I find that more families are holding off on potty training their children. Years ago, most children were trained before their third birthday. Today, I have some four year olds who are just being trained. Does it matter? That’s a personal decision, but I believe that when a child is ready, it’s important to take those cues and get the job done.
Sonia was a four year child I taught who was bright, articulate, and strong willed. She was the only child in our class who still wore a diaper. When we would encourage Sonia to use the potty, she would, though reluctantly. She simply didn’t want to be bothered. Though we encouraged her at school, her parents didn’t reinforce this at home, so there was no consistency in her training.
In my opinion, Sonia should have been trained by this time. She understood and recognized how it felt when she needed to use the bathroom. It got to the point where other children would make fun of her for still wearing a diaper. She wore dresses a lot, and when she sat at circle, her diaper was obvious. The kids love to talk about the characters on their underwear, and Sonia seemed embarrassed that she was still in diapers.
Experts say that it’s easiest to potty train a toddler when she’s ready. Watch for those signs from your child and take advantage of the opportunity. Cleaning the bottom of a four year old is not a fun experience. By four, most children should be using the toilet.
Showing posts with label child care for toddlers. Show all posts
Showing posts with label child care for toddlers. Show all posts
Tuesday, January 5, 2010
Friday, November 20, 2009
Washing Hands will Help Avoid the H1N1 (Swine) Flu
Regular hand washing will help stop the spread of illnesses, including the H1N1 (Swine) flu. It’s important to teach children how to wash their hands effectively. According to the Centers for Disease Control, there are several steps which parents and teachers can pass on to their children and students:
1. Hands should be washed using soap and warm, running water
2. Hands should be rubbed vigorously during washing for at least 20 seconds with special attention paid to the backs of the hands, wrists, between the fingers and under the fingernails
3. Hands should be rinsed well while leaving the water running
4. With the water running, hands should be dried with a single-use towel
5. Turn off the water using a paper towel, covering washed hands to prevent re-contamination.
In the school where I teach, we build hand washing into the daily schedule, and we try to make it fun. With two teachers we are able to divide the class in half, with one half using the bathroom sink and the other half standing on a stool in front of the large sink. Just jumping up and down from the stool is a treat. We also have the children sing either the ABC’s or a hand-washing song to ensure they are spending 20 seconds on the process.
The mother of a 4 year old questioned the school’s policy on hand washing, after her son had gotten sick twice within just a couple of weeks. Neither time he had the H1N1 flu, but she was extremely worried that he might get that next. This mother urged the Preschool Director to have the teachers wash the students’ hands more often.
In our classroom, the children wash their hands with soap and water each time they use the bathroom. They also wash them after playtime which comes just before snack. We wash them once again when they come in from the playground. Though our kids are only in school for 2 ½ hours, three days a week, we feel the time we spend on hand washing is important.
This mother, however, wondered why we didn’t wash the children’s hands as soon as they entered the classroom in the morning. Certainly, we could do that, but with a dozen or more children in the average classroom, that is a time consuming process. If the parent or caretaker washes each child’s hands before entering the classroom, that will allow more time for other valuable activities.
I have always been a big believer in allowing kids to come in contact with germs, because they ultimately need to build defenses against them. Yet, the H1N1 has changed my thinking, at least until this epidemic is behind us. We can all take part in doing our share to help protect our kids.
1. Hands should be washed using soap and warm, running water
2. Hands should be rubbed vigorously during washing for at least 20 seconds with special attention paid to the backs of the hands, wrists, between the fingers and under the fingernails
3. Hands should be rinsed well while leaving the water running
4. With the water running, hands should be dried with a single-use towel
5. Turn off the water using a paper towel, covering washed hands to prevent re-contamination.
In the school where I teach, we build hand washing into the daily schedule, and we try to make it fun. With two teachers we are able to divide the class in half, with one half using the bathroom sink and the other half standing on a stool in front of the large sink. Just jumping up and down from the stool is a treat. We also have the children sing either the ABC’s or a hand-washing song to ensure they are spending 20 seconds on the process.
The mother of a 4 year old questioned the school’s policy on hand washing, after her son had gotten sick twice within just a couple of weeks. Neither time he had the H1N1 flu, but she was extremely worried that he might get that next. This mother urged the Preschool Director to have the teachers wash the students’ hands more often.
In our classroom, the children wash their hands with soap and water each time they use the bathroom. They also wash them after playtime which comes just before snack. We wash them once again when they come in from the playground. Though our kids are only in school for 2 ½ hours, three days a week, we feel the time we spend on hand washing is important.
This mother, however, wondered why we didn’t wash the children’s hands as soon as they entered the classroom in the morning. Certainly, we could do that, but with a dozen or more children in the average classroom, that is a time consuming process. If the parent or caretaker washes each child’s hands before entering the classroom, that will allow more time for other valuable activities.
I have always been a big believer in allowing kids to come in contact with germs, because they ultimately need to build defenses against them. Yet, the H1N1 has changed my thinking, at least until this epidemic is behind us. We can all take part in doing our share to help protect our kids.
Wednesday, November 11, 2009
Special Holiday Gifts in an Especially Tough Economy
One of the positive by-products of this difficult economy is that many people are rediscovering basic family values. As the holidays approach, remember that homemade gifts truly are special, most notably when they come from your toddlers.
Now that my kids are grown, I relish their tiny handprint works of art that they gave me when their fingers were so small. I still use the pencil holder my daughter made out of an old can when she was in the fourth grade. I even continue to put out holiday decorations that were my kids’ original creations, and there is no price that can be put on their value.
While abstract art is fabulous, be creative if you want to find something useful for the recipient of the gift. Christmas ornaments and Chanukah menorahs can be displayed and enjoyed year after year. Signing a work of art with handprints and dating it, will allow you to compare the child’s growth along with his artistic development. What’s more fun than paining feet and walking across a giant greeting card?!
I am not a crafty person, but anyone can create a collage. Choose an old shoe box, and help your children cut pictures and sayings from magazines or used wrapping paper that symbolize the person the gift will be for. Glue the pictures all over the shoe box, the more the better. This is a time consuming project and your loved one will not only enjoy reading the words and seeing the pictures meant solely for her, but she can have fun reading the box over and over throughout the years.
As your children get older, they can help you create CD’s with special songs intended for someone they love, and there are lots of websites that help you create personalized calendars very inexpensively.
So this year, take some of the pressure off and enjoy spending time making something meaningful with your children. Happy Holidays!
Now that my kids are grown, I relish their tiny handprint works of art that they gave me when their fingers were so small. I still use the pencil holder my daughter made out of an old can when she was in the fourth grade. I even continue to put out holiday decorations that were my kids’ original creations, and there is no price that can be put on their value.
While abstract art is fabulous, be creative if you want to find something useful for the recipient of the gift. Christmas ornaments and Chanukah menorahs can be displayed and enjoyed year after year. Signing a work of art with handprints and dating it, will allow you to compare the child’s growth along with his artistic development. What’s more fun than paining feet and walking across a giant greeting card?!
I am not a crafty person, but anyone can create a collage. Choose an old shoe box, and help your children cut pictures and sayings from magazines or used wrapping paper that symbolize the person the gift will be for. Glue the pictures all over the shoe box, the more the better. This is a time consuming project and your loved one will not only enjoy reading the words and seeing the pictures meant solely for her, but she can have fun reading the box over and over throughout the years.
As your children get older, they can help you create CD’s with special songs intended for someone they love, and there are lots of websites that help you create personalized calendars very inexpensively.
So this year, take some of the pressure off and enjoy spending time making something meaningful with your children. Happy Holidays!
Wednesday, November 4, 2009
Conflict Resolution is an Important Part of Preschool
Learning to share isn’t always easy for a toddler. Conflict resolution is an integral part of preschool. Children must learn how to use their words to express what they are feeling. In our preschool classroom, Shana was a shy four year old who tended to allow other children to take advantage of her. If she had a toy and another child took it out of her hands, she wouldn’t do anything about it. If someone called her a mean name, she would just accept it. We were constantly working with Shana to stick up for herself and express, in words, how she felt. This involved a lot of role playing. If someone grabbed a toy out of her hands, we would help her respond to that child.
“I had that first, you can have it when I’m done,” we’d suggest she tell the other child.
Or, if a student said something that wasn’t nice, we’d encourage Shana to say, “That hurt my feelings.”
We would also have the other child respond so that they could have a dialogue. We’d encourage him to say something like, “May I please use that toy when you’re finished?” or “I’m sorry I hurt your feelings.”
Children, especially girls, can be so mean, even at three years old. We don’t tolerate comments such as “You aren’t my friend,” or “You aren’t allowed to play with us.” It only takes one strong ring leader to encourage other children to make a rude comment or do something that hurts another child’s feelings. We ask the child how she would feel if someone called her a mean name. We discuss why it is wrong to make someone else feel bad.
The children must learn that we are one community and we must all be able to get along. That doesn’t mean a particular child has to be best friends with everyone else in the class, but they must be polite and show each other respect.
“I had that first, you can have it when I’m done,” we’d suggest she tell the other child.
Or, if a student said something that wasn’t nice, we’d encourage Shana to say, “That hurt my feelings.”
We would also have the other child respond so that they could have a dialogue. We’d encourage him to say something like, “May I please use that toy when you’re finished?” or “I’m sorry I hurt your feelings.”
Children, especially girls, can be so mean, even at three years old. We don’t tolerate comments such as “You aren’t my friend,” or “You aren’t allowed to play with us.” It only takes one strong ring leader to encourage other children to make a rude comment or do something that hurts another child’s feelings. We ask the child how she would feel if someone called her a mean name. We discuss why it is wrong to make someone else feel bad.
The children must learn that we are one community and we must all be able to get along. That doesn’t mean a particular child has to be best friends with everyone else in the class, but they must be polite and show each other respect.
Tuesday, October 20, 2009
Parenting Advice: Admit Mistakes, We All Make Them
There is no manual to teach us how to be parents. We have to make it up as we go along. Many times, instinct guides us and we do the right thing. But not always. As human beings, every one of us makes mistakes. Owning up to them, laughing at them, and apologizing for them is part of being a good parent. It shows your children that it’s ok to make mistakes, and important to admit them and apologize for them.
For example, Rachel’s mother picked her daughter up from preschool every day at 11:45. One particular day, she got involved in a phone call and completely lost track of time. When she hung up, it was 11:40 and she lived 15 minutes from school. She immediately called the school to say she’d be late, so they could prepare her daughter. That’s very important. You need to manage your kids’ expectations. Knowing that her mother would be late, Rachel’s teachers involved her in a project, and provided the comfort and assurance that would keep her happy until her mother arrived.
When her mom did show up, she first apologized to the teachers for keeping them the extra time. Then, she apologized to her daughter. She told her the truth that she got caught up on the phone and lost track of time. She said she was sorry and promised to pay more attention from now on.
Rachel’s mother could have just as easily made up an excuse to both the school and her daughter for her tardiness. But, really, what’s the point? Not only is honesty the best policy… but we all make mistakes. Rachel learned that mistakes happen and it’s ok. Everything turned out fine.
For example, Rachel’s mother picked her daughter up from preschool every day at 11:45. One particular day, she got involved in a phone call and completely lost track of time. When she hung up, it was 11:40 and she lived 15 minutes from school. She immediately called the school to say she’d be late, so they could prepare her daughter. That’s very important. You need to manage your kids’ expectations. Knowing that her mother would be late, Rachel’s teachers involved her in a project, and provided the comfort and assurance that would keep her happy until her mother arrived.
When her mom did show up, she first apologized to the teachers for keeping them the extra time. Then, she apologized to her daughter. She told her the truth that she got caught up on the phone and lost track of time. She said she was sorry and promised to pay more attention from now on.
Rachel’s mother could have just as easily made up an excuse to both the school and her daughter for her tardiness. But, really, what’s the point? Not only is honesty the best policy… but we all make mistakes. Rachel learned that mistakes happen and it’s ok. Everything turned out fine.
Thursday, October 8, 2009
What To Do When Your Child Has Trouble Transitioning From One Classroom to Another
There is a little girl in my three year old class who loves school. She walks in with a big smile and participates in every activity. It isn’t until we go out on the playground that she begins to get upset, and her little world starts to crumble.
This child goes to an afternoon program called Mini-Day, which begins at 11:45, as soon as our morning class ends. Her parents work, and they need her to be in school until that program ends at 2:00. It isn’t that she doesn’t enjoy the activities she does in Mini-Day. Her problem is that she sees other parents picking their children up at 11:45, and that makes her anxious for her own mother. Knowing our routine, she realizes that our last activity is usually going on the playground, so that’s when she starts getting upset.
This is a mature, reasonable child so we have tried to reason with her. We explain that her mother has to work, and her mommy feels good leaving her in a place that’s safe and fun and where she can play with her friends. So far, that hasn’t worked. We just instituted a sticker chart and she gets a sticker every time she walks into Mini-Day with a smile. We are optimistic that this will work.
We have asked her parents to continue to talk to their daughter about her fears and reservations. They need her in that program, so we must persevere until it works. Soon, I expect, she will realize that she is there to stay, and she will allow herself to relax and have fun. In the meantime, it is difficult for all of us.
If you find yourself in a similar situation, remain optimistic. Ask your child what you or her teachers can do to make her feel better about her extended class. Assure her that you will always be there to pick her up the minute your work and her class are over. Ask her a lot of questions about what she did that afternoon, and be sure to remind her how proud you are of her.
This child goes to an afternoon program called Mini-Day, which begins at 11:45, as soon as our morning class ends. Her parents work, and they need her to be in school until that program ends at 2:00. It isn’t that she doesn’t enjoy the activities she does in Mini-Day. Her problem is that she sees other parents picking their children up at 11:45, and that makes her anxious for her own mother. Knowing our routine, she realizes that our last activity is usually going on the playground, so that’s when she starts getting upset.
This is a mature, reasonable child so we have tried to reason with her. We explain that her mother has to work, and her mommy feels good leaving her in a place that’s safe and fun and where she can play with her friends. So far, that hasn’t worked. We just instituted a sticker chart and she gets a sticker every time she walks into Mini-Day with a smile. We are optimistic that this will work.
We have asked her parents to continue to talk to their daughter about her fears and reservations. They need her in that program, so we must persevere until it works. Soon, I expect, she will realize that she is there to stay, and she will allow herself to relax and have fun. In the meantime, it is difficult for all of us.
If you find yourself in a similar situation, remain optimistic. Ask your child what you or her teachers can do to make her feel better about her extended class. Assure her that you will always be there to pick her up the minute your work and her class are over. Ask her a lot of questions about what she did that afternoon, and be sure to remind her how proud you are of her.
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