Archive for February, 2009

NYTimes.com: Recess is crucial

By: Creative Play Muse

A new study encourages recess:

download Kevin Hart: Im a Grown Little Man movie The best way to improve children’s performance in the classroom may be to take them out of it.

New research suggests that play and down time may be as important to a child’s academic experience as reading, science and math, and that regular recess, fitness or nature time can influence behavior, concentration and even grades…

But you probably knew that, since you’re reading this.

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BabiesToday.com reviews a classic

By: Creative Play Muse

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If you’re a boomer or the child of a boomer, you’re probably familiar with this How To manual for new parents:

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Considered “a classic” work by many parents, Dr Spock’s Baby and Child Care

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, originally published in 1946, sold over 50 million copies and was the guidebook to rearing the generation of baby boomers. Indeed, his support of parents and promotion of children as thinking, feeling beings changed many of the perceptions prevalent in the immediate post-war era, particularly admonitions against cuddling and kissing babies for fear the infants would become “spoiled.”

While Baby and Child Care has been revised six times to date, and with updates also from pediatrician and child psychiatrist Michael B. Rothenberg, it still is not wholly in line with the most popular parenting ideas and ideals of today. Still, the book carries with it many universal messages – human nature hasn’t really changed that much in 50 years, or even in 500…!

Have you read it? Was it useful? What do you think of it?

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Praising Artwork, Musical Abilities, and Athletic Skills

By: Eileen Anderson-Fye
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Gifted Hands: The Ben Carson Story Phantom Force trailer Girls drawing on easelThere is often controversy over self-esteem and how to handle praising children’s artwork, musical talents, and athletic ability. Some feel that customary praise may contribute to children developing lower self-esteem, in that it may lead to seeking external (parents, teachers, peers) rather than internal (self) sources for pride. If this happens, when a child does not receive this external praise, they may be disappointed when their work is not validated. This may result in children learning to be more concerned with the end product rather than the process of learning and building accomplishments.
A way of providing encouragement and helping children turn to internal sources of pride is to validate their efforts and take an invested interest in the process of their work. Some examples of praising the process versus outcomes include:

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  • “I love how you used red in that picture!” or “I see that tall straight line in the middle. How did you decide to put it there?” versus “That picture is beautiful!”
  • “Did you have fun?” or “What did you learn?” versus “Did you win?”
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    It is important to point out that there is really no right or wrong way to praise a child for their work. However, being mindful of the language used when conveying your support will help children to focus on what choices they made to improve their experience. Additionally, it shows that you are more interested in their thought process and overall improvement rather than the end result. Emphasizing the importance of trying your best over outcome may also help support them in trying new things without fear of failure.

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    Children’s Happiness

    By: Joan Morgenstern

    Parents are responsible for many things, providing their children with food, shelter, clothing and love. But parents are not responsible for their kids’ happiness. In my role as Director of Early Childhood Services, I often see parents who assume this role too. It is time to put that responsibility back where it belongs - with your children.

    Fortress movies Phantom Force Allowing children to own their own happiness is easier said then done. It takes practice and self-restraint because:

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    Therefore we must understand that:

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    • Ordinary unhappiness is simply a fact of life.
    • Parents should not become overly alarmed when children experience it.
    • The feeling of “unhappiness” belongs to the person who is experiencing it!

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    We must dispel the following myths:

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    • Parents are responsible for their children’s happiness
    • Children’s ordinary unhappiness leads to depressions or other emotional disorders.
    • Children’s disappointments turn into traumatic life experiences.

    Once this is practiced, a new set of beliefs will emerge.

  • Children are responsible for their own happiness
  • Children’s ordinary unhappiness is a normal and necessary part of life.
  • Children develop strength from overcoming difficulties, not avoiding them.
  • Allowing our children to accept responsibility for their own happiness prepares them to handle their inevitable disappointments they will face and better understand that daily distresses are a manageable part of life.

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    When A Question is Not Always A Question

    By: Joan Morgenstern
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    Children often ask compelling questions that reflect their natural interest and curiosity about the world around them. However, sometimes the answers they receive are not what they are looking for.

    Do either one of the following scenarios sound familiar?

    “But mommy, why do I have to go the bed now? Why can’t I stay up later?”

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    “Mommy, why do I have to leave Amy’s house? We’re not done playing?”

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    As reasonable parents, we respond to these questions with thoughtful and rational explanations. In the first scenario, we might explain why the body needs ample sleep and the busy day that awaits our child. In the second scenario, we might respond factually with the actual amount of time already spent at Amy’s house and our need to be home to prepare dinner for the family.

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    The Poet video While these responses might be factual and reasonable, they often elicit even stronger protests from our children. When this happens, avoid providing your child with additional explanations and instead, restate your child’s feeling and then offer empathy.

    For example, in the first scenario you might say, “You’d like to be staying up later and I know how hard it is to get ready for bed when there’s another show you want to watch on TV.” In the second scenario you might say, “You’d like to continue playing with Amy and I know how hard it is to leave when you are having so much fun.”

    While empathy alone might not stop your child’s protests, it often reduces the intensity while sending a clear message that you that you truly understand how s/he feels.

    • Empathy helps children accept and process their own feelings.
    • Empathy enables parents to affirm their child’s feelings, even when parents don’t share the same feelings.
    • Empathy allows children to feel both heard and understood.

    The next time your child asks a question, think before you respond. Is your child seeking new information or is s/he in need of an empathetic response?

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    Emphasize Desired Behaviors

    By: Eileen Anderson-Fye

    download Kenny dvd When correcting a child’s behavior, focus what you want them to do and on helping them make better choices instead of being critical of their behavior . Emphasizing desirable behavior and providing a positive alternative for the child to focus on may help a child learn which behaviors they need to modify.
    Vague and critical remarks often do not give better alternatives for behaving for a child to learn.

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    • “Don’t do that!”
    • “You’re so mean to your brother”
    • “Stop getting out of bed”

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    Escape from L.A. video More focused language helps pinpoint what behaviors need to change so a child can learn from the experience.

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  • “Garbage goes in the trash can.”
  • “Let’s be gentle with baby brothers.”
  • “We’re going to work on staying in bed.”
  • Focusing the child on the very behavior you want to modify while emphasizing desirable behavior is one way of helping a child change their behavior without feeling as though you are criticizing.

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    Emotions and Self-Esteem

    By: Eileen Anderson-Fye

    Whiteout video When your child is distraught adults tend to want to make the hurt child feel better as soon as possible. In these scenarios, parents often tell children things like:

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    • “You’re okay”
    • “Don’t cry, it will be alright.”

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    While it is important to let the child know that they are okay and safe, language like this may actually convey to the child that their emotional experiences are invalid or wrong. For example, if a child falls and begins to cry, saying “You’re okay” may sound to the child like they should not feel bad or cry.
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    Instead, it may be more beneficial to a child for an adult to label and validate their feelings as well as help them articulate what is they are feeling the way they are.  Some examples include:

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    • “I know that was really scary when you fell.”
    • “I know you are sad when Mommy leaves but I will come back at the end of the day.”

    Munich download Examples like these help the child identify the feelings they are experiencing, remind them that it is okay to feel that way, and provide them an opportunity to both correct you if that is not the reason they are upset and leave the door open to talk about what’s bothering them in more detail.

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    Shared Experiences and Emotions

    By: Kelly Christian

    Dr. Kessler recommends books by Judith Viorst, PhD who has written a number of wonderful books for children that talk about common experiences children deal with like having a bad day or feel neglected. One of Dr. Viorst’s most popular books Alexander and the Terrible, Horrible, No Good, Very Bad Day

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    illustrates how other children handle their distress when having a crummy day. These books are a great way for parents and their children to talk about what it is like to feel ignored or when things seem like they’re just not going your way. Reading these books together helps children feel very grown up. They learn they are not alone in how they feel and that grown-ups can feel that way too! Reading books together that explore shared experiences also opens up communication between children and parents. It allows children to come up with new ways to handle distressing emotions, like telling their parent or teacher when they feel bad.

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    Acknowledge Good Behavior

    By: Eileen Anderson-Fye

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    It is almost an impulse to praise children with phrases like “good girl/boy” when they have done something we want them to do. However, specific feedback about their behavior will often help to shape behavior better than vague comments. This also helps children learn that it is their behavior being judged, rather than the child themselves. Some examples of praising behavior may be: “Thank you for helping me by carrying that book.” and “I like it when you listened to me when I asked you to.” This acknowledges the child’s emerging independence to make behavioral choices and let’s them know they are making good choices.

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    Beating Playtime Boredom

    By: Kelly Christian

    download There’s a Stranger in my House With winter weather effecting much of the country, children are often indoors playing during recess and at home. By this time of year, a lot of children can grow bored of the same toys they have available to them and complain “There’s nothing to do!” With today’s economy, making sound choices in toy buying is important. Instead of going out and buying the latest toy, consider buying “classic toys” or recycling old toys that will last. Hopefully, recess or play at home can be more fun and exciting without breaking the bank!

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    • Consider what your child already has. Often, children will play with a certain set of toys on a daily basis and forget about last year’s action figures, dolls, or cars. Try going through the toy box to see if there are lost and forgotten toys that have a new appeal to them!
    • Pull out the “classic” toys! Toys like blocks, dolls, and cars are toys children continue to enjoy as they get older. It’s a great investment because these toys offer children a blank slate to work with so that will not lose their allure too quickly!
    • Offer some encouragement! If a child is “bored” playing, try giving them some ideas to work with like “I wonder who can build the tallest tower?” or “Let’s throw a birthday party for dolly” to get them started and let them take over from there!
    • Change the setting! Something as simple as building a fort with sheets can add a new element to the play environment that could help engage the child in play!
    • Recycle summer toys in the winter! Bringing outdoor playhouses inside or using sand toys to play in the snow are some ways to deal with the winter blues.

    What are some ideas you like to use at home to help manage your child’s boredom?

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