" inside the water bottle
  • Replace the lid and duct tape the lid to make sure it does not come off
  • If you wish, decorate the outside of the bottle however you wish.  This can be a fun activity for your toddler
  • Enjoy watching your baby play!
If you don't use glue to secure to bottle, you can change up the items in the bottle to give your child different things to look at and have the bottle make different sounds.

Picture from: http://www.allkidsnetwork.com/crafts/music/rattle-bottle-craft.asp
What are some other toys you have made with household items?  Maybe we will do a post about one of your ideas!

Monday, August 23, 2010

Time Capsule

This activity seems like such fun thing to do with your kids during the last few days of summer. Thanks to Education.com for the great idea!

The tradition of creating a time capsule is an old one, but the activity never loses its appeal. Gathering artifacts for a time capsule is a significant activity: when your child places items in her time capsule before the first day of school, she is able to reflect on the summer, the previous school year, and what she has learned and experienced, all the while anticipating what the next school year will be like.
In this process, she will not only preserve belongings of intangible value in the time capsule, but will be able to sift through the capsule’s contents in the future -- at the end of the school year, perhaps -- and reflect on what really happened and how she has changed and grown.
Here's an activity that will help your child create a back-to-school time capsule to freeze a moment in time!

What You Need:

  • A sturdy box, plastic bin, or other container that may be sealed shut and undamaged from outside elements (rain, heat, a pet, etc.)
  • Supplies to decorate (colored markers, stickers, etc.)
  • Various artifacts to place in the time capsule that your child will want to rediscover later
  • Letter stationery and envelope
What You Do:
  1. Place an assortment of objects into the time capsule that represents the “current moment” in different ways. You can use: photos of friends and family from a summer trip, a well-written essay from last year's English class, homework that your child is proud of, postcards of cities that your family has visited, drawings, journal pages, movie stubs, concert or amusement park tickets, or vacation souvenirs, for example. Remind your child that these items cannot be retrieved for however long they are inside the time capsule.
  2. Be certain to include artifacts that clearly show the time period the capsule was created, such as newspaper clippings of the year’s major events (Barack Obama’s presidential inauguration, for instance), magazine articles that your child enjoyed reading, flyers of  summer festivals or events she attended, or birthday party invitations from classmates.
  3. Have your child write a letter to her future self. She can say anything she wants, but should include her reason for creating a time capsule, and why she has chosen to include these objects for her to discover again. Seal the letter in an envelope, and place it atop the pile of artifacts.
  4. Ask your child when she thinks she would like to revisit the time capsule. Discuss how opening it at the end of the school year would be much different than waiting several years or more. Ultimately, the decision rests with her. Mark the container with an exact date—September 1, 2010, or January 1, 2015, for example—and have your child sign her name on the time capsule itself.
  5. Find the best place in your household to store and preserve the time capsule. Dig a hole in the backyard where it can be left untouched, or place it somewhere deep in the attic, basement, or garage. Alternatively, you can keep it in a location other than your house; just make sure it will be secure.
Voila! Your child has created a time capsule of her life thus far. Now just keep it safe until it's time to unearth it one, five, or even ten years later!

Friday, August 20, 2010

Back to School

With school starting just around the corner, parents may be experiencing some mixed feelings about sending their child off to school. Children as well may have some concerns when it comes to entering the classroom again. You as the parent are a great tool to help both you and your child feel more at ease with this upcoming transition.


A good starting point to help your child with this transition include the following check list:
  • Get enough sleep (establish a reasonable bedtime so that they'll be well-rested and ready to learn in the morning)
  • Eat a healthy breakfast (they're more alert and do better in school if they eat a good breakfast every day)
  • Write down the need-to-know info to help them remember details such as their locker combination, what time classes and lunch start and end, their homeroom and classroom numbers, teachers' and/or bus drivers' names, etc.
  • Use a wall calendar or personal planner to record when assignments are due, tests will be given, extracurricular practices and rehearsals will be held, etc.
  • Have them organize and set out what they need the night before (homework and books should be put in their backpacks by the front door and clothes should be laid out in their bedrooms)
What are some of your back to school traditions? 
    Taken from http://kidshealth.org/parent/positive/learning/back_school.html#

    Monday, August 16, 2010

    Cognitive Development

    Cognitive development is the way in which your child manages his thinking, and talent to create sense of the world and what is occurring around him.
    At Birth
    Newborn babies are already energetically using all their senses to investigate their new surroundings. When not sleeping, he is attentive and already learning to deal successfully with a big area of new facts.
    He...

    • Starts to develop general ideas.
    • Investigates using his senses and using his own action activity.
    • Makes eye communication and cries to point out need.
    Aiding His Cognitive Development You can aid your baby's intellectual development through play. New born babies answer to things that they see, hear and feel.
    Play might include the following... 
    • Pulling Faces--Attempt by sticking out your tongue and opening your mouth wider so that he may copy you.
    • Displaying Objects--Try to display objects to him such as brightly coloured woolly pompoms, balloons, shiny objects and black and white patterns. Hold the object straight in front of his face and give him time to focus on it and gradually positioning it.

    Increasing His Cognitive Development

    • Make enough physical contact and maintain eye contact with him at all times.
    • Exploit lively, different colours in furnishings around the home.
    • Present him to unusual household noises.
    For more information visit The Child Development Guide

    Wednesday, August 11, 2010

    Teach Your Child to Handle Anger

    Ariel Carter, 7, hates to be told to help clean up the house. “The last time we got into one of these fights, she drew a picture of her outstretched palm, wrote 'Go away' on it, stomped over to my desk to get some tape, taped it to her door, and shut herself in her room,” says her mom, Lylla, of Water Mill, New York. 
    • Don't be a drill sergeant. Not wanting to comply with orders is a big reason for a lot of struggles at this age, so make sure you're not bossing your child around all the time. Set clear rules about what needs to get done, but within that framework, give her more control over her own routines, such as doing homework or getting ready for bed. 
    • Pick up on her feelings. Kids may become frustrated and angry if their parents aren't sensitive about the issues most important to them: a growing awareness of their body and social pressures like bullying or teasing. 
    • Practice cooling off. To help defuse impending rage, help your child identify the physical feelings that accompany it, like a racing heart or faster breathing. Before she loses control, suggest she do something to calm down, such as take deep breaths, count to ten, or quietly sing a song. 
    • Congratulate good behavior. Praising your grade-schooler goes a long way toward reinforcing the ways you want her to act. 
    For more information see the article Teach Your Child to Handle Anger By Christina Frank

    Friday, August 6, 2010

    Kindergarten--Tips for a Successful Beginning

    Here are some great tips for helping your child start kindergarten:
    1.  Find out whether your school has a kindergarten orientation, or make an appointment to visit the school and teacher before the first day of school.
    2. Talk with your child about some of the fun things that will happen at school, such as meeting new friends, listening to stories, and playing outside.
    3. Begin a healthy routine by making sure that your child sleeps at least 10-12 hours and eats a nutritious breakfast.
    4. Have your child tell you the plan for after school--exactly where to be picked up or which bus to take.
    5. Label all outerwear.
    6. Dress your child in clothes that can be put on and taken off independently, such as elastic-waist pants and shoes with Velcro closures.
    7. Dress your child in clothing that is appropriate for sitting on carpets and outdoor play. 
    8. Pack a "reassurance"--such as a family picture, a small stuffed animal, or a note from home--in your child's backpack.
    9. Don't over-schedule after-school activities; your child will likely be tired.
    10. Check your child's backpack after school. There may be several forms for you to fill out and return.
    11. Celebrate the end of the first day.
    12. Begin your after-school routine, which may include a snack, playtime, and quiet book time.
    13. Ask your child specific questions about the day, such as: "Who did you play with? What was today's story about? Where did you play? What did you make?"
      Information taken from the pamphlet "Kindergarten. . .Here We Come!"
      Utah State Office of Education and Department of Workforce Services

      Wednesday, August 4, 2010

      Developmental Milestones

      Do you ever wonder how your child is doing developmentally? Here is a guide of developmental milestones that you can use. This time we will focus on social and emotional development. (All information comes from the Child Development Guide).

      What is Social and Emotional Development?
      Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately. Social development is the growth of a child's ability to relate to others and become independent.

      At Birth:
      Babies begin to learn as soon as they are born, but at this stage their behaviour and communication with adults are limited. Babies cry to make their needs known and are peaceful when those needs are met.
      Social and Emotional Development
      At this stage babies...
      • depend on parents/carers
      • sleep a lot
      • like to be undisturbed
      • have rooting, sucking and swallowing reflexes
      • cry when hungry, unattended to or in pain
      • startle to noise, and turn to light, providing it is not too bright.
      1 Month:
      At this stage babies smile spontaneously, but they begin to smile in happenings outside themselves from 4-8 weeks. They learn to smile to your voice and face and are also attracted to the movement of your face.
      Social and Emotional Development
      At this stage babies...
      • cry for their needs to be attended to
      • will turn to mother's breast
      • briefly looks at a face
      • sleeps most of the time when not being handled or fed
      • grasp a finger if the hand is opened and the palm is touched
      • will quieten or smile in response to your voice.
      2 Months:
      From 2 months babies have less primitive reactions and gradually learn a range of responses and behaviour. These are the results of both physical maturation and the beginning to explore the environment. At this stage the baby is capable of having 'conversations' with the carer. These are a mixture of gestures and noises, but follow the pattern of a conversation in that one person is quiet while the other speaks.
      Social and Emotional Development
      At this stage babies...
      • explore using their five senses
      • sleep less during the day and more during the night
      • stop crying when they are picked up
      • differentiate between objects, and begin to tell one face from another
      • follow your face when it moves
      • smile and become more responsive to others.

      3 Months:
      At this stage babies take a lot of interest in their environment. Physical maturation continues rapidly. When they hear different sound babies turn their heads in response to see what people are doing. They are rapidly beginning to learn new social skills from the people around them.
      Social and Emotional Development
      Around this stage babies...
      • use sounds to interact socially and reach out to human face
      • respond to friendly handling and smile at most people
      • become more oriented to their mother and other carers
      • looks at mother's or carer's face when feeding
      • are able to show an increasingly wide range of feelings and responses including pleasure, fear, excitement, unhappiness and contentment
      • have some awareness of the feelings and emotions of others
      • begin to connect what they hear with what they see.

      6 Months:
      Development at this stage is very rapid. Babies are awake for much longer periods by 6 months. Babies laugh, show excitement and delight and will also show likes and dislikes.
      Social and Emotional Development
      Around this age infants...
      • reach out for familiar people and show a desire to be picked up and held
      • begin to be more reserved with, or afraid of, strangers
      • show a marked preference for their main carer(s)
      • like to play peek-a-boo
      • smile at their own image in a mirror
      • become more aware of themselves in relation to other people and things
      • look at their hands and feet with interest
      • stop crying when communicated with.
      12 Month:
      By this stage, most children have started to stand independently and possibly have begun to walk. They can pick up small objects and to explore their environment around them.
      Social and Emotional Development
      By this age infants...
      • can distinguish between different members of the family and act socially with them
      • will wave goodbye
      • like to be within sight and hearing of a familiar adult
      • show rage when thwarted
      • know their own name
      • will obey simple instructions
      • may be shy with strangers
      • copy actions and sounds of adults or children.
      For information on social/emotional developmental milestones for children 1-7 years old visit Child Development Guide--Social/Emotional

      Monday, August 2, 2010

      Effective Parenting Style

      Family researchers have identified four styles that parents use to interact with their children: authoritative, authoritarian, permissive, and neglectful. Although some families fall between the styles, most families use one of the following approaches:
      • Authoritative parents are demanding and responsive, controlling but not restrictive. This child-centered pattern includes high parental involvement, interest, and active participation in the child's life; open communication; trust and acceptance; encouragement of psychological autonomy; and awareness of where children are, with whom, and what they are doing.
      • Authoritarian parents are demanding, but not responsive. They show little trust toward their children, and their way of engagement is strictly adult-centered. These parents often fear losing control, and they discourage open communication.
      • Permissive parents are responsive, warm, accepting, and child-centered,but non-demanding. They lack parental control. 
      • Neglectful parents are neither responsive nor demanding. They do not support or encourage their child's self-regulation, and they often fail to monitor or supervise the child's behavior. They are uninvolved.
      Different parenting styles yield different outcomes for children. Social scientists find that parenting styles affect children's psychological well-being, their school achievement, and other aspects of their social and psychological adjustment, including adolescent problem behaviors such as aggression and drug and alcohol abuse.

      The Authoritative Parenting Style without physical punishment produces the most positive results and the fewest problems for children in today's world. Children who have been raised in authoritative homes score higher on a variety of measures of competence, social development, self-perceptions, and mental health than those raised in authoritarian, permissive, or neglectful homes. This is true not only in childhood, but also during adolescence, as evidenced by higher academic achievement and psychosocial development, and fewer behavioral problems.

      The authoritative parenting style sends several messages to the child. It says: We trust you to make good decisions, we are behind you, we will be there if you need us, you can talk to us about difficult situations, we will help you as you learn, and we expect you to do your best.

      As parents, we should strive to guide our children in age-appropriate ways. Mistakes are normal, and we need to give the child alternative ways of learning and handling problems. The bottom line is that an authoritative style of raising kids leads to competent kids, and is fun and rewarding for both parents and children.

      The following information was taken from the following article:
      Ballantine, Jeanne "Raising competent kids: The authoritative parenting style". Childhood Education. FindArticles.com. 02 Aug, 2010.
      For more information click here.