Helene Goldnadel on Early Childhood Development Milestones

“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: Helene Goldnadel on Making Home Safe for a Child

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What to Do If Your Child Has an Interest in Writing?

So if your child has the writing bug, here are some things by Helene Goldnadel to do.

 

1) Take them shopping for notebooks just because you think they might need one or two.
All writers need notebooks and paper. Remember the more colorful and interesting the cover, the more inspired the child writer can be.

 

2) Give them a box to put all their notebooks in.
Let them know that this is their box and not yours. Tell other children that reading anything in their is punishable by a week of grounding. Don’t hesitate to buy more boxes as needed. This prevents children from going through their work to lighten their load.

 

3) Only read when asked. Never read over their shoulders.
There is nothing worse than someone taking snatches of your writing out of context. For that reason, stay away until invited. An invitation to read a budding writer’s work is worth a million snatches of words.

 

4) Take them to author events and buy them books from these real life authors.
The key here is to buy the books. If the child just goes to see the author, it won’t last as an inspiration. Get the writer to sign something special.

 

5) Never push your child away with thoughtless comments or critiques of their work. Just don’t do it and also don’t correct grammar and punctuation. They expect that from their teachers, not from their parents.

 

6) Buy writing books for children and leave them on the bookshelf.
The key here is to be shy about your support of your writer. It’s not broadcast news. It’s hidden parental pride and children can feel that.

 

Much is made about the first six years of a child’s life. I’ve looked into this in detail. Most people can’t remember their first six years of life in particular but if you ask a happy child about their early life, they smile and laugh. The sliver of memory they hold is emotional and that’s why it is important. So they will feel parental pride, not to worry.

 

7) Read to child writers. Always give those more to aspire to so they keep going.

 

8) Share your observations about people with your child writer.
My dad did this with me. He told me once that a man walks on the outside of a woman like the old days if she’s taken. He pointed out one couple after another like this and those that wouldn’t last. I know it seems silly that such a thing is a memory for me but honestly, it pointed me in the right direction to watch human interaction.

 

9) Watch old movies together.
This encourages your child writer to give up his or her work and spend some time with you. Do the same thing. Point out observations as you go through.

 

10) Respect your child writer.
There is nothing better than respect. Here’s how it works. Say you are an Rocket Scientist. You have your thing and your child has his or her thing. Yours involves rockets. His or hers involves words. You cannot compare. To do so is to act without respect. So keep that in mind and negotiate the potential land mines by simply ignoring them. He does this and I do that. It’s a match.

 

11) Realize that your child writer needs you just as much as your child that isn’t a child writer. Closeness builds self-esteem.

 

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

How to Ensure Your Child’s Emotional Well Being?

So often do we get caught up in the rigmarole of our hectic and busy lives with our jobs and our families, that we easily forget one of the most important aspects of our child’s life – his or her emotional well-being. The most critical times in a child’s life are the first three years. In this critical phase, constantly switching providers of childcare or having a ‘part time’ parent come irregularly in their lives can be extremely destabilizing and traumatic for the child. Just as the child’s physical needs are met, it is equally important to meet his or her emotional needs and it is the duty of the involved adults like parents, educators and care providers to make a joint effort towards achieving this on a daily basis. If a child’s emotional requirements are not satisfied, especially up till the age of three, it can have devastating effects on him or her. It can result in disruptive, defiant and violent behavior.

 

There are a number of reasons why the first three years of the child’s life are so important. Helene Goldnadel says that this is the period when emotional separation and bonding takes place. Misbehavior on the child’s part can result if either one of these processes is interrupted. This can have far reaching consequences in their relationships in life and can hinder the development of healthy relationships when they become adolescents and adults.

 

The brain undergoes extremely rapid development up till the age of three; a kind of development which never repeats again in life. By the age of three, the child’s brain has already cemented from what they have experienced up till that point. Therefore, it becomes necessary that these experiences should be supportive, loving, positive and safe, so that the brain can be conditioned to function positively. If they have had hurtful, frightening, dangerous or abusive experiences, then without doubt the brain will be conditioned to expect negativity.

 

For all these reasons, it is imperative that the caregivers, parents and all involved adults should try hard to ensure that emotionally, the child’s needs are always met positively and in a manner that is healthy and constructive. Parents should make sure that the care providers of the child are consistent and stable and see to it that the care provider is not changed too many times. The child will feel secure and safe only if it is given a consistent and structured routine and schedule. During this period, you must try to spend a lot of quality time with your child regardless of how busy and stressed you may be. Sensing stress is a frightful situation for children and you must ensure this doesn’t take place. Therefore you need to constantly remind him or her that you are not too busy to take him or her out.

 

You must never forget that a child’s emotional need is as important as its physical needs and you need to do your part in order to ensure that your child knows he or she is secure, safe, loved and treasured.

 

If you want to learn more, visit here: http://helenegoldnadel.eklablog.com/

Tips by Helene Goldnadel to Encourage Language Development

If you have a 2 or 3 year old child that is barely saying any words, it’s time to think about increasing his or her need to communicate. There are many ways to do this, but first and foremost, as a parent you need to try real hard not to anticipate your child’s needs. You need to think of ways to create opportunities for your child to absolutely need to communicate. If your child’s wants and needs are always anticipated by you or if your child as an older sibling that talks for him, then he won’t ever have the need to communicate for himself.

Your child has to learn that in order to get what he wants, he needs to communicate these wants to the adults around him. By not anticipating his needs , your child will gradually learn the power of using words to get what he wants – the power of communication!

Here are a few examples by Helene Goldnadel that you can easily implement throughout your day.

  • If you know your child wants more milk but instead of attempting to say anything, he simply grunts or whines or hands you his cup – this is a great opportunity to withhold that milk until he attempts to say the word “milk”. You don’t want to be mean about it and say “sorry – no milk until you say the word “milk”. Instead, you want to be loving and gentle and say something like “oh, you want milk” – (while showing him his cup). Say the word “milk”, maybe even over-exaggerating it a little. Point to your mouth while you say it and ask him to say it too, by saying “now you say it”. And it’s important to reward him for the slightest attempt – it doesn’t need to be said perfectly. By doing this you’re letting him know that his attempt at saying the word will get him what he wants.
  • If your child looks like he needs help with something, don’t automatically help him. Model the word “help” and encourage him to say it after you. And again, be quick to reward him for the slightest attempt to imitate you.
  • When he’s eating something he really likes – like a yummy treat – just give him part of it so that you create an opportunity for him to have to ask for “more”. He will quickly figure out that he has to attempt something – the “m” sound, or a closer attempt at “more” or even an attempt at signing “more”. You need to model for him and show him what you’re wanting from him. Have him look at your mouth while you say the word “more” or use the sign and help him to use the sign.
  • As much as it’s appropriate, give your child choices (2 choices). You can do this with snack time, play time and even when it’s time to get dressed. After he’s clearly made his choice by gesturing or pointing, again, model the correct and encourage him to say it too before letting him have it.

If your child is already using single words, but not 2-word utterances, you can use these same techniques to model and encourage those 2-word utterances. Instead of giving him more milk when he says “more” or “milk”, model the two word combination “more milk” and encourage him to attempt to imitate both words together. Little kids often really take to a sing-song tone and might more easily imitate if you model the two word phrase in this way.

Stimulating your child’s language development should be fun, not frustrating. If these tactics don’t seem to be working or are getting the both of you too frustrated, Helene Goldnadel suggests you to consult a speech-language pathologist or schedule a speech-language evaluation.

Stimulating Your Child’s Brain For the Future

Neuroscience is the study of the brain and all aspects of nerves and the nervous system. Recent technology is providing a greater understanding of how the brain develops. Neuroscientists are able to see inside a living brain through brain imaging.

 

Brain imaging has unlocked the door to understand how specific areas of the brain relate with one another which aids in locating any areas of the brain that may be affected by neurological disorders. Right about now you may be thinking, “This may be good news to a neuroscientist but do I really need to know this”? Possibly not, but what parents, grandparents and or caregiver do need to know, it that a child begins to learn the moment he or she is born.

 

This is very important to grasp because parents, grandparents and or caregivers play an important role in early brain development which will have a great impact upon a child’s future. This applies to both positive and negative experiences that a child is exposed to. An environment for healthy brain development is created simply through daily play and personal interaction. Challenging a child’s sensory skills, seeing, hearing, touching, smelling, tasting, balancing, and body awareness, supplies the brain with information so that a child can explore and interact with the world around them.

 

Holding and infant, making eye contact, smile when they smile, coo when they coo, playing peep-a-boo, read to them, introduce wind up musical toys as well as bright color objects that move. These are all great ways to stimulate brain development. Toddlers are adventurers, exploring the world around them. Their brain is rapidly growing and they express this by getting into everything. Continuous play is their niche.

 

Helene Goldnadel suggests you to introduce various interaction toys as well as common household items that are safe such as pots, pans and various kitchen utensils. Reading is a must as well as speaking in full sentences. Help their vocabulary grow by describing and defining everyday things. By preschool a child becomes more creative and interactive with others. Asking questions becomes a large part of their life, so while reading with them, ask them questions as well as listening for and answering their questions. Draw their attention to rhyming words as well as punctuation.

 

Positive experiences such as these provide nourishment for growing brains. Loving, responsive interaction creates an environment for learning. However, there is a down side to childhood brain development. Negative experiences or the absences of appropriate stimulation during critical developmental stages can have serious long term effects (This will be explored in the next article).

 

There are no special tricks or formulas for helping children to become successful, productive adults. Just keep these simple but powerful developmental tools in mind, keep on playing, talking, reading and interacting with your child because activity, experiences and stimulation have a great deal to do with how the brain is “Wired”. Parents, grandparents and or caregivers can make a significant difference in a child’s early development. Don’t think you can, know you can!

 

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Also read: Helene Goldnadel on Why to Get Your Child Involved in Sports

Helene Goldnadel on Preparing Your Child Cognitively to Read

The ultimate goal of reading instruction is to enable children to understand what they read, so reading instruction has to be about more than simply matching letters and sounds — it also has to be about connecting words and meaning.

 

It is clear from research on emerging literacy that learning to read is a relatively lengthy process that begins very early in development and clearly before children enter formal schooling.

 

Children who receive stimulating literacy experiences from birth onward appear to have an edge when it comes to vocabulary development, understanding the goals of reading, and developing an awareness of print and literacy concepts.

 

Children who are read to frequently at very young ages become exposed in interesting and exciting ways to the sounds of our language, to the concept of rhyming, and to other word and language play activities that serve to provide the foundation for the development of phoneme awareness.

 

As children are exposed to literacy activities at young ages, they begin to recognize and discriminate letters. Without a doubt, children who have learned to recognize and print most letters as preschoolers will have less to learn upon school entry. The learning of letter names is also important because the names of many letters contain the sounds they most often represent, thus orienting youngsters early to the alphabetic principle or how letters and sounds connect.

 

The earlier you begin working on language with your child — simply speaking to your child, reading to your child, and then listening and responding to your child’s communications — the better off your child will be when the time comes to learn to ready.

 

Studies show a strong connection between early language development and reading. Language and reading require the same types of sound analysis. The better babies are at distinguishing the building blocks of speech at six months, the better they will be at more complex language skills at two and three years old, and the easier it will be for them at four and five years old to grasp the idea of how sounds link to letters.

 

However preparing your child to become a reader needs to go beyond this to cognitive readiness.

 

Cognitive readiness is essentially making sure your child has the essential foundations for reading. This includes the development and understanding of language, such as vocabulary, sentence structure, and grammar; but also includes background knowledge and experience.

 

For example, a child can easily make the transition from seeing the neighbor’s cat to the parent connecting the word “cat” with the animal. Then later when the child is learning the alphabet and connecting sounds with various letters the cat is again brought into play. Finally, when it is time to begin reading text the child is already well on her way to understanding the written word “cat” through her experience of seeing and hearing it.

 

However children need help learning these concepts. A child will not learn the names, sounds, and shapes of letters simply by being around adults who like to read and who engage in reading. Children learn these concepts when adults take the time and effort to share experiences with oral and written language.

 

Preparing your child to read must take a step beyond this as well. Children’s cognitive skills and knowledge are frequently thought of as core ingredients in the recipe for success in school. Children’s language/literacy refers to both their oral communication (language) and understanding of the written word (literacy). The concept of general knowledge refers to children’s conceptions and understandings of the world around them.

 

As children enter kindergarten for the first time, they differ in their cognitive skills and knowledge. Studies of first-time kindergartners indicate that children’s reading, mathematics, and general knowledge are related to their age as they enter kindergarten, the level of their mother’s education, their family type, the primary language spoken in the home, and their race/ethnicity.

 

The undisputed purpose of learning to read is to comprehend. Even before children can read for themselves, it can help them to build vital background knowledge by having adults read to them interactively and frequently. This means not only is the book or story shared with the child — but then the reader and the child discuss the book and the world, characters, and events it introduces. It is important for parents who want to build their child’s cognitive readiness to actually choose of variety of texts that will expand what their children know about the world around them. Further, comprehension is enhanced through discussion of the text which in turn might lead to seeking out further text on this or related subjects. Effective instruction will help the reader actively relate his or her own knowledge or experience to the ideas written in the text, and then remember the ideas that he or she has come to understand.

 

Helping your child become cognitively ready for reading will also include giving your child diverse experiences in the world and with events and people so they can make connections between the real world and their reading. This does not have to mean extensive travel or expensive outings. Many times simply taking children to various events and places within your community can provide experience with people of different ages and ethnic backgrounds, for example.

 

Ultimately, children’s ability to understand what they are reading is inextricably linked to their background knowledge. Very young children who are provided opportunities to learn, think, and talk about new areas of knowledge will gain much from the reading process. With understanding comes the clear desire to read more and to read frequently, ensuring that reading practice takes place.

 

Some things you can do to help cognitively prepare your child for reading:

  • Read new stories and reread old stories every day.
  • Help extend their experience with the words, language, and ideas in books by interactively reading to them every day.
  • Relate information in books to other events of interest to children, such as holidays, pets, siblings, and games. Engage children in discussion of the topics.
  • In both stories and informational texts, encourage wondering. For example, “What will happen next?” or “Have you ever seen someone do that?”
  • Point out how titles and headings as well as text when you are reading.

 

Also read: Helene Goldnadel on Developing A Gifted Child

Solving Behavior Problems by Finding Solutions from Your Child’s Future

Present parenting can build patterns in children that will continue long past childhood. In fact, children are learning things about life and how to relate that will help them for the rest of their lives. Effective parenting requires a thoughtful strategic approach, but many parents don’t have a plan. They just react to life situations as they come up. This book is designed to help you form a plan for parenting at any age. Companion books are available for each developmental stage to further help you to form your strategy. The alternative to having a long-term strategic plan is to engage in what we call Reactive Parenting.

 

Helene Goldnadel is of the view that Reactive Parenting often gets the job done, at least for a while, but it has a high price tag. Yelling at kids, for example, works to get kids in the car or get the dishes off the table, but in the end it doesn’t teach kids the long-term skills and character they need. In fact, when parents yell at kids three things happen. First, the child hears a message that I’m unloved, unworthy, and unacceptable. Second, the parent/child relationship develops distance. And third, the parent feels bad knowing that anger was an inappropriate parenting strategy and negative long-term effects are likely.

 

The alternative is a heart-based approach to parenting, looking deeper into a child’s heart and thinking strategically about the future. The heart contains beliefs, convictions, and forms the tendencies a child has when faced with the same situation over and over again. For example, when a child reacts to frustration with an angry outburst, that’s a heart issue. When a child steals some food and hides it in his room, that’s a heart issue. As daily situations provide opportunities for parenting, you can help your children develop the character they’ll need to be successful in life. The parent who thinks long-term approaches parenting problems with a different strategy and is much more effective. It’s a matter of perspective.

 

When you stop to think about it, the problems children face now are the same ones they’ll face when they get older. For example, a lot of adults whine, complain, have bad attitudes, and can’t follow a simple instruction without an argument. So why not develop adult solutions for children’s problems, break them down to their developmental level, and practice the right response?

 

For example, Bill is thirteen years old and whines and complains about all kinds of things in life. Mom often gets irritated with Bill and, in exasperation, sends him out of the room. After a while Mom realizes that Bill’s problem is that he communicates misery when he doesn’t get what he wants. Instead of just getting angry with Bill now, Mom sees Bill’s whining as a symptom of a child who focuses on a problem instead of a solution. “Bill, there are two kinds of people in the world, whiners and solvers. At the moment it looks like you’re choosing to be a whiner. You need to go sit in the hall until you can think of something you’re grateful for.” After just two weeks of this firm approach with Bill, Mom saw significant improvement in her son.

 

Many children grow up to be adults with Bill’s problem. They express their misery to others whenever they don’t get what they want. A heart-based approach to parenting recognizes that behavior comes from the heart and changes made now will produce lasting character later on.

 

One way to think long-term is to continually ask yourself the following question: How is my approach to a particular problem helping my child to develop the maturity needed for adulthood? Be careful of the quick fix in parenting. It might get fast results but what are you teaching your kids in the end?

 

Mary makes the mistake of thinking short-term and uses reverse psychology on her three-year-old. “Don’t eat your vegetables,” she says playfully while she turns her back and walks into the kitchen and her son quickly gobbles them up. She thinks she’s winning the game with her son to get him to eat right but in the end she’s encouraging disobedience. “Don’t clean up the cars while I’m gone,” she says and her son quickly plays the game. Mary is simply looking at the moment and believes she was successful because her son cleaned up the mess. Unfortunately, she’s encouraging her son to disobey her. Too many parents are like Mary, content with immediate solutions that have a high price tag for the future.

 

Roberto told us this story. “Sometimes I’d use sarcasm or tease my son when he made a mistake. I’d also yell at him and demonstrate my disgust at his immaturity. And it worked. My son would respond to my challenges and make changes, but I began to see some side effects to my off-handed remarks. I realized that my son wasn’t feeling like I loved him and distance was developing in our relationship. It became clear that I was focusing more on the situation than on building confidence and maturity. I needed to think more carefully about the way I was motivating my son to do the right thing. That realization changed the way I relate. I’m much more careful with my responses, measuring their long-term impact.”

 

Even something as simple as learning to follow instructions teaches maturity. God has hidden within obedience the secret ingredients for success in life. When kids obey, they learn how to set aside their agenda for someone else, how to complete a job without Mom or Dad reminding them, how to report back when they’re done, and how to be responsible when no one is watching.

 

Most importantly, while learning to follow instructions from Mom and Dad children develop the necessary character to obey God as they grow older.

 

Parenting is a lot of work, but the time you invest now has benefits that will last a lifetime. After all, some of the most important qualities of life are learned in childhood like humility, obedience, respect, a good attitude, responsibility, cooperation, and honor. The daily interaction you have with children today can impact them for the rest of their lives.

 

Also read: The Importance of Love and Discipline When Raising A Child