Taking a Time Out

When parents get frustrated, angry or just tired, often, we need a break from
the activities of the day to cool off, rest and regain our composure. We take a TIME
OUT! When using time out with our children, it has the same purpose. Being over
stimulated or being tired, often precede the need to use time out with our children.
Our children need a break, they have gotten angry or too frustrated to deal with the
situation in an appropriate manner. Though time out is used as a discipline method
its purpose is to allow the child to cool off so that they can better handle the situation.


A few simple steps as to how time out should be conducted:

• Stay Calm

• Identify to your child that time out is about to occur

• Pick the place whether it is their room or a particular chair

• Tell your child why they are in time out

• Use a timer as a visual for the child and a reminder for the parent that time out is over



It does not matter if you are a permissive parent or a strict parent, what matters is that you are:

• Persistent

• Patient

• Calm



Last but not least cute ideas to use at home for a time out situation would be to have a “Cozy Corner” with a bean bag or a “Thinking Chair”.




Resting in my "Thinking Chair"

Time Out Tips:
Dr. Joseph Stegman

http://www.behavioralpeds.com/        

Gardening Teaches More Than How to Grow Food!

 

It's planting time! Look at these six children working cooperatively together to get the work done. 

 

They have to decide about pulling weeds, raking, what is ready to be picked and taking turns.

 

Look at them talking to one another, they may find something interesting in the dirt that would provide a teachable moment for the teacher. They are drawing conclusions, expanding their language and doing so much more than just growing food.

Deborah K. Howell, Assistant Director

Does Birth Order Help Determine Your Personality?

According to birth order theory, first born children tend to be leaders, high achievers, and bossy know-it-alls. They obey the rules, are responsible and organized.

Only children grow up to be leaders too. They are sensitive, private, unforgiving, demanding, mature and dependable and usually remain close to parents.

The last born children are outgoing and competitive. They’re also self-centered, creative and financially irresponsible. The last-born child is a risk-taker with a good sense of humor who likes to be pampered.

Middle children are flexible, independent and secretive. They are good negotiators as well as generous and easy-going. They may feel that life is unfair.

In my family, I was the middle child, stuck between an older and a younger brother. It seems to me, though, that it was my first born brother, David, who must have thought life was unfair------ on the day he first met ME!

No More Hassles

Reduce morning and night time hassles by helping kids plan. A visual chart for kids saves time and headaches!

Make a list of the tasks you need your child to complete whether it be getting ready for school or getting ready for bed. Be specific so that the expectations are clear to your child. If you want your child to wake up on their own using an alarm clock, be specific and include your expectations in your list.  To help your child understand your expectations, use pictures!


Cut out pictures and label them with words, then put them on a piece of poster board. If you don’t want a poster you can put them on index cards and put them on a book ring.

For example you could take a picture of your child waking up and label it "Good Morning!"



"Good Morning"

 Like the classroom rules posted below you can do morning or night time routines the same...cut and paste pictures with words



In the beginning teaching a child to follow a picture schedule will take a little bit of time and patience. They may need reminders to help them stay on task. Eventually your child will be able to follow a schedule without be reminded of what to do next which means smoother transitions!

Serving Sizes



Use familiar objects to judge a single serving size.

 1/2 cup vegetable

1/2 cup cooked pasta

1/2 cup of beans

1 small baked potato

=



Computer Mouse



1 medium piece of fruit = tennis ball



Tennis Ball



 

1 cup raw vegetables

1 cup dry cereal

1 cup of lowfat yogurt or milk

=

Baseball or your fist

1 small bagel = hockey puck

1 small (4-4 1/2 inch) pancake = CD

2 ounces of cheese = 2 pair of dice

2-3 ounces of meat, poultry or fish = deck of cards or the palm of your hands

http://www.move.va.gov/

Michelle Macon, Program Coordinator

THE LATEST NEWS - FLASH MOB!

"High P" Requests.... Technical Term but Easy to Do

What is a parent or teacher to do when they need a child to do something that they typically don't want to do? Embed the request in with other directives that the child typically complies with.

For example if a parent or teacher needs a child to pick up their toys the exchange could go like this...
Parent: "Johhny, can you come here please."
Child: "Hear I am."
Parent: "Oh, thank you for listening when I called you. Can you come with me now."
Child: Child complies and follows.
Parent: "Thank you for coming with me, now I need you to pick up your toys."
Child: Most children will begin to pick up the toys.

Why is this strategy successful? The child has been given two tasks already that were easy to do but received praise for complying, the next task given may be something more difficult or less desirable for the child, however most children will do the task because they feel empowered to do well based on the praise they have just received.

These are called High P requests because they child is given tasks that are highly likely to be implemented and then the activity that is less likely to be completed. A technical term but takes much less time and effort than bargaining, begging or threatening.

Deborah K. Howell, Assistant Director

THIS BEHAVIOR IS SO ANNOYING!

The first time Cecilia showed me that she had learned to cross her eyes; I laughed and gave the behavior lots of attention. As Ceci continued to demonstrate this behavior, I became increasingly annoyed, not to mention that it is probably unhealthy for her eyes. Gradually, the behavior began to diminish. In fact, I haven’t seen those eyes cross for at least a couple of weeks. What happened to change the behavior, you ask? I changed MY behavior. I started to ignore her when she’d tap on my hip to show me her silly cross-eyed facial expression. Instead, I’d point out something positive. “Ceci,” I’d say, “You did such a good job brushing your hair. It looks beautiful.”


The formula goes like this: If you want to see more of a behavior, praise it and give it plenty of attention. On the other hand, if you want a behavior to go away, don’t give it any attention. The phrase we use here at Partners In Learning goes like this: YOU GET MORE OF WHAT YOU PAY ATTENTION TO. It’s true.

Katherine Generaux
Community Inclusion Specialist

Today is World Down Syndrome Day

Jacob Riley Usher is an endearing 3-year-old, with honest eyes and a smile that can make your day.
“He’s precious,” said Ashley Mauney, his assistant teacher.  Mauney was in charge of the class Friday afternoon.  Jacob’s classmates at Partners In Learning, the Salisbury child care center he’s attended since he was a baby, had a party for him, wishing him luck.  He’s going to be away from his class for a while.
The adults in the room are smiling, staying positive, but they are concerned.  And they are praying because Jacob will have heart surgery Tuesday at Brenner Children’s Hospital in Winston-Salem.  Jacob was born with Down syndrome, a genetic condition caused when someone has 47 chromosomes instead of the usual 46.  Today is World Down Syndrome Day — a day on which families and health professionals try to raise awareness of how people with this disorder can be better educated and cared for.  

Read more at... http://www.salisburypost.com/News/032111-down-qcdh

Another great story about World Down Syndrome Day can be found at:  http://www.salisburypost.com/Opinion/032111-edit-wagoner-downssyndromeday-qcd

Where Does Your Money Go?

Spending information is essential for making financial decisions. Your cash flow is simply the money going into your pocket and checkbook and out again.

It is matching up your income with your expenses.

• Income-money flowing in.

• Expenses- flow of cash out of the budget.

• Fixed Expenses- your obligation for a fixed expense is made when you enter a contract or commitment.   Ex. Lease to rent an apartment or a mortgage to buy a home.

• Flexible Expenses- the expenses that change from month to month. Ex. Food, clothing.

• Occasional Expenses- costs that come periodically.

Ex. Semiannual auto insurance, auto tags, holiday gifts.

Where does your money go? When income does not cover all expenses, what can you do?

• Increase your income.

• Decrease expenses. Take away some of your spending habits.

 

• Combine your income and fewer expenses.

Reference: The Ohio State University

“Broke is a temporary ‘out-of-cash’ situation, Poor is a state of mind.” - Angela Brown Oberer

Michelle Macon, Program Coordinator



"Bedtime Worries Laid To Rest"

Why does my child have so many nighttime fears?


Bedtime fears — of the dark, monsters under the bed, and sleeping alone — are common for preschoolers. These are the years when your child’s imagination is exploding and they are imagining new and scary things to be afraid of. A good portion your child’s day is spent in fantasy play, in the company of dragons and dinosaurs and bad guys. At bedtime it can be hard for your child to shut off their imagination and go to sleep. Even familiar things that have never been scary before, like the darkened bedroom, suddenly seem frightening. Since your child is still learning to distinguish fantasy from reality, the possibility of an invisible creature under their bed seems quite real.


What can I do to help my child get over his night fears?

You may not be able to help your child completely resolve their fears right now (since it's mostly a stage they"ll have to grow out of), but there's a lot you can do to help them cope with their fears and get to sleep more easily. In the hours before bed, prep your child with happy, non-violent stories or videos. Establish a peaceful routine that you can practice every night — for example, a warm bath, a gentle story or a quiet song. Last but not least if you don’t mind having your child sleep with you for a while until their fears subside, don’t worry about it. At least everyone is happy and resting.  Sweet Dreams!


April Kluttz, Family Support Specialist

This is Cooper, he is loving being in control of his paint brush, he was painting with green jello that smelled like lime.  He would get really close so he could smell, then he would look at me and smile. He also liked watching his paint brush go back and forth across the paper, he would twist it a lot also and watch it make the paper spin.

He realized that if he put his hand on the paper it would stay still for him and not move while he painted. He also go some of the gritty, sticky jello on his hand and couldn't decide which was more fun, painting or feeling his hand open and close while sticky.

So during this seemingly simple activity what could this child possibly be learning? Cause and effect, problem solving, identifying smell, tactile discrimination, creative expression, and the list goes on. Don't think that because it looks like nothing, that nothing is being learned.

Deborah K. Howell, Assistant Director

Three Major Elements of Social Emotional Wellness in Infancy

• Forming close and secure relationships


• Experiencing, expressing, and regulating emotions

• Exploring the environment and learning

Infants and toddlers depend heavily on adults to help them experience, regulate, and express emotions

Through close, nurturing interpersonal relationships with parents and other caregivers, infants and toddlers learn what people expect of them and what they can expect of other people

Center on the Social and Emotional Foundations of Early Learning



A VERY SPECIAL LITTLE GUY

He's 3 years old and loves playing blocks, reading books, singing, dancing, and playing with his friends just like any other child.  If life were only as easy for him!  Jacob was born with Down Syndrome.  He had to fight for his life right from the start, undergoing numerous surgeries.  He has had to work harder for everything he has achieved, but he does it all with grace.  Our hearts and prayers will all be with Jacob next Tuesday as he returns to Baptist Hospital for his biggest open heart surgery.  There is no doubt that with his determination, he will do fine and return to school where he is loved and valued!  Your teachers lap will be open for more reading when you return to your school.   Please join us all in lifting him and his family up in our prayers. 

Norma Honeycutt, Executive Director

Manage Your Money

Money management skills and good financial practices are needed no matter how much or how little money you have.


Don't CLASH over CASH!

Save arguments for important issues and major expenditures. Families set their financial goals based on their values. One family’s goal list will be different from another family's list. Include your children when planning.

Pre-K classroom counting their dimes they are

collecting for Rely for Life. They counted 966 dimes!!

Their goal is 1000 dimes to equal $100.

Giving Children Reasonable and Limited Choices

Most children are not born with a built-in ability to make decisions and then to accept the consequences. Learning to take responsibility for actions requires lots of support and practice.  A child that is not taught how to make choices may struggle as an adult taking responsibilty for one's actions.  A good way to help your child develop these skills is to offer limited, reasonable choices throughout the day.


Giving a child a "choice" is easier than it seems.  All it requires is for you to make a conscious effort and to be aware of the opportunities that are available in everyday situations. 

• French fries, mashed potatoes, or tater tots?
• What do you want to wear today? 
• Stay up for 30 minutes or go to bed?
• Red shirt or blue shirt?
• Sit on couch or in bean bag?
• Play Legos or puzzles?

Giving children the opportunities to make choices while they are small will help them later on in life be able to make choices between right and wrong.

Fun with Learning

Flour, water, salt, oil and food coloring these are the ingredients for homemade play dough and homemade fun!!! As I was making my rounds in the classrooms today I happened upon a group of children who were about to partake in some good old fashioned fun, making play dough. The teacher had put some flour on the table and they were having a great time rubbing their hands in the flour and feeling the texture. I discussed with them where flour came from. One child's response was "out of the garden." She was very pleased to find out that her guess was almost right!! Next they enjoyed rubbing their hands together to make it "snow" and then writing their letters in the flour on the table. All of these wonderful learning opportunities before the actual activity of making the play dough even started.

Are you prepared to teach?

If a child doesn’t know how to read,
we teach.

If a child doesn’t know how to swim,

we teach.

If a child doesn’t know how to behave,

We…….teach? …….punish?

- L. Fox, R. Lentini, & G. Dunlap, 2004

Most people think that social-emotional development occurs naturally in a child’s environment. In reality, social-emotional development requires loving and caring teaching and guidance on the part of every adult in a child’s life.

The Road Most Traveled

Denial- What does that word really mean and why do so many therapist and teachers have such a problem with it?  I think it's because they only see the needs of the children and believe that they know what is best for the child.  I must say that I have found myself with those feelings throughout the years.  However, I have a new understanding after working closely with families and actually walking the denial road when my child was little.  Teachers and therapist must understand that it is a road that most families must travel.  There are no short cuts, speed limits, or detours.  They must be allowed to go at their own pace.  Yes, it can be difficult to watch as an educator who wants the child to receive services, but it can't be forced.  The parent is there at the beginning of the road and will be there when the road comes to an end.  We are only a speed bump in the road.  I had to remind myself of that just last week and am sure that I will have to continue to remind myself of that, but the quicker we all get it and understand it the smoother the road will be.  The Exceptional Children's Assistance Center (ECAC)  is a wonderful resource that can help parents in the journey.  http://www.ecac-parentcenter.org/

We cannot pretend to work for the best interests of children while ignoring the needs of their parents.  Joyce L. Frett

Traveling along with you, Norma

What I Want To Be...

When I grow up I want to be the person who makes directions for toys.

Recently I asked a group of our school age children what they want to be when they grow up, it it so interesting to watch  a child's answer to this question develop over time. From the three year old who wants to be a princess or a super hero to the first grader who wants to be a P.E. teacher or the fourth grader who wants to design video games.

More importantly than knowing what a child's future dream for them-self is being the teacher or person who cultivates the seed that will grow into greatness. Creating learning experiences that align with a child's interest will be rewarding to both child and adult.

When I grow up I want to be a doctor that delivers babies.

Teaching New Social Skills

When teaching a child a new social skill to replace a challenging behavior, remember not to expect instant results. Learning takes place over time. Model the behavior that you want to see. Sometimes it is necessary to break the new skill down into smaller increments so the child is fully able to understand. Be patient and consistent and change WILL occur.


Stages of Learning:

Acquisition – new skill or concept

Fluency – the ability to immediately use the skill or concept without a prompt

Maintenance – continuing to use the skill or concept over time

Generalization – applying the skill or concept to new situations, people, activities, ideas, and settings