The Top 10 reasons for your baby to do “Tummy Time”
Did you know that Pediatricians and physical therapists are concerned that babies are spending too much time on their backs when they are awake? Parents are encouraged to get their babies to spend at least 30 minutes a day on their tummies while they are awake. We call this “Tummy Time”. Parents sometimes forget how important it is to have their infants spend time on their tummies! However, it’s often difficult to get babies to play in this position. Babies generally resist ” Tummy Time” and may protest loudly when parents turn them over. Babies who have not been put on their tummies from the very beginning may experience this as an unfamiliar position and they don’t like what is unfamiliar.
The Top Ten Reasons for your Baby to do “Tummy Time”
l. ” Tummy Time” gets babies off of their backs and provides a break for the posterior occiput (back of the head). This lessens the chance that your baby will develop positional plagiocephaly (a flat or asymetrical head) which might require helmet therapy.
2. ‘Tummy Time” lessens the chance that a baby will develop acquired torticollis which involves neck muscle shortening when a baby’s head maintains primarily one position. Sometimes babies may need some physical therapy for awhile to correct this condition.
3. “Tummy Time” promotes the development of strong head and neck muscles by allowing your baby the chance to hold his head up against gravity. This paves the way for your baby to push up, roll over, sit up, and crawl later. “Tummy Time” is indeed related to faster achievement of developmental milestones.
4. “Tummy Time” is great for stretching and giving the abdominal organs a sort of “massage” which then stimulates normal bowel functioning and can help to eliminate baby gas.
5. “Tummy Time” enhances posture and coordination.
6. “Tummy Time” helps to develop your baby’s visual system including tracking.
As your baby lifts his head while on his tummy he looks to both sides . This helps the coordination of 2 eyes together as he follows movement and looks for interesting toys positioned in front of him.
7. “Tummy Time” helps to develop your baby’s throat and mouth area muscles as your baby looks up and moves his head. These are some of the muscles needed for speech and language development later.
8. “Tummy Time” reduces any tightness in the head and neck muscles. For your baby’s brain and nervous system to function at their best the head and neck muscles need to be as free as possible from tightness.
9. “Tummy Time” helps babies to develop both near and far vision. We call this “visual organization” which begins while they are on their tummies. “Visual organization” is especially important later on when your baby grows and goes to school. He will need this organization as his eyes switch back and forth from blackboard to desk.
10. “Tummy Time” simply promotes good health and prevents problems related to motor development and learning later. Prevention of problems is always better and easier than trying to fix problems after they happen.
Tummy Time Workshop!
Come to our “Tummy Time” workshop at the Hollywood Pump Station on January 27th at 1PM and learn how to get your baby to LOVE “Tummy Time.” We will give you ideas and activities you can utilize at home , some of which we will actually practice during the workshop, to make sure your baby gets enough “Tummy Time” throughout the day. Our “Tummy Time” activities are enjoyable for both babies and parents. You and your baby will have fun!
For more information about “Tummy Time” , contact:
Marilee Hartling RN, MFT or Ariko Yoshizawa MA
(323) 655-5580
To register for the “Tummy Time” Workshop, contact:
(323) 469-5300
Nathan attends our ” FIRST WEEKS” group at the Hollywood Pump Station on Mondays. He has been practicing “Tummy Time” in our group since he was one month old and really enjoys it! So does his dad!!
Our Next “Tummy Time Workshop”
Come join our “Tummy Time Workshop”
Our pediatric therapy group is working on educating families with young babies about the importance of “Tummy Time.” We provide information and opportunities to practice “Tummy Time” in our Developmental “Mommy and Me Groups.” Check out Marilee’s popular blog about
The Top 10 Reasons for your Baby to do “Tummy Time.”
Our next “Tummy Time” workshops will be offered January 20th at the Santa Monica Location and January 27th at the Hollywood Location.
In our workshop, we demonstrate and practice some easy techniques to make it enjoyable for both you and your baby. You can begin as soon as your baby is born. This class is for newborns and young babies up to age 6 months. Bring your baby and BYOB (Bring Your Own Boppy). If you would like to sign up, please call Pump Station at (323) 469-5300.We look forward to meeting you and your babies soon at the workshop!
Marilee Hartling, RN, MFT, Infant and Child Development Specialist
Ariko Yoshizawa, MA, Child Development Specialist
Play Dates and PlayGroups: 5 Strategies to Help Young Children Resolve Conflicts on Play Dates
Taking Turns with the Watering Can
Social problem solving skill development is a process that begins very early in childhood. We see the progression of these skills every day in the toddler groups in our office on Melrose where children and parents meet weekly for facilitated developmental play and parent discussion. We recommend that parents schedule play dates at least once a week so that their toddlers and preschoolers have the opportunity to practice their developing social skills. The following are strategies that will support emerging social relationships, facilitate friendships, and resolve conflicts.
5 Strategies to Help Develop Social Problem Solving Skills on Playdates
Strategy 1: Calling for help
On playdates we teach toddlers about the benefits of learning to use their words instead of hitting, pushing, biting, etc. when there is a conflict. One of the best phrases we can teach our young children to use is “help me”. The tendency to call for help emerges as children develop and adults respond. Quick responses to calls for help when children get too close to each other or have a conflict tells children that their communication is received. When we validate these calls for help, children learn that the world is responsive to their needs.
When 2 chilren want the same toy, both may grab it and then scream for help. Parents should be responsive to these situations, validate the call for help and begin to help the children involved to understand that although grabbing didn’t work, there are some other strategies that will work better. (see below)
Strategy 2: Trading
When children’s expressive language skills are not yet sophisticated enough for them to deal verbally with their peers, parents can teach them “trading”. In a situation in which one child begins shrieking as another child grabs a favored toy, parents can hand the child who is grabbing the toy another one of equal interest, to trade and say “Ask him to trade with you!”, or “Give her the doll in exchange for the book.” The concept of trading (exchanging something for something rather than something for nothing) facilitates social skills that can be expanded as children grow.
Strategy 3: Taking Turns
After trading is learned, the concept of “taking turns” can be introduced on play dates. This requires children to delay gratification for a little while and to participate as an onlooker until the other child is ready to take a turn. Sensitive adults can help children learn this skill by explaining what is happening while providing the physical support and supervision necessary. Parents can say “Who had the toy first?” and “Let’s give it back to Jasper because he had the toy first” followed by “Say ‘Turn please’ if you want a turn, Jacob” and “Let’s use the timer so we know when it is time for your turn .” We recommend use of the large 1 minute sand timer from Lakeshore for this purpose . Another way to facilitate taking turns is to say, “Let’s count to 10 and then it will be Jacob’s turn”. Counting to 10 is a good way to go when playdates occur outdoors or in an environment in which there is no place for a timer.
Strategy 4:Walking away
“Walking away” is a technique used to help children begin to use words rather than aggressive actions to solve problems. There are 2 forms of “walking away”. I can tell you to walk away from me or I can walk away from you if you are bothering me. Both techniques empower children to solve their own problems while using words as problem-solving tools. “Walking away” is an adult-supported activity during early childhood. Parents need to be close and remind the child to talk to his friend who is standing too close. “Tell Henry you don’t like it when he stands too close. Tell him, ‘move please!’ “ Parents provide the words and the support.
Strategy 5: Making a Plan
When there is a conflict on a play date, facilitated “plan-making” helps both children to get a turn with a treasured toy. This also requires adult support.
Parents can say “I have an idea about how to solve the problem so that both of you will get a turn followed by “Ruby will use the toy for 3 minutes, and then I will help Ruby to give the toy to Grace for 3 minutes.” Then the parent helps the second child to find an activity to do while she waits. ” And right now I will help Grace to find another activity to do while she waits. Let’s go blow some bubbles, Grace!”
“Plan-making” keeps parents from becoming referees on play dates. No one loses. One child has to delay gratification, but she gets the adult’s help in doing so. ” Plan- making” also keeps parents from saying “no” all the time. Having a plan is very different from not being able to do something.
We consider facilitated play dates to be an important part of young childrens’ early education and social development. Play dates help to prepare children for school and for later success in their community and work place.
Making Personal Story Books Help With Children’s Worries and Anxiety- Part 3
Personal Story books are helpful for Children of all ages who are handling changes or transitions.
Changes and transitions are much more difficult when they are unexpected. This is true for parents as well as for children. Accidents, emergencies, and other upsetting situations can be hard on parents too. It is hard for children to see their parents frightened. They respond automatically to their parent’s feelings even more than they do to their own feelings.
Some people in attempting to reassure parents, suggest that the child will not remember the event and advise not talking about it. However, early childhood experts know that a child, even one without language, can absorb the scary feeling of the event. A simple “narrative” or story about the event can be an important tool to use to decrease childrens’ anxiety and to prevent ongoing “worry feelings.”
We provide services to children and families in our office when there are transitions, changes, a traumatic events. We invite you to call our office at (323)655-5580 or contact us via email at info@ecdevelopment.org for questions or consultations.
Making Personal Story Books Help With Children’s Worries & Anxiety- Part 2
5 Guidelines for Creating a Personal Story Book for Your Child
1. If your child is old enough, involve her in the story making process and make the book together. (example: picture above shows Daddy and Daughter are creating their book “Daddy Goes to Work in New York” before he leaves.)
2. Use simple, age- appropriate language and tell what has happened or what will happen later. (example for a 2 year old: the cars made a big noise, Mommy-Daddy looked worried, Mommy got a “boo-boo” on her head, Mommy went to the hospital to get her “boo-boo” fixed, Mommy got a band-aid, Mommy is all better)
3. Seek consultation for help with age- appropriate language if necessaary. (consultations and book templates are available upon request at Early Childhood Development Associates through the website or by email at info@ecdevelopment.org)
4. If your child is old enough, include some of her drawings in the book. (see example picture included in the book “Daddy Goes to Work in New York”- notice the child’s drawing which included an airplane )
5. Make sure your childs story book is readily available whenever he needs it so that he can see, touch and hold his book whenever he wants. Older children may love to read their books to you. Younger children may want to have you read their book over and over again. Several children we know like to keep the book under their pillows at night as a sort of “transitional object.”
We are available for consultations if you need help with your child’s personal story books.
Contact Marilee Hartling, RN, MFT at 323-655-5580 or email at info@ecdevelopment.org
Making Personal Story Books Help With Children’s Worries & Anxiety- Part 1
Many of our calls at the Early Childhood Development Associates come from parents, grandparents, and teachers who are concerned about their children’s worries and anxiety. Children worry when things happen unexpectedly, when there are transitions or separations, and when there are scary experiences. We believe that creating stories about these events in the form of a book can be a wonderful way for children to find relief and to master their worries and anxiety. The stories and books that we create at our center can also be created by parents and caregivers at home. Creating a story about a difficult experience helps children to acknowledge the feelings about the experience and then to gain mastery over that difficult experience.
Story books can be simple or fancy. They can be typed or hand written. Books can be made using photographs, drawings, magazine cutouts, or using simple, hand drawn stick figures. The pages can be tied together with ribbon, stapled together, or bound together at Kinkos. There is no one right way to make a book for a child and many possibilities.
The following are titles of story books we have made in our office for children who have come in for play therapy in order to deal with events or situations that have caused them worry or anxiety:
- “Fixing My Boo-boo” (for a child who needed stitches in the ER)
- “Daddy Goes to Work in New York”
- “I’m Going to Preschool”
- “Mommy Goes to the Hospital”
- “A New Baby at My House”
- “Bye Bye Old House, Hello New House”
- “The Story of My Life” (for an adopted child)
- “Mommy and Daddy Live in Different Houses”
- “Mommy and Daddy Go to Texas for a Wedding”
- “Hello and Goodbyes” (for a child saying Good-bye to his nanny and hello his new au pair)
- “My Big, Mad Feelings”
- “Mommy Goes to Work”
- “Bye Bye Grandpa John”
- “My Sleepy Time Book”
There are many other titles and topics that could be made into books.
More about books –next blog.
Identifying Children Who May Benefit from a Consultation
One of the most frequently asked questions by parents, teachers , school directors , and principals is this: How do we know when a child needs a consultation or assessment? Here are things to look for in identifying children who may benefit from a consultation and /or assessment.
26 ways to Identify Children Who May Benefit from a Consultation:
l. Parental concerns
2. Difficulty with separation
3. History of trauma or loss
4. Child consistently avoids playing with other children
5. Aggressive behavior
6. Poor impulse control
7. Attention is shorter than it is for other children the same age
8. Lacks social skills
9. Avoids or rarely makes eye contact
10. Unusually frustrated when trying to do simple tasks
11. Focuses on unusual objects for long periods of time, preferring objects more than interacting with others
12. Plays with toys in an unusual way
13. Rocks body
14. Stiff arms or legs
15. Floppy or limp body
16. Uses one side of the body more than the other
17. Unusual clumsiness and/or frequent falling
18. Fails to develop sounds or words appropriate for age
19. Talks in a very loud or very soft voice
20. Fails to respond when called
21. Difficulty following directions
22. Cries easily
23. Extremely shy or anxious
24. Tilts head into an unusual position when looking at an object
25. Has difficulty picking up small objects on the floor after 12 months
We are here to help. Give us a call at (323)433-1310 or email us at info@ecdevelopment.org.
Services to Preschools
We frequently receive calls from parents with preschool age children. The most frequently asked question is this: What kind of services does the early childhood development associates provide for preschools and the children they serve? Here is the answer :
12 Services Offered to Preschools and Preschool Families
l. Educational inservices and workshops to teachers and to parents
2. Preparation of children for preschool through our “PreSchool Prep Group”
3. Identification of children with delays and special needs through observation and screening
4. Denver II Developmental Screening & Comprehensive assessments
5. Referral to community resources and coordination of care
6. Support to teachers and directors with parent conferencing
7. Practical strategies to improve children’s functioning at school & at home
8. Shadow services
9. Social skills groups including our “New Friends Group”
10. Parent support
11. Individual therapy
12.Family therapy
Call us with any questions at (323) 655-5580 or email us at info@ecdevelopment.org
Toddler Group Graduation
Every summer during the last week of August our oldest toddler group members traditionally graduate from our group program and move on to preschool in September. There is a graduation ceremony and party that follows. Grandparents, siblings, and special friends are invited to attend. It is a very special celebration.
This year was no exception as 2 groups of toddlers came with their families on August 31st to claim their hats and diplomas and to say “bye-bye” to the program , people, and play room that has been an important part of their lives. Most of the toddlers who graduated started in our group program when they were young infants. This means that our toddlers, our toddler parents, and our staff members had known each other for at least 2 and a half years. That’s a long time! For this reason, graduation is usually both bitter and sweet. We will certainly miss each other when we no longer meet together once a week. Evidence of this was seen in the tears that were shed on graduation day last week by both parents and staff members as we said good-bye to each other. The children’s book entitled, “I Hate Good-byes” was appropriate for the grown ups as well as the children.
What helps us when we experience these sad or bitter feelings is the realization that we will always have the sweet memories of the experiences in each group as we watched our children grow and develop. If we begin to forget, all we have to do is to slip that graduation DVD into the DVD player and the memories will all come back. Just ask any of our graduate parents from past years. Parents report that the graduation DVD continues to be a favorite for children and families many years after they have graduated from our program. What also helps is the realization that we have all learned so much together! Our hope is that the parenting tips and strategies discussed during toddler parent discussion time will continue to be useful long after families leave our program.
Bye,Bye Toddler Group
Hello Preschool!
6 Things I Learned in Infant and Toddler Group
6 Things I Learned in My Infant and Toddler Group
1. As an infant I learned that the world is a safe place.
Whenever I had a need, I cried and Mommy, Daddy, or a special grown up responded. I could count on it! In my infant group all the Mommies and Daddies learned that this is very important.
2. As I began to crawl away from Mommy & Daddy I learned that I really am a little person separate from my Mom & Dad.
This was very exciting! And sometimes it was scarey too! As I crawled into the play room during group time while Mommy was involved in parent discussion, I was eager to explore. But then I would look around and suddenly realize that I couldn’t see Mommy!..Does she still exist when I can’t see her? I wasn’t sure! Sometimes I would cry. Ariko, Zeb, and the other child development specialists would pick me up and bring me back to check in with Mommy. Once I checked in I would feel better and then I would crawl away again. Soon I learned that I can be OK with other grown ups caring for me and I can be OK even when I can’t see Mommy. I also learned that when Mommies and Daddies leave, they always come back.
3. I learned that I could walk and climb and survive the tumbles that happened along the way.
When I fell on the soft, padded, spongy floor in the toddler play room while I was learning to walk and climb, it was no big deal. It was a surprise, but it didn’t hurt. I was willing to get up and try again.
4. I learned that I could use my voice and words to communicate.
Music time with Mommy & Daddy increased my “phonological awareness” which helped me with my speech development. There was no stopping me from talking or communicating!
5. I learned that I can play with other children and be a part of a group.
Sometimes I wanted the same toy my friend had! Ariko, Zeb and the other grownups helped me to learn to wait, to trade and to take turns. I will still need help with this and lots of practice in preschool, but I am off to a good start.
6. I learned that I am prepared to go to preschool now.
The structure of my infant and toddler group along with some of the table top activities helped me to get ready. So did the help I received from the grown ups who taught me about taking turns and sharing. The stories about going to preschool helped me and my parents to know what to expect so the transition would be easier. I am good to go!
Congratulations 2011 Toddler Graduates !
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7 Tips on How to Survive the First Year
The first year of life for baby twins and multiples is all about learning and adjusting. Many of our parents report feeling overwhelmed at first with everything they need to learn and do in order to take care of more than 1 baby. Here is a list of tips on how to survive the first year with twins and multiples shared by the parents in our Twins and Multiples Group at the Pump Station Hollywood.
7 Tips on How to Survive the First Year
1. Get the right help at home at the right time. The kind of help you need and the hours will vary with the needs of each family. Maximize the help by identifying peak times of daily stress and make sure you have extra hands at those particular stressful times. An example: If you anticipate that early evening, dinner time and bed time will be particularly difficult because daddy works long hours and is not home to help, then you may want to utilize your helper(s) in the evening rather than the early morning.
2. Establish a routine with twins and multiples as early as possible. This will make their lives (and yours) easier.
3. Keep a journal or simple feeding log in the beginning so that you can keep track of feeding and diaper changes. This helps when you are tired and sleep deprived to remember which baby was attended to last. This also helps your helpers.
4. “Tandem nursing” or “tandem feeding” together is recommended which helps babies to get on the same feeding schedule. Our parents recommend use of the “My Best Friend- Twins Plus Nursing Pillow- Delux”, a pillow for tandem feeding. This is sold at the Pump Station.
5. Teach each baby the difference between night and day as early as possible so everyone gets more sleep. Keep interactions to a minimum at night. Play and socialize during the day time.
6. Twin and Multiples can sleep in the same room. Many parents believe that the presence of the other baby or babies can be calming. If one baby’s crying wakes another it is ok. This helps babies to be, eventually, on the same feeding and sleeping schedule.
7. Let go of little things and don’t “sweat at the small stuff”. Baby twins and multiples do grow up and this is just the first stage of an exciting journey ahead. Enjoy it!
The next session of our Twins and Multiples Group starts on Monday, June 20th at 10am at the Pump Station Hollywood. For more information about the class, visit http://www.pumpstation.com/pumpstation/dept.asp?dept_id=3716 or check our website at www.ecdevelopment.org. To register for the class: email us at info@ecdevelopment.org. Space is limited so sign up today! We look forward to sharing a wonderful time together.
Group leaders are: Marilee Hartling RN, MFT, leader of “First Weeks” group and Edi Cooke, PsyD., mother of 4 years old twins.
Our Butterfly Story by the Preschool Prep Group
Our Preschool Prep Group
dictated a story after the release of the butterflies
OUR BUTTERFLY STORY
Once upon a time there were 5 caterpillars in our play room
Max: “and there was a little house and then the caterpillars turned into butterflies!”
Tyler: “BIG BUTTERFLIES!”
Marilee: “and we named them John, Paul,George, Ringo, and Jane”
And then what happened?
Tyler: “I went to find oranges and flowers to feed the butterflies. I found yellow and red flowers.”
Ariko: “We went downstairs to Mel and Rose and they gave us a free orange to feed the butterflies. We cut the orange into slices. “
Tyler: “I put the orange slice into the butterfly cage.”
Ariko: “I dropped sugar water on the flowers.”
Tyler: “I dropped sugar water on the oranges.”
Marilee: “And I took the butterflies to my house in their cage. I took them to my garden and I let them go and they flew away up into the sky.”
Where do you think the butterflies went?
“Olivia: “They flew to a place that had oranges so they could have more food!”
Marilee: “and they lived happily ever after!”
The End
by
Tyler, Max, Olivia, Paulina, Ariko, Blaine, and Marilee
!”The End
6 Tips for Handling “Toddler” Separation Anxiety
“Mommy, Don’t Go!”
Toddler Separation Anxiety
Toddler separation anxiety may peak any time between 12 and 24 months. Toddlers have a strong sense of attachment to their parents and now have a desire to have some control over their lives. Toddlers know that tantrums and screaming usually get a reaction and they give it their best try. Here are some tips to make your departure go a little smoother by involving your child in an activity before leaving and also by reminding her that mommy will always be back! These tips will help your child cope during your absence.
6 Tips for Handling “Toddler” Separation Anxiety
1. Develop a “good-bye ritual” such as two kisses and a high-five. The ritual creates order around the departure for both parent and child and provides security.
2. Give your toddler a small job. (Example: “Shut the door for mommy” or “Do you want me to honk the horn two or three times as I drive away? Show me your fingers!”)
3. Provide ETA. (Example: “I will be back after snack time” or “I will be back after nap.”) Do your best to return when promised.
4. Use a “Transitional Object”. (Example: Provide a picture of Mommy and Daddy or a “blankie “, “lovie”, or stuffed animal that your child is attached to) These objects will give your child comfort and a sense of security even when his parents are away.
5. Remind your toddler that you always come back. Listening to Hap Palmer’s song entitled “My Mommy Comes Back”. This song is so reassuring to young childen. “My mommy comes back, she always comes back, she never will forget me.”
6. If you are going away on a trip and will be away from your child , whether it is overnight or for a week-end, we recommend making a “book” for your child in which you tell the story of the trip and talk about the separation. In the book you will let your toddler know who will take care of him while you are away and when you will be coming back. (more on making books in a later blog)
Bye, Bye!
For support with separation issues and any other early childhood questions give us a call at the early childhood development associates on melrose.
(310) 433-1310
Marilee Hartling, RN MFT and Ariko Yoshizawa, MA
8 Tips for Handling “Infant” Separation Anxiety
Infant Separation Anxiety
Infant Separation Anxiety begins around 6-8 months when infants suddenly become fully aware that their parents exist apart from them. They understand that their parents can leave, but they don’t, however, fully understand that they are coming back. This can last several weeks to several months. Infants eventually realize that their parents are not disappearing forever, but just going to the bathroom! And they will come back.
In our ” Mommy and Me ” Program, we “practice ” parents going away and coming back every time we play peek-a-boo and every time we use our colored scarves while singing the song, “Someone is Hiding” . This helps infants to understand and to manage their separation anxiety. For toddler separation anxiety we also recommend listening to one of our favorite songs on our Hap Palmer CD entitled “My Mommy Comes Back”. This song is so reassuring to young children. “My mommy comes back, she always comes back, she never will forget me.”
Here are 8 Tips for Handing Infant Separation Anxiety
1. Play “peek-a-boo” several times a day. This activity is a way for babies to “practice” their understanding of going away and coming back.
2. Tell your baby you are going away into the other room and then say a big “I’m back” when you come back.
3. Introduce your baby to other regular caregivers such as grandparents or a trusted babysitter during infancy for short periods of time. These experiences can minimize anxiety later on.
4. Keep your “good-byes” short. Prolonging your departure can give your baby the idea there is something to fear.
5. Match your body language with your words.
6. Flash a smile and give a cheerful wave. Your baby can sense your confidence as you walk out the door.
7. Avoid sneaking off. This interferes with trust and increases anxiety.
8. Instruct caregivers to redirect baby’s attention directly after you leave. Make sure that your baby’s transitional object or “blankie” is available so that the caregiver can use it to provide extra comfort for your baby while you are gone.
Watch for tips on handling toddler separation anxiety and stranger anxiety next week.
Ariko Yoshizawa MA and Marilee Hartling RN, MFT
Tummy Time Workshop a Success
We had a full class at the Hollywood Pump Station last Friday for the “Tummy Time Workshop”. Parents enjoyed learning about the many different ways to do “Tummy Time” and were able to try out some of the activities right there in class. A big hit was the airplane dance which is done while babies are in the “Tummy Time” position. Babies and their parents really enjoyed this.
In addition to our “Tummy time” activities parents and babies enjoyed some developmental activities using music and movement which included the use of shakers and colored scarves.
Even the youngest babies were able to enjoy “Tummy Time” on our exercise ball.
Kya and her mother Gina tried it for the first time and Kya became very relaxed. See Kya on our video.
“Taking Turns” in our Toddler Group Program
“My Turn!”
In our Toddler Group Program, children love to sit inside the drum and sing “row row row your boat” during our music time- we teach children to “take turns” in the drum and to help push while “waiting” for a turn.
You can also use a timer and explain that when all the sand goes down, it’s time for our friend to have a turn. We are also teaching children to use their words “my turn” instead of grabbing a toy from a friend. These are all very important skills they need to learn for their social and emotional development. We enjoy seeing toddlers starting to learn about these skills and instead of throwing tantrums, they can manage to control their emotions and to wait for their turn. It is amazing to see the toddlers understand this concept of waiting and taking turns through practice in our toddler program. We are so proud of them!
Ariko Yoshizawa, MA
Child Development Specialist
Early Childhood Home Made Play Doh
We made red play doh for our toddler groups in February in honor of Valentine’s Day. Our play doh is nontoxic and even “edible.” It isn’t very “tastey” so most toddlers only taste it once, but it will not hurt if it is ingested. We have received many requests for our recipe so here it is:
Early Childhood Home Made Play Doh
2 small packages of unsweetened Kool Aid (choose flavors with good smells and colors)
2 1/2 cups flour
1 1/2 cup salt
3 Tbs. Wesson oil
1 Tbs. Alum (like you use for pickling)
l. Add 2 cups hot water to above ingredients and mix with spoon -smells soooo good!
2. Kneed on floured table or bread board
3. Place in covered container or Zip lock bag
4. good for 3 weeks
Tip: in our “Preschool Prep” Groups we use play doh and play doh scissors to introduce cutting with scissors to our older toddlers. Cutting play doh is much easier than cutting paper and play doh scissors are much easier to hold than regular ” kid scissors.” Our toddlers love it because they feel “grown up” and successful!
Marilee Hartling RN, MFT
Ariko Yoshizawa MA
Child Development Specialist
Choosing a Toddler Group Program: 5 Reasons Your Child’s Toddler Group Program Should Include Opportunities for “Make Believe” Play
Los Angeles parents often ask us for advice when choosing a toddler or preschool program for their young children. Although we do not adhere to a “one size fits all” approach for this choice we do recommend that parents consider a developmental program that includes lots of opportunities for “make believe” play with peers.
Here are 5 reasons why “make believe” play should be an important part of your young child’s learning experiences:
1. “Make believe” play allows your child to learn and practice new cognitive and social skills.
2. “Make believe” play is a way for your child to explore his understanding of the world in which he lives.
3. “Make believe” play allows your child rehearsal for adult life.
4. “Make believe” play is a good medium for your child to express feelings.
5. Research has documented a connection between children’s play behavior during the early years and a wide range of emerging skills including memory, vocabulary, reasoning, creativity, and impulse control.
” I’m Going Shopping!”
Your child learns from playing alone, playing with friends, and playing with his parents. Playful interactions stimulate your child’s brain and are key for your child’s development of a positive self concept.
Young children are provided with many opportunities for make believe play in our toddler groups and in our “preschool prep” program. One of our toddlers was very excited to report that she went with mommy to the dentist yesterday. “Come and play dentist with me!” she said to her toddler group friend.
“Say Ahhh! I’m going to check your teeth!”
“Rinse in this cup!”
In addition to having fun, these toddlers are using “make believe” play to prepare for the day when it will be their turn to go to the dentist! This kind of “make believe” or symbolic play helps children to master their fears of new situations such as going to the dentist or doctor.
Marilee Hartling RN, MFT
Child Development Specialist
Licensed Child and Family Therapist
Playing With Your Baby and Promoting development at 6 Months
8 Characteristics of Your 6 Month Old Infant
1. Pushes up on straight arms when on tummy
2. Brings feet to mouth
3. Picks up small objects and transfers from one hand to the other
4. Rolls Back to stomach
5. Responds to name, turns, and looks
6. Vocalizes
7. Looks for object after it disappears from sight
8. Sits with support
Suggestions for Developmental Play
Interactive Visual & Auditory Play Activities
1. Play peek-a-boo. Use colored scarf to lightly cover baby’s eyes and have him pull the scarf off. Duck behind a chair and have baby find you.
2. Name objects and people. Reward baby with clapping and praise when he looks toward the named item.
3. Work on 2 syllable sounds such as “Bye,Bye”, “da-da”, during play. In our infant and toddler groups we sing the “Bye,Bye” song at the end of each group, using each child’s name.
4. Sing baby’s name and watch for response. In our group programs we use the Children’s Drumming Song for this activity as babies and toddlers rhytmically pat the drum as we add their names to this song.
Interactive Play Activities Involving Movement.
1. Give baby lots of time on the floor mat or quilt, encouraging rolling over and over.
2. Place favorite toys slightly out of reach and encourage pivoting on tummy or belly-crawling.
3. To work on balance place baby on your lap. Sing bouncing and rocking songs.
4. Hold baby on your lap at the table and offer toys for him to grab on top of the table.
5. While sitting at the table, encourage tapping and banging hands on table top or while sitting on the floor encourage tapping and banging on a drum.
6. Allow extra time for adjustment to people and new places because baby is now more aware of new and different situations.
“I can sit by myself!”
In our “First Weeks” Group at the Pump Station Hollywood, babies enjoy making noise on the drum using their fingers.
Mommy, Daddy and Me Groups – Celebrating Valentine’s Day
What Children Learn in Toddler Groups
Valentine Hand Prints
One of our toddlers in this picture enjoys having his hand painted by Ariko while mommy provides him with support. He is making a handprint for Valentine’s Day!
Some children have difficulty with hand painting because they have differences in their sensory processing which make them shy away from paint, shaving cream and other gooey substances. Children with this challenge may have difficulty processing other everyday sensations and may exhibit behaviors such as avoiding or seeking out certain kinds of touch, movement, sounds, and sights. In our toddler group program, we help children to gradually overcome sensory processing differences by developing empathy for how they experience their world and by incorporating some sensory activities in small doses into our play time while they are supported. Gradually, even the most sensitive child can overcome his/her avoidance of sensory activities and can learn to have a good time. Then they don’t miss out!
Making Tissue Paper Hearts for Mommy & Daddy
Here is one of our toddler groups , tearing up the colorful tissue paper and rolling it into a ball… dipping the tissue paper into glue… and decorating a heart for Mommy or Daddy. We are having fun while working on our fine motor skills!
Developing your toddler’s fine motor skills is important because it is your child’s small muscle movements of the hands and fingers that help him/her to eventually perform school readiness activities such as drawing, writing using a pencil, cutting with scissors, holding and using a knife and fork, etc. We start practicing fine motor skills at an early age in our toddler groups and we do it in a fun way. As a parent, you can also encourage your child to develop these skills through everyday tasks such as closing jars , zipping zippers, or playing with play dough.
Learning Social Skills in Toddler Group
Here is one of our Toddler Groups. The children sit around the table to have snack while they listen to Marilee’s story. They are learning important social skills during this activity and getting prepared for preschool. We also recommend that parents arrange to have “play dates” with a friend during the week in order to practice those important skills they are learning in toddler group…asking for help, waiting, trading, and taking turns. Toddlers need adult support for awhile before they are able to manage social situations on their own. Toddler Group is a great place to start!
Valentine hand prints for Mommy and Daddy say “I love you”
Our toddlers loved this activity and so did our parents!
Ariko Yoshizawa MA
Child Development Specialist
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