I read a good article from babycenter.com and want to share it here:

Simple ways to make your child feel special

With our busy lives full of errands, work, appointments, and social events, it can sometimes feel like we need to make grand gestures to let our kids know they’re loved and special.

But what makes your children feel special might surprise you. You don’t need to spend $10,000 on a birthday party or a deluxe trip to Disneyland. You don’t need to buy a Barbie Mustang or a tree house or let them have ice cream every night.

In fact, making your child feel special is very simple, according to Leigh Leverrier, a family life coach in the Washington, D.C., area, who says, “Children feel special when they are respected, noticed, listened to, and heard.”

This can be as straightforward as hearing “what your child says and mirroring back what you hear to acknowledge his or her thoughts,” Leverrier adds.

Doris Jeanette, a licensed psychologist in Philadelphia, says: “It’s not the activities, but the energy behind the activities that makes a child feel loved.”

In other words, making your child feel special is as simple as paying attention. Cuddling, play wrestling, and bragging about your kid works, too.

Here are some simple, inexpensive (or free!), and ultimately very meaningful ways to make your child feel special.

• Create little morning moments

“The morning sets the tone,” says Bob Lancer, author of Parenting With Love, Without Anger or Stress. “If there’s strife, rushing, or power struggles in the morning, you have a child who feels less important than other elements of the parent’s agenda.”

Instead of giving in to morning impatience, Vanessa Pizzinato of Ontario, Canada, takes a few minutes with her 5-year-old son every morning to gently walk her fingers over his legs and feet to wake him up. If that doesn’t work, then she takes his feet, puts one up to her ear and the other in front of her mouth, and talks to his tummy and head “to find out when they think he will wake up.”

Cara Mirabella, who runs TheHouseholdHelper.com, spends a little quality time each morning with her 2-year-old son by having coffee together. (His “coffee” is milk.) “We watch Sesame Street, the two of us cuddling on the couch, enjoying our coffee,” she says.

After taking five minutes for yourself “to enjoy the quiet of the morning before the stampede begins,” says Patty Wipfler, founder of Hand in Hand Parenting, spend ten minutes with your child before anybody has to rush anywhere.

“First thing in the morning can be a wonderfully effective time to connect with children, especially when they’re going to school and won’t get to see you all day,” she says.

The other 8 ways are:

• Snuggle and cuddle
• Make up special stories
• Ask for help
• Break the rules
• Have fun at bedtime
• Get silly
• Use your words
• And just pay attention to the little things

You can read full post here.

Raising Children - Importance of Nurturing Discipline
By Stella Mak

Have you seen parents screaming their heads off just to get their children to complete their school homework? Or shouting like an insane soul in pubic simply to get the child to behave? Is it really necessary for all parents to resort to such measures to teach their children to be disciplined or is there a more peaceful method? A simple and effective method can actually be found in the Montessori education. Maria Montessori observed that the first drawing of self-discipline comes through when children can develop an integration of self through their work. She has discovered that a child’s destructive behaviour can be curbed through working with materials in a prepared environment. This is what Montessori termed as the “normalization of the child”. The child seemed to have found a sense of peace as he works with the materials provided and a certain calmness will then overcome him, thus curbing his destructive behaviour.

Through her observations of children at work in the Montessori classrooms, she found that “the children worked spontaneously, that is, for the love of work itself”. (Maria Montessori: Her Life & Work, p.89) This probably further emphasizes her theory that children go through sensitive periods where their development takes place. As the children work, their five senses are utilized which assist them as they learn to piece the pieces of information together. She has also observed that children will repeat work numerous times and without fatigue in order to achieve the necessary skill. Since they are interested and are fully focused on the task at hand, they learn to be self-disciplined. In fact, as they are fully occupied, they do not need the teacher in class to remind them to keep quiet.

According to Dr Montessori, a child’s work is different from an adult’s work. The child needs to work in order to grow as he tries to find out about the environment that he is living in while the adult works with the objective of completing a task at hand. Such works can help a child to develop his self-concept as he practices on the necessary skills through the repeated work. An adult will not need to repeat a task numerous times as the skill has already been attained but the child will repeat the work many times in order to perfect the act. The child needs to work in order to make use of the environment to improve themselves as he interacts with what is around him so as to absorb the impressions for his physic development. As the child works on a specific task numerous times, he is also practicing his ability to concentrate, thereby allowing his self-discipline to develop.

Maria Montessori believed that the child’s power of attention will be developed through his working with materials in activities because it helps in his ability to concentrate and thereby building up his personality. With developed concentration, the child will be calmer and more controlled, which probably explains why a destructive child could be ‘normalized’ after he is actively involved in some meaningful activities. This could also be due to the fact that a child will come to a stage when he will be very interested in something and will want to manipulate it. It is probably what Montessori terms as the child’s sensitive periods when he will desire to learn something. In fact, Montessori believed that “if children do not reveal a desire to work spontaneously, the fault lies not in the children but in the manner of presenting the subjects to be studied”. (Maria Montessori: Her Life & Work, p.90) Thus, she strongly believed that it is of utmost importance that the teacher understands the different needs of the pupils so as to captivate the attention of the child and to cater to that needs because “if children are bored, inattentive and uncomprehending, it is because the methods of teaching used present insuperable barriers to the ’spontaneous’ functioning of the child’s mind”. (Maria Montessori: Her Life & Work, p.90)

In order for the child to learn to be self-discipline, another factor that is just as important as the appropriate selection of materials for the child is that the child must be guided to attain independence. Montessori believed that the child must be given the opportunity to work with materials in the environment. This is important as children learn best through the use of their five senses, so they need to manipulate things. It is useless to give a child a senseless toy which moves on its own and does not allow the child to interact with it except to watch it. The child will not learn anything. Therefore, it is important that parents select their toys for the children properly, with the objectives of learning skills in mind.

Another factor is that the child must be assisted to develop his will. The child can be allowed to choose which activity he wishes to work on. Since he has chosen the activity, he will have the interest to concentrate on it and thus complete the whole task. This will help in the development of his self-discipline as Montessori believed that each child has a natural inner urge that will direct him towards purposeful activities such as repeating the activity in order to perfect the skill learnt. This repeated activity will assist the child to gain control over himself and the environment. Learning to make his own decisions on matters such as what he wishes to do helps him to accept responsibility for his own actions. The activity that he undertakes will help him to understand the limits of reality, thereby leading him to self-knowledge, self-possession and self-discipline. Self-discipline is a very important characteristic for the child to attain in order for him to develop attributes such as the power of attention and concentration and the independence to carry out work and creativity so as to facilitate learning.

In order for the child to be aided in developing self-discipline, he needs to be given constructive work. It is therefore the teacher’s or the main caregiver’s job to take the cues from the child as to what skills need to be developed and what activities will interest him at that moment. In a well-prepared environment where the materials for the activities are appropriately presented to him, he will be able to choose the activity which will most interest him and thus help him to focus on the job at hand. The child should not be presented with too many activities as that will confuse his mind and disrupt his development. Thus, it is important for the teacher or the caregiver to understand the child and be able to respond appropriately. As the child likes to manipulate things and learns best through play, the activity presented should be fun and captivating for the child. Only in this way will the child be able to develop his self-discipline as he actively involves himself in his chosen piece of work.

“Stella Mak is a qualified school teacher with over 18 years of teaching experience and a mother of two. She runs an informational website that provides informative and resourceful ebook purchase and educational, as well as parenting, tips. To take advantage of this useful knowledge and to grab the first special report that she is currently giving away free for a limited period only, make sure you check out Stella Mak’s website at http://www.eduknowledgeworld.com

Article Source: http://EzineArticles.com/?expert=Stella_Mak
http://EzineArticles.com/?Raising-Children—Importance-of-Nurturing-Discipline&id=1417705

Seven Quick Steps to Dealing with a Lie

Discovering your child has lied can be quite distressing. Lies are often an additional layer of misbehavior (the child misbehaves, and then lies about it) and it’s this layer that often makes parents go ballistic. (“I’m furious that you stole my silver coin collection and bought candy with it, but the fact that you lied to me about it, too, well, I can’t stand it!”) If you’ve discovered a lie (“layered” or simple), try this:

• Focus on the misbehavior, not the lie your child used to cover it up.
• Breathe, run around the block, take 10, calm down. Take as long as you need to take in order to deal with the situation, not the lie, or the fact that your child wasn’t honest with you.
• Talk with your child. Let her know that you aware of the truth. (Be as calm and level-voiced as possible.)
• Talk about values, and let her know that you don’t value lying.
• Give her the benefit of the doubt (she may be caught in a compound lie).
• Once the situation she lied about is resolved, talk with her about the problems lying can cause. Knowledge (and your obvious disapproval) will help her avoid lying in the future.
• If you don’t want a child who lies, don’t label her a liar. Kids tend to internalize the labels we give them.

Source: http://life.familyeducation.com/

Health insurance helps parents know that their child will get the medical care they need—when they need it—no matter what the cost!

A great deal of public attention has been given to the gains in children’s health insurance coverage made in recent years. But while public program expansions have driven a significant increase in the number of children who are insured, more than 9 million still lack health insurance—that’s one out of every eight children.

Children who have health insurance generally have better health throughout their childhood and into their teens. They are more likely to:

Anyway if you feel bored and don’t have ideas what to do with your kids, or if you don’t have ideas what to cook for your kids, you can find some ideas by clicking here:

Free Summer Stress Package for Mom

Enjoy!

15 Ways to Teach Kids About Money

by Paul Richard

Introducing Kids to Money
Money gives people — both young and old — decision-making opportunities. Educating, motivating, and empowering children to become regular savers and investors will enable them to keep more of the money they earn and do more with the money they spend. Everyday spending decisions can have a far more negative impact on children’s financial futures than any investment decisions they may ever make. Here are 15 simple ways to help educate children about personal finance and managing money:

1. As soon as children can count, introduce them to money. Take an active role in providing them with information. Observation and repetition are two important ways children learn.
2. Communicate with children as they grow about your values concerning money — how to save it, how to make it grow, and most importantly, how to spend it wisely.
3. Help children learn the differences between needs, wants, and wishes. This will prepare them for making good spending decisions in the future.
4. Setting goals is fundamental to learning the value of money and saving. Young or old, people rarely reach goals they haven’t set. Nearly every toy or other item children ask their parents to buy them can become the object of a goal-setting session. Such goal-setting helps children learn to become responsible for themselves.
5. Introduce children to the value of saving versus spending. Explain and demonstrate the concept of earning interest income on savings. Consider paying interest on money children save at home; children can help calculate the interest and see how fast money accumulates through the power of compound interest. Later on, they also will realize that the quickest way to a good credit rating is a history of regular, successful savings. Some parents even offer to match what children save on their own.

You can read the other tips here.

Oddly enough, children this age don’t turn their nose up at napping because they suddenly need less rest — changing sleep patterns are the real culprit. “A baby’s urge to sleep builds up faster than a toddler’s or preschooler’s, so a baby gets tired earlier in the day,” says Dr. Owens.

By the toddler years, a child’s urge to sleep earlier in the day weakens, allowing him to stay awake longer. Consequently, your child’s need to nap may come and go as his body adjusts to a more adultlike sleep pattern. But biology isn’t totally to blame here — there are a few temporary factors that trigger naptime battles.

Growing independence. Toddlers love to be in control, so it’s no surprise that they’ll refuse to sleep on your command. Plus, kids this age are so active and curious that they hate the idea of taking a snooze break (”What if I miss something exciting?”).

Scheduling conflicts. The naptime at your toddler’s daycare or preschool may not coincide with the hour your child typically gets tired. If he’s at home, his ideal naptime may conflict with a sibling’s schedule or your daily routine.

Lack of sleep. It’s hard to believe, but overtired kids may have trouble falling asleep. That’s because when toddlers get tired, they often become irritable and hyperactive, says Dr. Owens.

A major change. Any stressful event — moving to a new house or switching to a big-kid bed, for example — may make your child feel too anxious to doze off easily.

No matter what’s got your toddler’s nap schedule out of whack, your main concern is to ensure that he gets enough sleep in a 24-hour period, says John Herman, PhD, professor of psychiatry and pediatrics at UT Southwestern Medical Center, in Dallas. When he logs those hours is less important. In fact, many toddlers who stop napping during the day will compensate by sleeping longer at night anyway.

Unfortunately, it can be tricky to figure out how many hours of sleep your toddler needs, since the answer depends entirely on your child. “Studies show that at age 3, for example, kids need anywhere from 10 1/2 to 15 hours of sleep,” says Dr. Owens. “The average is around 12 hours, but some kids need more and some need less.” Your child’s behavior is your best clue: If she wakes up spontaneously in the morning and is generally in a good mood, she’s probably getting plenty of zzz’s.

 Make Naps a Snap

For the next couple of years, while your child phases out his naps, you should still give him the opportunity to rest. Try these strategies.

Don’t call it a nap — call it quiet time or rest time. That way, your toddler won’t feel like he’s being forced to sleep when he thinks he isn’t tired. Tell him he has to stay in bed (or in his room) for a certain amount of time and do a quiet activity, such as coloring or looking at books. Even if he doesn’t fall asleep, you’ll both benefit from the break.

Set a soothing scene. Plan relaxing activities just before naptime to help your child wind down. Try to follow a routine that’s similar to her bedtime rituals: Read a book (see “Soothing Stories for Anti-Nappers”), tuck her in with her favorite stuffed animal, or put on soft music.

Respect his schedule. Resist the urge to plan your toddler’s nap around your errands. Instead, watch your child for signs of sleepiness. If he doesn’t seem tired at his current naptime, consider switching it to a later hour. Just don’t make it too late — if you let your child sleep past 3 or 4 p.m., you may be in for a big bedtime battle.

Offer a choice. Your reluctant napper may be more agreeable if you give her some control over when she snoozes. When I ask my daughter the right question — “Would you like to nap now or in five minutes?” — she’s less likely to start a power struggle.

The Upside of Downtime

Don’t underestimate the importance of sleep: Research shows that children who don’t log enough zzz’s in a 24-hour period often struggle in these areas.

Learning. Sleep helps kids convert recent experiences into long-term memories. Tired kids may also have decreased verbal skills, attention troubles, and poor abstract reasoning.

Mood. You’ve probably seen the evidence for yourself: Poor sleep often leads to irritability, hyperactivity, aggressiveness, and impulsive behavior.

Health. Researchers suspect that inadequate sleep is linked to everything from decreased immunity to an increase in accidental injuries.

Source: http://www.health-women.info/family-health/top-reasons-why-kids-refuse-to-sleep.html

Mind you no kid in this world comes studded or equipped with very good behavior and mannerisms. Nor do any child takes his or her birth preprogrammed with character traits like willingness to share and distribute, respect the feelings of others, show respect towards authority and empathize with impoverished children. It is possible to teach considerate behavior and responsible mannerisms when your child is still young and tender; this will help your child to completely develop the behavior when she or he grows up and becomes adult.

The first lesson begins at your home and you are also the first teacher who is trying to transform your kid into a responsible citizen. Primary lessons start in the cozy ambience of your home and the first basic lesson is setting a good example on a daily and consistent basis. As a parent, you can perform this by:

• Exhibit a high level of mature behavior in how you deal with people, both close and strangers

• Exhibit a very high level of tolerance in reacting to a stressful and critical situation

• Show your kids how you can manage people with your ultra people friendly behavior, in what ways can you manage divergent opinions and handle conflicts and disagreements

You can exhibit a positive role by being responsible to yourself! When you are responsible and disciplined, it becomes very easy for you to help your kids learn how to think better, feel good and act in manner that is normal and responsible. Good behavior also involves pursuing a habit of considering other’s feelings and opinions. Responsibility and good mannerisms also include other character traits like accountability, fairness, compassion, integrity, honesty, self respect, courage and confession.

Responsible behavior is also a cultivated habit that evolves gradually over time. It is a result of your outlook in daily life and composed daily habits. You may wish to integrate and gel several beneficial aspects of responsible behavior in your kid’s daily life. The main goal of the program should focus on teaching and inculcating the good habit of respect and compassion (empathy) towards others, including strangers. Here are some of the most basic traits that should form foundation stones of the program:

• Honesty: Being truthful and realistic to our mind and conscience will help us become responsible and dedicated to our life.

• Courage: If your child is courageous and truthful, he or she can be extremely responsible in the future. This trait will help in taking good decisions based upon truth and evidence, not upon ulterior motives.

• Self Control and Self Discipline: These positive indicators will help your kid to act responsibly in preventing bad and inappropriate behavior. He or she will also learn to control anger and impatience.

• Self Respect and Pride: When your child is honest, truthful, and courageous and honest, she or he can start to respect themselves before respecting others. These are possibly the most cherished traits in your kids.

Compassion, kindness, empathy and respect towards others are the most desirable characters in your kid. These traits are not only necessary in life to perform better socially; your kid also needs them to empower to perform better both in personal and professional spheres. Gelled with establishing an excellent example and getting actively involved in your kid’s development and encouragement of social skills, spending quality time with kids and teach them about proper, right, correct and responsible behavior are some of the corrective actions that you can take as a parent, while streamlining your kid towards the road to responsibility.

More often, teaching your kid to be responsible is a long journey and a tedious process fraught with uncertainties and imponderables. As a parent, what you need from your side is 100% commitment and perseverance and the right and fitting ambience in your home. It is also a continuous process where both you and your kids are the active participants in the learning cycle.

Source: http://www.brainy-child.com/

Source: http://news.bbc.co.uk/2/hi/health/6298909.stm

Stress ‘harms brain in the womb’

Children whose mothers were stressed out during pregnancy are vulnerable to mental and behavioural problems like ADHD, mounting evidence suggests.
Latest UK research by Professor Vivette Glover of Imperial College London found stress caused by rows with or violence by a partner was particularly damaging.
Experts blame high levels of the stress hormone cortisol crossing the placenta.

Professor Glover found high cortisol in the amniotic fluid bathing the baby in the womb tallied with the damage. The babies exposed to the highest levels of cortisol during their development had lower IQs at 18 months.The same infants were also more likely to be anxious and fearful, she told a conference of the Royal College of Psychiatrists.

Professor Glover said: “We looked at what stresses were most harmful. We found that if the woman had a partner who was being emotionally cruel to them while they were pregnant it had a really significant effect on their baby’s future development. It really shows that the partner has a big role to play.”

The work suggests maternal stress is a true risk factor in its own right, although Professor Glover acknowledged that genetic factors and home environment after birth would also have an impact on a child’s development. She said most babies grow up unaffected by a stressful womb environment.

Big impact

However, she said maternal stress increases the risk of a range of problems - it doubles the risk of attention deficit hyperactivity disorder (ADHD), for example.

“We should be screening women in pregnancy for stress and intervening. It has big public health implications. About a million children in the UK have neurodevelopmental problems - ADHD, cognitive delay, anxiety and so on. About 15% of this might be due to antenatal stress. If we could reduce the mother’s stress while she is pregnant we might be able to potentially improve the outcome for about 150,000 children,” Professor Glover said.

Dr David Coghill, senior lecturer and honorary consultant in child and adolescent psychiatry at the University of Dundee, said pregnant women should not be “unduly concerned” by the findings.
He explained: “We are talking about here is extremely high levels of stress and distress. Stress is a normal factor of daily life and is something that the body copes with very well. However, it is a warning for people who may be facing more severe stresses and for those around women who are pregnant that increasing stress levels above what is normal for a person is not a good thing to do at that time.”

Professor Glover has submitted her work for publication in a peer-reviewed journal.

So-called “fluid intelligence”, or Gf, is the ability to reason, solve new problems and think in the abstract. It correlates with professional and educational success and it appears to be largely genetic.

Past attempts to boost Gf have suggested that, although by training you can achieve great gains on the specific training task itself, those gains don’t transfer to other tasks.

Now Susanne Jaeggi at the University of Michigan at Ann Arbor, US, and her colleagues say that is not true.

They invited 70 healthy adults to participate in a challenging training exercise known as the “dual n-back” task.

Daily training

The exercise involves tracking small squares on a screen that pop into a new location every three seconds. Volunteers have to press a button when the current location is a duplicate of two views earlier.

At the same time, consonants are played through headphones and a button is pressed if the letter is the same as that heard two “plays” earlier.

If participants perform well, the interval to be tracked (n) increases to three or more stages earlier.

Jaeggi’s volunteers were trained daily for about 20 minutes for either 8, 12, 17 or 19 days (with weekends off). They were given IQ tests both before and after the training.

The researchers found that the IQ of trained individuals increased significantly more than controls – and that the more training people got, the higher the score.

Small study

“It definitely challenges the old opinions,” says Jaeggi. She thinks their training regimen succeeded where others failed largely because it remained challenging. Also, because it was tailor-made to the individual, people were never able to go on autopilot.

Not everyone is impressed. Robert Plomin, at the Institute of Psychiatry in London, says that no serious intelligence researchers consider Gf “immutable”, as the paper suggests.

“There is no contradiction at all between substantial heritability and improvement of performance,” he says. “What is school about?”

Plomin says what is more interesting is how much an individual can profit from training. He complains, however, that the researchers did not really address this in the research, and that the study, with nine subjects in each of four training conditions, is much too small to detect it.

Source: http://www.newscientist.com/article/dn13786-simple-brain-exercise-can-boost-iq.html

In a study of 17,046 children, the team found that breastfeeding exclusively during the first year of life was associated with an increase in a child’s intelligence by first grade.

Previous studies have reported that children and adults who were breastfed as infants have higher scores on IQ tests and other measures of cognitive (thinking, learning and memory) development than those who were fed formula, according to background information in the article.

However, the evidence has been based on observational studies, in which children whose mothers chose to breastfeed were compared with those whose mothers chose not to breastfeed. The results of these studies may be complicated by subtle differences in the way breastfeeding mothers interact with their infants, the authors note.

Michael S. Kramer, M.D., of McGill University and the Montreal Children’s Hospital, Montreal, Quebec, and colleagues conducted a randomized trial of a breastfeeding promotion program involving patients at 31 maternity hospitals and affiliated clinics in Belarus.

Between June 1996 and December 1997, clinics were randomly assigned either to adopt a program supporting and promoting breastfeeding or to continue their current practices and policies.

A total of 7,108 infants and mothers who visited facilities promoting breastfeeding and 6,781 infants and mothers who visited control facilities received follow-up interviews and examinations between 2002 and 2005, when the children were an average of 6.5 years old.

Mothers who visited a facility promoting breastfeeding were more likely to feed their infants only breast milk at age 3 months (43.3 percent vs. 6.4 percent in the control group) and at all ages through 1 year. At age 6.5, the children in the breastfeeding group scored an average of 7.5 points higher on tests measuring verbal intelligence, 2.9 points higher on tests measuring non-verbal intelligence and 5.9 points higher on tests measuring overall intelligence.

Teachers also rated these children significantly higher academically than control children in both reading and writing.

“Even though the treatment difference appears causal, it remains unclear whether the observed cognitive benefits of breastfeeding are due to some constituent of breast milk or are related to the physical and social interactions inherent in breastfeeding,” the authors write.

Essential long-chain fatty acids and a compound known as insulinlike growth factor I, both found in breastmilk, could be responsible for the cognitive differences.

On the other hand, the physical or emotional component of breastfeeding may lead to permanent changes affecting brain development. Breastfeeding also may increase verbal interaction between mother and child, which could improve children’s cognitive development.

“Although breastfeeding initiation rates have increased substantially during the last 30 years, much less progress has been achieved in increasing the exclusivity and duration of breastfeeding,” the authors write.

“The consistency of our findings based on a randomized trial with those reported in previous observational studies should prove helpful in encouraging further public health efforts to promote, protect and support breastfeeding,” they conclude.

The study appears in the May issue of Archives of General Psychiatry, one of the JAMA/Archives journals. (ANI)

Source:  http://in.news.yahoo.com/ani/20080506/r_t_ani_hl/thl-breastfeeding-boosts-kids-iq-3b18f0d.html

1. Notice when she whines and choose your response. Changing the pattern of whining begins when you change how you respond to it.
2. When you notice her whining, call her attention to it. Whining has become an unconscious habit by the time she reaches elementary school. She needs to learn to recognize it first. Some strategies you can try are:
   • Purposeful ignoring. You can even say “I’m ignoring you when you use your whiny voice. Try again in your normal voice and I’ll pay attention.”
   • Whine back. Use a bit of humor to cue her to notice her whining by showing what a whiny voice sounds like.
   • Stop her immediately when she whines and say, “Do you hear that you are whining? Tell me the same thing in your normal voice.”
3. Tone of voice is the hallmark of whining, but the child’s reaction to being told ‘no’ is another component of whining. She needs to learn a new habit to replace whining, so help her learn the right approach to asking for what she wants. Asking politely is an important social skill that you can teach directly. To teach a child to accept ‘no’ for an answer can be more of a challenge. I like the approach from Common-Sense Parenting. Teach your child to:
   • Stop and look at Mom or Dad
   • Say “OK”
   • Stay calm. Do not argue or whine.
   • If you disagree, discuss it later, calmly and in private.
4. Reinforce non-whining. Focus on the problem for 2-3 months, and thereafter if the habit creeps back. Notice when she asks politely and when she accepts ‘no’ for an answer without whining. Praise and reward her to reinforce the new learning. When she does whine, pause, look at her, and call attention to the whining if necessary. Help her think through what she should say and how to practice the new learning. Watch your own whining too, so that social learning doesn’t overcome your efforts to break your child’s whining habit.

Source: http://childparenting.about.com/

According to child development experts, here are five specific things parents and caregivers can do to stimulate children and ensure healthy development.

1. Be warm, loving and responsive. Children who receive warm and responsive caregiving, such as touching, rocking, talking and smiling, get along better with other children and perform better in school than children who are less securely attached.

2. Talk, read and sing to your child. Talk and sing about daily events. Read stories in a way that encourages older babies and toddlers to participate by answering questions, pointing to what they see in a book or by repeating rhymes and refrains.

3. Encourage safe exploration and play. Children learn through playing. Blocks, art and pretending all help children develop curiosity, language, problem-solving skills and mathematics.

4. Use discipline as an opportunity to teach. Parents need to set limits that help teach children, rather than punish them. For example, tell your child what behavior is acceptable while maintaining love: “I love you, but I don’t love what you’re doing.” Communicate positively: say “feet belong on the floor please,” instead of “Get off the chair.”

5. Choose quality child care and stay involved. After choosing your provider, stay involved. Drop in unannounced. Ask for progress reports. Look for appropriate curriculum to guide the child’s curiosity, creativity and problem-solving skills.

STORING AND TRANSPORTING BREAST MILK

Source: www.askdrsears.com/html/2/t026900.asp#T026901
Mother’s milk is precious to both you and your baby. It represents commitment on your part and ideal nourishment for your baby. Handle your milk with care. The same immune properties in your milk that protect your baby also help protect the milk from bacteria growth while it sits on the refrigerator shelf.

What kind of container should I use to store my milk?

The options include hard or soft containers, with several choices under each category. Each has advantages and drawbacks.

• Soft containers are plastic bags.
• Hard containers are made of plastic or glass.What kind to use comes down to two issues:
• protecting the milk and all its valuable components
• your convenience and that of the baby’s caregivers.

Unfortunately, there is not a lot of research about how storage containers affect human milk. One study showed that the leukocytes in milk (the live cells that transfer immunity from you to your baby) sticks to the side of glass containers, but subsequent research showed greater numbers of leukocytes in glass containers than in plastic, as the cells were released from the sides of the containers over time. Research has also shown a loss of antibodies and fat in milk that is stored in plastic bags, but this information applies only to disposable plastic nurser bags, the thin ones you can buy at most stores to use with baby bottles. If you do choose to store your milk in these, use two bags to protect against breakage and “freezer burn.” Use twist ties to close the bags.

Plastic bags specially designed for freezing expressed human milk are available from many companies that specialize in products for breastfeeding mothers and babies. These bags are sturdier than those used in baby bottles and have self-closures that are easier to seal and label. They do a better job of protecting milk components than nurser bags. Some types can be attached directly to your pump.

The information currently available suggests that glass or hard-sided plastic containers (the kind of plastic that is clear, not cloudy) provide the best protection for nutrients and immunities. Hard containers should have secure, one-piece tops. If your baby is getting a lot of his nourishment directly at the breast, you don’t need to be as concerned about nutrient loss through freezing and contact with storage containers as you do if your baby is getting only expressed milk and not nursing directly at the breast.

Convenience is another issue, and opinions will vary. Plastic bags take up less room in the freezer and are one-use items, so there’s no dishwashing involved. However, filling them and pouring milk out of them can be awkward.

How should I wash containers that will hold milk? Do I need to sterilize them?

When you are pumping milk for a full-term, healthy baby, you do not need to worry about sterilizing storage containers or pump parts. Wash your storage containers in hot soapy water, and wash your hands thoroughly with soap and water before you pump. Check the manufacturer’s instructions for information on washing parts of the pump. Storage containers and parts of some pumps can be washed in a dishwasher.

Mothers who are pumping milk for a sick or hospitalized baby will need to be more careful about milk handling and sterilization procedures.

Freezer or refrigerator? How quickly does human milk spoil?

Freezing destroys some of the immune properties in human milk, so it’s best if your baby is given fresh milk–milk that has been expressed and then refrigerated. The chart in Storage Times for Human Milk tells you how long you can keep expressed milk at room temperature, in the refrigerator, or in the freezer. (Print this file and keep it on your refrigerator door!)

Label each container with the date, so that you can use the oldest milk first and avoid needless waste.

How much should I store in each container?

Store your milk in small amounts, about two ounces in each container, at least at first. (If you’re pumping milk for a premature baby, you may want to store it in even smaller amounts.) Breastfed babies take smaller amounts of milk at each feeding than do formula-fed infants, and smaller amounts are also quicker to thaw. Milk left in a bottle after a feeding can be saved until the next feeding, but after that it should be discarded, and you don’t want to waste expressed milk. Eventually, you may decide to put more milk in each bottle, based on your caregiver’s report on how much your baby takes at each feeding.

You can add more milk to already-frozen milk, but cool the added milk in the refrigerator first. There should be less added milk than already-frozen milk.

Always leave about an inch of space at the top of the container to allow for expansion. Just like water for ice cubes, human milk expands when you freeze it. Hard containers will pop open as the milk expands. Bags will break. Squeeze out the air at the top of the bag and fasten it an inch above the milk.

How do I safely store my milk?

• Bags containing human milk should be placed inside another container in the refrigerator or freezer. This makes for better protection and easier handling.
• If you lay the bags down in a container in the freezer, you’ll get flatter packages that will thaw more quickly. (But be sure they’re sealed well, or you’ll have a leaky mess.)
• You might want to keep all your hard containers of milk together in the freezer or refrigerator inside a larger plastic box.

How long can I keep the stored milk?

Amazingly, research has found that human milk stored in the refrigerator for eight days actually has lower bacterial levels than freshly expressed milk. For more details on recommended storage times, see Storage Times for Human Milk.

Since human milk can be kept in the refrigerator for up to eight days, it may be possible to provide your baby with fresh, not frozen, milk most of the time. This insures that your baby gets the maximum amount of nutrients and immunities. Instruct your caregiver to use the oldest milk first and keep the supply rotating.

Previously frozen milk can be kept in the refrigerator for 24 hours after thawing. This means that you or the baby’s caregiver can thaw milk for all of your baby’s feedings at one time, or you can thaw the milk in the refrigerator overnight. This can make it faster to prepare a bottle when your baby is hungry. Milk that has thawed should not be refrozen.

How do I safely transport my milk?

Research shows that bacteria do not grow readily in human milk, and that it can be kept safely at room temperature for 4 to 6 hours or more (see Storage times for human milk). So you don’t need to worry if you can’t rush your milk to the refrigerator right after you express. But it still makes sense to refrigerate the milk as soon as possible and to keep it cool when taking it home or to the sitter’s. If you have refrigerator space available at work, you can store your milk there until the workday is over, or use an insulated container with reusable carry-ice to keep it cool.

What are the best ways to thaw and heat my stored milk

Heat can destroy human milk’s enzymes, immune properties, and other valuable components, so the milk requires gentle care before it is served to baby. Follow these guidelines:

• Defrost milk by holding it under warm running water.
• Or, place the container of milk in a bowl of warm water on the kitchen counter. As the water cools, replace it with more warm water until the milk is thawed and warmed to body temperature.
• Do not heat expressed human milk on top of the stove. It’s too easy to overheat it this way. Do not boil!
• Do not heat expressed human milk in a microwave oven. Even if the overall temperature of the milk stays below body temperature, there may be “hot spots” where the milk is overheated and some of its beneficial properties are destroyed. The uneven heating can also be dangerous when the bottle is given to baby.
• Human milk, like any milk that is not processed or homogenized, tends to separate when stored. The cream rises to the top. Swirl the bottle gently to mix the layers.
• Human milk has a thin, bluish look to it, quite different from either homogenized cow’s milk or the grayish color of infant formula. Your baby’s caregiver may need reassurance that this is normal.

STORAGE GUIDELINES FOR HUMAN MILK These guidelines are for mothers who are expressing milk for a full-term healthy baby. Use clean containers, and wash your hands with soap and water before expressing. or pumping. When providing milk for a baby who is seriously ill and/or hospitalized, check with healthcare providers for instructions. Where stored Storage temperature (degrees Fahrenheit) Storage temperature (degrees Centigrade) How long At room temperature 60 degrees F 15 degrees C 24 hours At room temperature 66-72 degrees F 19-22 degrees C 10 hours At room temperature 79 degrees F 25 degrees C 4-6 hours In a refrigerator 32-39 degrees F 0-4 degrees C 8 days In a freezer compartment inside a refrigerator     2 weeks In a self-contained freezer unit of a refrigerator     3-4 months In a separate deep freeze with a constant temperature 0 degrees F -19 degrees C 6 months or longer SAVE? OR DUMP? Type of Milk Save or Dump? Why Milk remaining in the bottle that has been offered to baby Use for next feeding, otherwise discard. Bacteria from the baby’s mouth may have entered the milk during the feeding. This may lead to bacterial contamination if it sets too long (though as yet there is no research available). Milk that has been thawed Save in the refrigerator for 24 hours after thawing, then discard. Do not refreeze. Milk that has been frozen has lost some of the immune properties that inhibit bacterial growth in fresh refrigerated milk. Milk that has been kept in the refrigerator for eight days Transfer to storage in the freezer, or discard. Bacterial growth is not a problem, but milk sometimes picks up odors or flavors from the refrigerator or the container.

Hypertension is chronic high blood pressure. In the past, this was a condition usually only seen in older adults. However, an increasing number of children are being diagnosed with hypertension. What is the cause of this alarming trend? According to the majority of leading researchers, the cause for this trend is diet.

Because more parents work outside of the home, more families consume prepared food on a daily basis. While these foods are easier, they are not better for you in terms of health. These foods can be filled with hidden calories, fat, sodium, and cholesterol. All of these contribute negatively to the health of a human heart. While it may take more time and effort, it may be in your child’s best interest to limits the amount of these foods your child consumes on a regular basis.

Children are also eating higher amounts of fast food than they have in the past. Decades ago, a trip to a fast food restaurant was an occasional treat for children. This is no longer the case. Many children eat at least five fast food meals a week, which has a significant impact on their health. These children are often obese, and recent studies indicate that these children develop chronic health conditions later on in life, such as diabetes and hypertension.

These foods are replacing healthy food choices like fresh fruits and vegetables in many homes. Instead of making processed snacks available to children, parents should encourage their children to snack on fruits and vegetables instead. Put healthy snacks on the shelves in the pantry and refrigerator that your children can reach. Place “sometimes” foods in places where your children cannot reach them. This may take some parental monitoring, but this change can be accomplished with a little bit of work and perseverance.

This problem is compounded by the fact that children spend more time in front of a television or computer screen than they have in the past. Instead of going outside to play and get exercise, children are becoming more sedentary. As a result, their health is suffering. Parents can help by sending their children outside to play every day and by limiting the amount of time children spend watching television or playing on the computer.

In conclusion, there are many steps you can take in order to maintain the health of your child. Your child may protest these changes at first, but you must stand firm. Your child will thank you later on in life for your efforts now.

Hypertension is a serious medical condition that affets children and adults. To earn more about hypertension and how to cure it with diet and exercise, please visit http://www.dashdiethypertension.com

Article Source: http://EzineArticles.com/?expert=Kristi_Patrice_Carter
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Parents promise themselves to give the best to their children. The bar is high for parents to teach the kids values on tradition, discipline, language skills so as the kids grow up to be able citizens. The effort surely is rewarding when children imbibe the right things. Exploration is natural by committing mistakes. Parents should recognize and correct the wrong behaviour.

All children demand stories, be it eating time, a boring travel journey and surely it is a bed ritual. If you have paucity of time juggling with chores, then invest in some interesting fairy tale bed time story books. Children’s literature abounds with millions of elves, fairy, goblin, monster and sea devil stories. Interesting colour pictures, expressions and touch-feel books are available in the market. Rewarding the child through books is a valuable idea.

If you are reading a story, be enthusiastic. Use one hand free to articulate exclamations, pauses, commas and happiness. Use up and down animated versions and help the child participate. Children do not respond to routine and mundane reading. They are bored easily by repetitive ordeals and let story sessions be bonding times.

Both parents have to involve themselves either simultaneously or choose alternate days to suit schedules. The mind of the parent should be free and pending works should not interfere the narration. It is necessary, that one does the homework fool proof to answer surprising questions and explanations.

Introduce new words each time. Teach them words like good, nice, wonderful, best all mean positive happenings. Let them understand that bad, ugly, wrong is negative. Teach them opposites like day-night, up-down, sweet-bitter expressing them with your hands and face.

In case you are tired and it is natural that fatigue refrains you from being natural, then read a short story with nice colour patterns. Laze on a hammock with your child on a holiday and narrate true stories about your childhood. All of us live vicariously through our children during their growing years. So the best patterns are narrating a few lines about honesty, hard work and value about money.

If the child has a habit of seeing pictures from a very keen age, the child gets easily adapted to a pattern of self study. Their orientation is structured and they will focus on reading independently. Telling stories is an art and all parents naturally master it. Bed times are special and make sure not to introduce scary surprises and kids might visualize them in their dreams causing nightmares.

Actually the goblins, witches, wizards are to be introduced necessarily to deem it as non emulative values. Hence like all other theories on raising kids, tell them stories rich in tradition, worldly pursuits and also about the ‘Almighty’. Teach them the sacrifice of Christ and read them lucidly about Hindu mythology.

If you are really keen in imparting in rich values to your kid, check our sites on short stories, pumpkin carving and infant activities.

Article Source: http://EzineArticles.com/?expert=Jennie_Amit_Gandhi
http://EzineArticles.com/?Telling-Stories-to-Children&id=1145062

More and more frequently, dangerous, defective toys-and their subsequent recall-continue to make headlines. Although dangerous toys have been produced for decades, some to have hit the market within the last 20 years have been clearly more dangerous, and deadly, than their predecessors-leading to recalls and class actions lawsuits against top toy manufacturers and sellers of these unsafe toys.

The following is LawInfo’s list of the top ten most dangerous recalled toys of the last two decades.

Aqua Dots
Produced by the Spin Master Corporation, Aqua Dots were small, colorful beads that were part of a multidimensional design craft kit. However, the chemical compound of these beads included the then unknown “date rape” drug gamma hydroxybutyrate (GHB). Children who licked and ingested Aqua Dots were subject to respiratory depression, seizures and often became comatose. One child was reportedly hospitalized for five days after swallowing an Aqua Dot. Spin Master Corporation recalled 4.2 million units and suspended the toy from the market in November 2007.

Mini hammocks from EZ Sales
After 12 confirmed fatalities by asphyxiation (of children aged 5-17) and numerous reports of near-death entrapments, these nylon mini hammocks came to be known as “death cocoons.” The culprit behind the flawed design was the lack of spreader bars at either end, which would keep the hammock open when children were swinging and/or resting in them. EZ Sales recalled nearly 3 million of these products and suspended sales indefinitely in August 1996.

Fisher-Price Power Wheels Motorcycle
These very real motorbikes looked like a shiny motorized toy, but in fact were quite dangerous machines. On certain models, the accelerator jammed and became stuck, leading to crashes and accident-inflicted injuries such as lacerations, sprains and broken bones. Fisher-Price recalled 218,000 Power Wheels motorcycles and took the “toy” off the market in August 2000.

Sky Dancers Flying Dolls
These Barbie-inspired 9-inch hard plastic dolls were designed to fly but lacked reliable controls, thus launching with incredible speed in unpredictable directions. After 150 reported injuries, including temporary blindness, broken ribs and teeth, mild concussions and lacerations, almost 9 million units were recalled by manufacturer Galoob Toys and all sales suspended in June 2000.

Easy-Bake Oven by Hasbro
Easy-Bake toy ovens have been around since the 1950’s, but this Hasbro model had a clear defect: the front-loading oven would trap tiny hands that were reaching inside of it-inflicting some 77 second- and third-degree burns to children’s hands and fingers, including one 5-year-old girl who required a partial finger amputation. Hasbro recalled the oven and stopped distribution in July 2007.

Jarts Lawn Darts
Jarts (a variable of lawn darts) were heavy, metal projectiles that sharply pierced whatever they struck -including many children. Lawn darts were responsible for 6,700 injuries and four deaths in the 1980’s and were permanently banned (in all varieties) in 1988.

Snacktime Cabbage Patch Dolls by Mattel
These models from the widely sought-after Cabbage Patch line of the 1980’s and 90’s had automated jaws that would “chew” whatever was placed in its mouth. The problem: the doll didn’t stop chewing. After 35 tiny fingers were reportedly injured by the chomping doll, Mattel removed the dolls from retail shelves in 1997 (although never formally “recalling” the product), and offered 500,000 customers a full refund.

Battlestar Galactica Missile Launcher
In 1978, Mattel launched a series of Battlestar Galactica toy missile launchers known individually as the Viper, the Cylon Raider, the Scarab and the Stellar Probe. In 1979, a child reportedly died after choking on one of the missile launchers-prompting Mattel to recall all BSG models and suspend production.

The Chicken Limbo Party Game
Manufactured by Milton Bradley, The Chicken Limbo Party game lacked sturdy support poles, therefore with the slightest touch, the entire apparatus could shake and collapse on participating children (and any bystanders). After 46 reports of the game collapsing and causing subsequent injuries such as bumps, bruises, welts, chipped teeth, and one fractured foot, Milton Bradley recalled 461,000 CLP units and suspended all sales in 2006.

Clackers
Clackers, which were marketed under a multitude of other names, consisted of two glass-like acrylic balls, each about the size of plum, which swung on either end of a string. The idea was to tug on the middle of the string until the balls swung faster and faster, smacking each other above and below your hand until the motion formed a stunning arc. However, being made of glass, the balls were heavy-leading to numerous reports of injury when they hit children’s faces, and when the balls themselves occasionally shattered, causing lacerations. Clackers were pulled from the shelves in 1981 and, later that year, a mandate was issued that any future product(s) be made with foam balls and nylon cords.

Article Source: http://EzineArticles.com/?expert=Lindsey_O’neil
http://EzineArticles.com/?The-10-Most-Dangerous-Recalled-Toys&id=1134540

Sound and sight delight newborns. Their sense of smell is acute and hence they identify so well with their care giver. This is when stimulation is high to touch, seeing and hearing and this is our best chance to slowly expose the child to life’s pleasures. It is a very surprising fact, that children have sound logics. Many times they identify items by way of color, shape and size. The smile and the twinkle in the eye on seeing a colourful object is their way of recognizing things and a sure reason to mark a milestone.

When we buy a rattle for a child, they are intrigued by the color and sound of it. Flying objects like a silly cloth hanging on the clothesline attracts their attention and they are often found squealing at the curtain or moving colourful items. Once the motor skills are achieved, probably by the age of two, it is the best time to introduce them to the colourful world.

Invest in a good clay set for starters and let them play with the same. Make a snail and snake and they will love/imitate the same. Appreciate surely. Teach them the basic color like red, blue, green, yellow, white and black. Buy a thick crayon stick and let them hold the same for an entire day. Anything novel is a fancy item. Slowly introduce the paper and let them do what they want with it.

The next week is exciting for both of you. Give them a crayon and demonstrate how to hold the same. Take a paper and scribble, doodle or draw a huge circle. They sure are amazed at the wonder. Encourage them to mimic the activity. Many kids may not be particularly fond of your coloring themes and for starters they may shred the paper or want to break the crayon. Use safe colors and please supervise to avoid accidental swallowing.

One need not be a painter or blessed with a artistic bone to teach the child to color. Invest your time and be with the child. Toddlers have keen interest in colors. Water colors are best for holiday recreation. Get to a family ‘painting Sunday’ in the garden and have your breakfast along with coloring. Each person needs to color a picture. Ready pictures are available in animal prints, vehicles, body parts and cute daily life activities.

Make a garden, a mountain, river with boats, fishes and a wide mouthed crocodile. Draw a star, sing a rhyme on astronomy and let your child color all the pictures. Clap hard and praise well ignoring the mess. Draw an edge for them near the outline and tell them to color the hair in black, brown or golden. They will slowly become independent and present you a colored picture for approval.

Outline alphabets, balls, houses, blocks and get them to know about magenta, turquoise and ash blue. Mix colors for them. Teach them to count and recognize words but end the revisions with coloring.

The best time to make wise use of colors is during festivals. Halloween coloring pages
and pumpkin carving using pumpkin stencils is the best way to enter the world of colors. Children can also learn cake decorating ideas, painting ideas and other coloring ways by exploring their creativity and thoughts.

Article Source: http://EzineArticles.com/?expert=Jennie_Amit_Gandhi
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Knowing when to wean your child off of breast milk and onto solid foods is really an issue that is decided based on the child’s development and their own rate of physical, emotional and mental growth. Some kids are ready early and others seem to take forever to get to the point where solid foods are their preferred method of eating. The following tips will help you decide what to do about this very big milestone in your child’s life.

1. Do not rush it – The American Academy of Pediatrics recommends that babies not begin eating solids until they are at least four to six months old. At this time, most infants will start to show signs that they are ready for solids. They will be able to sit up unsupported, will be able to pick up small items and will show an interest in what is on your dinner plate. Watching for the arbitrary signs of readiness will help you decide when the move is right for

2. Take your time – The tendency is to rush the baby to this point, but your baby needs time to adjust and to explore this new world. Gradually increase the amount of solid foods until your baby is eating the equivalent of one quarter cup of food at a sitting.

3. Food progression depends on the baby – There is no “guide” to offering your child solid foods. In fact, health history and their own likes and dislikes will determine what they are ready to eat and when.

4. Expect a mess – They are still learning how to coordinate their actions and what is supposed to go where. Plus, throwing food and getting attention is fun. If everyone learns to duck fast or wear protective gear, this phase will go much smoother. Most of their food is not going to end up in their mouth, so do not get upset. They will learn, eventually.

5. Do not overload your baby with options – The best time to introduce new foods to your baby is in the morning. This allows you to watch for signs of an allergic reaction, such as a rash, runny nose or congestion, and will allow you to modify their eating habits accordingly. Offer them one new food each week. Taking your time in offering food will allow you to pinpoint the exact food that caused the reaction and will also allow you to avoid those foods in the future.

6. Make meals social – Babies typically enjoy the time spent at the table with family. Make this an event that they will always look forward to. It teaches them social interaction and allows everyone to dote on the infant, which will make them feel wanted and loved.

Pretty soon, your child will develop into a bottomless pit that will scarf just about anything down. Enjoy this period when they are learning this new skill. If you plan it right and allow them to develop it slowly, you can also teach them eating habits that will last them a lifetime.

Tip #1

Calm down: Nothing gets baby more suspicious that he/she is not going to like something than a mom or dad who acts like something bad is going to happen. Create an atmosphere of fun for your baby by treating the replacement for the bottle as a prized possession, a gift, something really special that is just for them. Character cups are a fun way of helping your child look forward to using the cup instead of the bottle.

Tip #2

Don’t take the bottle away all at once - you are asking for a traumatic experience if you do. If your child is willing to progress this quickly then by all means go with the flow. Don’t initiate this kind of drastic change yourself. Looking to your child to be ready for bottle weaning is key to successful weaning.

Tip #3

Gradually introduce the cup to your child. The process of bottle weaning should be a gradual one. Most babies are having three main bottles by the time they reach their first birthday. By no means make their actual birthday the magic day either. There are enough surprises and stresses associated with a child’s first birthday (gifts, parties, guests & family members & possibly strangers over) that adding to all the commotion by trying something new like bottle weaning may just be too much for your little one. The process of changing from bottle to cup should be handled slowly and gradually. The best way is to substitute the cup for bottle. There are two ways to do this. The first way is to start with the morning bottle – Instead of giving the bottle give the cup. The second way is to use both at the morning feeding with more liquid (formula or milk) in the cup, then in the bottle. Your child will be thirsty and drain the bottle quickly. Show your child the cup and that there is more to drink this way. Encourage him/her to take a sip. Take a sip from your own cup and say “ummmmm yummy!”

Tip #4

Make the bottle not as attractive to your child by diluting the contents (formula or milk) and giving what is in the cup, what the child is used to receiving. Praise the child every time they drink from the cup. Make a game out of using the cup; for example - every time the child takes a sip you make an animal noise. You will get giggles and laughs and your child will want to hear your animal noises and you can encourage them to take another sip to hear another animal sound. Soon your child will be taking sips on their own, just to hear your moo, oink, chirp or cluck!

Tip #5

Progress from morning bottle to afternoon bottle and then the last substitute should be the bedtime bottle. To make this last transaction smoothly, create a relaxing and pleasant routine that includes the cup instead of the bottle. Use items like a favorite bedtime toy, book, blanket, or activity like rocking in a chair or being held while you read along with the cup of formula or milk. If you normally use a bedtime snack include calcium items to replace the quantity of milk in a bottle if your child drinks less formula or milk from the cup than they would from the bottle. This way they are still receiving enough of the nutrient, calcium as they normally would with the bottle. Snacks that would be good to use are: yogurt, cheese or pudding. The less sugar in these the better. Make sure that you brush their teeth for them afterwards.

1) Supervise your young children constantly, especially around water.

2) Install sturdy baby gates at the tops and bottoms of stairs.

3) Install child safety locks on cabinets to safely store matches and lighters, chemicals, cleaners, medicines, cosmetics, and other toxic and/or caustic products.

4) Purchase cleaners, household chemicals, medications and other potentially hazardous products with child resistant packaging.

5) Post the national Poison Control Hotline (1-800-222-1222) and other emergency numbers next to every phone.

6) Install a smoke alarm on every level of your home and near sleeping areas.

7) Install toilet seat locks; turn over all buckets and store them up high, where they cannot collect standing water or be reached by children. When young children are in the bath, near a pool, a toilet or other standing water, play close attention and stay within arm’s reach of them at all times.

8 ) Test faucet water at the tap and adjust water heater to 120°F or below.

9) If your home has a pool, surround it on all sides with installed fencing and a self-latching gate.

10) Never leave a child unattended near standing water, even for a moment.

11) Locate cribs, beds, chairs and other furniture away from windows.

12) Install window locks or safety guards on above-ground windows. Be sure they have a quick-release mechanism in case of fire.

13) Keep window treatment cords and sashes tied and stored up high overhead; purchase new mini-blinds that meet safety standards.

14) Store matches, lighters, candles and other fire tools out of children’s sight and reach, preferably in a locked cabinet.

In fact, according to the American Academy of Pediatrics, spanking happens at least once a week in 25 percent of two-parent, middle-class families. Why do so many parents end up spanking their kids? You might assume it’s because spanking works. But, in fact, spanking works if, and only if, you look at the short-term. Three-year-old Lucy picked up her toys with lightening-fast speed after her mom gave her a swat on the behind. However, Lucy’s teachers need to keep a close eye on her in the playground because she tends to bully the younger kids. What does one have to do with the other?

A crucial 2002 study takes a look at how spanking affects kids. Psychologist Elizabeth Thompson Gershoff of Columbia University’s National Center for Children in Poverty analyzed 62 years of collected data, and found that the more often a child is spanked, the greater is the risk of childhood aggression and other antisocial behaviors such as lying, cheating and bullying. Children who are raised with spankings are less likely to learn right from wrong, and are more likely to misbehave behind their parent’s backs. One of the pro-spanking mothers in my practice conceded, “My son behaves if I spank him– but I don’t know if he’s behaving out of fear or because he’s learning to distinguish right from wrong.” Clearly, spanking changes a child.

So, what’s the alternative? The following strategies are grounded in the belief that a child deserves to be treated with respect, even when he’s acting up.

Top 10 Ways to Handle Discipline Dilemmas

1. Be firm and be kind.
A child is more likely to hear what you’re saying if you use a neutral tone.

2. Pause.
There’s nothing wrong with saying, “I’m too angry to deal with this now. We’ll talk about it later.”

3. Teach your kids.
Instead of punishing a child for misbehaving, think in terms of teaching him to behave. “I don’t like it when you leave your skateboard in the front hall. Next time, please put it in the mudroom. How can I help you remember?”

4. Be positive.
Instead of saying, “How many times do I need to ask you to brush your teeth?” Say, “Go brush your teeth and let me know when you’ve finished so I can tuck you in.”

5. Give explanations, not threats.
By giving your child a brief explanation of why she needs to do as she’s told, you give her a reason to behave.

6. Refuse to get angry.
Instead of focusing on your child’s misbehavior and working yourself into a lather, think of each conflict as an opportunity to guide and direct your child.

7. Give incentives.
Inspire your child to cooperate with phrases like, “It’s time to go. Why don’t you go down the slide one more time and then let’s hustle. I want to get home in time to make cookies.”

8. Be flexible.
If your little one asks, “Can I just finish watching this show before we go?” be reasonable. If you have the time to spare, make room for your child’s requests. This is a great way for kids to learn about the art of negotiation.

9. Drop out of power struggles.
Nothing is as frustrating or less productive as having a showdown with your little one. Invite your child to cooperate by saying something like, “I’ve got a problem. I want you to wear a clean shirt and you insist on wearing the same old one every day. How can we solve this problem?” Your child is more likely to cooperate if he comes up with the solution.

10. Be smart.
Parents will often deal with problems in a set manner, even if their approach isn’t helping. If what you’re doing isn’t working, find a more effective way to handle the problem. Tip: It’s much easier to change your approach than it is to change your child. Ask yourself, “What can I do differently that will inspire a better reaction from my child?”

TIP: Remember these three important rules about punishment:

• Don’t assign a punishment when you’re angry
• Don’t use punishment as revenge.
• A more severe punishment is not necessarily a better one

Source: http://parenting.ivillage.com

Time-out Guidelines for Parents
Patrick C. Friman, Ph.D.
Girls and Boys Town

What is time-out?
Time-out is a way of disciplining your child for misbehavior without raising your hand or your voice. Time-out involves removing your child from the good stuff in life, for a small amount of time, immediately following misbehavior. Time-out for children is similar to penalties used for hockey players. When a hockey player has misbehaved on the ice, he is required to go to the penalty area for two minutes. The referee does not scream at, threaten, or hit the player. He merely blows the whistle and points to the penalty area. During the penalty time, the player is not allowed to play, only watch. Time-out bothers hockey players because they would rather play hockey than watch. Keep this hockey comparison in mind when using time-out for your child. Children usually do not like time-out because they would rather play than watch other kids play. So when you use time-out in response to a misbehavior, remove your child from whatever he or she is doing and have him or her sit down.

Where should the time-out area be located?
You do not have to use the same location each time. Just make sure the location is convenient for you. For example, using a downstairs chair is inconvenient when the problem behavior occurs upstairs. An adult-sized chair works best, but a step, footstool, bench, or couch will also work. Make sure the area is well-lit and free from all dangerous objects. Also make sure your child cannot watch TV or play with toys.

How long should time-out last?
The upper limit should be one quiet minute for every year your child has been alive. So if you have a 2-year-old, aim for two quiet minutes. Keep in mind, children do not like time-out, and they can be very public with their opinion. So it may take some time to get those two minutes. This is especially true in the beginning when children do not know the rules and still cannot believe you are doing this to them. For some reason, the calmer you remain, the more upset they are likely to become. This is all part of the process. Discipline works best when you administer it calmly.

So, do not begin the time until your child is calm and quiet. If your child is crying or throwing a tantrum, it does not count toward the required time. If you start the time because your child is quiet but he or she starts to cry or tantrum, wait until your child is quiet again and then start the time over. Do not let your child leave time-out unless he or she is calm; your child must remain seated and be quiet to get out of time-out. Some programs suggest using timers. Timers can be helpful but are not necessary. If you use one, remember the timer is to remind parents that time-out is over, not children.

What counts as quiet time?
Generally, quiet time occurs when your child is not angry or upset, and is not yelling or crying. You must decide when your child is calm and quiet. Some children get perfectly still and quiet while in they’re in time-out. Other children find it hard to sit still and not talk. Fidgeting and “happy talk” should usually count as being calm and quiet. For example, if your son sings or talks softly to himself, that counts as quiet time. Some children do what we call “dieseling,” which is the quiet sniffling that usually follows a tantrum. Since a “dieseling” child is usually trying to stop crying but cannot find the off switch, this also should be counted as quiet time.

What if the child leaves the chair before time is up?
Say nothing! Calmly (and physically) return your child to the chair. For children who are 2 to 4 years old, unscheduled departures from the chair are a chronic problem early in the time-out process. Stay calm and keep returning the child to the chair. If you tire or become angry, invite your spouse (or any adult who is nearby) to assist you as a tag-team partner. If you are alone and become overly tired or angry, retreat with honor. But when help arrives or when your strength returns, set the stage for another time-out.

What if my child misbehaves in the chair?
Say nothing and ignore everything that is not dangerous to child, yourself, and the furniture. I repeat: Say nothing! What do I mean by nothing? I mean not anything, the absence of something, the empty set, the amount of money you have when you have spent it all, the result of two minus two or what zero equals. I mean nothing. Most of your child’s behavior in the chair is an attempt to get you to react and say something, anything. So expect the unexpected, especially if you are a nagger, screamer, explainer, warner, reasoner, or just a talker. And I mean the unexpected. They may spit up, wet, blow their nose on their clothes (you may be tempted to say “Yecch” but…do not), strip, throw things, make unkind comments about your parenting skills, or simply say they do not love you anymore. Do not worry. They will love you again when their time is up, believe me.

When should I use time-out?
When you first start, use it for only one or two problem behaviors. After your child has learned to “do” time-out, you can expand the list of problem behaviors. In general, problem behaviors fall into three categories: 1) anything dangerous to self or others; 2) defiance and/or noncompliance; and 3) obnoxious or bothersome behavior. Use time-out for “1” and “2” and ignore anything in category “3.” If you cannot ignore something, move it into category “2” by issuing a command (e.g., “Take the goldfish out of the toilet.”). Then if the child does not comply, you can use time-out for noncompliance. Be sure to use time-out as consistently as possible. For example, try to place your child in time-out each time a targeted behavior occurs. I realize you cannot be 100 percent consistent because it is in our nature to adapt. But be as consistent as you can.

In general, immediately following a problem behavior, tell your child what he or she did and take him or her to time-out. (With older children, send them to time-out.) For example, you might say, “No hitting. Go to timeout.” Say this calmly and only once. Do not reason or give long explanations to your child. If your child does not go willingly, take him or her to time-out, using as little force as needed. For example, hold your daughter gently by the hand or wrist and walk to the time-out area. Or, carry her facing away from you (so that she does not confuse a hug and a trip to time-out). As I suggested earlier, avoid giving your child a lot of attention while he or she is being put in time-out. Do not argue with, threaten, or spank your child. And what should you say? Hint: Starts with “No”’ and ends with “thing.” Answer: Say nothing!

What do I do when time is up?
When the time-out period is over, ask your child, “Are you ready to get up?” Your child must answer yes in some way (or nod yes) before you give permission for him or her to get up. Do not talk about why the child went into time-out, how the child behaved while in time-out, or how you want your child to behave in the future. In other words, do not nag. If your child says “No,” answers in an angry tone of voice, or will not answer all, start time-out over again. If your child chooses to stay in the chair, fine. It is hard to cause real trouble in time-out.

What do I do when my child leaves the chair?
If you placed your child in time-out for not doing what you told him or her to do, repeat the instruction. This will help teach your child you mean business. It also gives your child a chance to behave in a way that is good for business. If he or she still does not obey the instruction, then place him or her in time-out again. In addition, add in a few other easy-to-follow, one-step commands. If he or she does them, praise the performance. If not, back to time-out. Generally, use this opportunity to train your child to follow your instructions when those instructions are delivered in a normal tone of voice without being repeated.

The general rule for ending time-out is to praise a good behavior. Once time-out is over, reward your child for the kinds of behaviors you want him or her to use. Catch them being good.

Should I explain the rules of time-out to my child?
Before using time-out, you should explain the rules to your child once. At a time when your child is not misbehaving, explain what time-out is (simply), which problem behaviors time-out will be used for, and how long time-out will last. Practice using time-out with your child before using the procedure. While practicing, remind your child you are “pretending” this time. They will still go “ballistic” when you do your first real time-outs, but you will be reassured that you have done your part to explain the fine print.

1. Choose time-out areas.
2. Explain time-out.
3. Use time-out every time the problem behaviors occur.
4. Be specific and brief when you explain why your child must go to time-out.
5. Do not talk to or look at your child during time-out.
6. If your child gets up from the chair, return him or her to the chair with no talking.
7. Your child must be calm and quiet to leave time-out once time is up.
8. Your child must answer yes politely when you ask, “Would you like to get up?”
9. If you wanted your child to follow an instruction, give him or her another chance after time-out is over. And, in general, deliver a few other easy-to-follow commands so your child clearly learns who is in charge and who is not.
10. Catch them being good.

Source: http://www.parenting.org