Family First - Winter/Spring 2019

Published by Sentinel Publications

FREE

Winter/Spring 2019 • Volume 14 • Issue 41

A Publication of the St. Croix County Early Childhood Interagency Council

Make ordinary activities extraordinary...

Think outside of the box...

A Scientific Solution The Newspaper for St. Croix Valley Parents with Young Children Photo by Sandy Brecht Photography * sandybrechtphotography.com * 651-308-0994

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2

Family First

WINTER/SPRING 2019

Important Numbers Area School Districts Baldwin-Woodville 715-684-3411

New Publisher For )DPLO\ )LUVW ,V $QQRXQFHG Sentinel Publications helps families and the community by joining forces with Family First The early childhood years are the most remarkable time of life--when our thoughts, ideas and nearly everything about the way we think can be molded. The first years of life, birth to age eight, are the most crucial time for brain development. Because of this influential time, Family First was created with the help of early childhood professionals, funding partners and advertisers, and publishers who helped build and sustain this publication for the past 14 years.

Messenger in Minnesota, is glad to be teaming up with the St. Croix County Early Childhood Agency Council to help us continue offering valuable information and resources to families with young children.

Local papers, including the Baldwin Bulletin and Amery Free Press, have been family owned and operated for nearly a hundred years each, so having a community and family-focused foundation adds strength to our publication, commented Tami Linden, Family First :H¡UH KDSS\ WR DQQRXQFH WKDW Editor. Family First is delivered Tom Stangl with Sentinel Publica- right to families by going home tions is our new publisher. The with children in schools and child publishing group, who also owns cares, at local agencies such as the Baldwin Bulletin, Amery Free the Family Resource Center St. Press, Osceola Sun, the Burnett Croix Valley and St. Croix County County Sentinel and the Country Birth to 3. It is also available at

all 10 libraries throughout St. Croix County, local businesses, convenience stores and many others.

Each year, nearly 21,000 papers are distributed to families throughout St. Croix County and are available at no charge. ´:H FRXOGQ¡W KDYH EHHQ DEOH WR help put valuable parenting information directly into the hands of parents without the help of all of our collaborating partners,â€? Linden said. “We are grateful to everyone who has helped us make even a little difference for families who want to find out more about their FKLOG¡V GHYHORSPHQW FUHDWLYH SDUenting ideas and activities that help children grow to be confident and successful adults later on.

Every child matters.

New Publisher, continued on pg. 3

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Family First

Publisher, Sentinel Publications, Tom Stangl * Editor, Tami Linden, familyfirst@cltcomm.net

Family First is made possible through a collabortive effort between the St. Croix County Early Childhood Interagency Council and RiverTowns Multimedia. The council’s make-up is varied including representatives from all seven St. Croix County School Districts; United Way St. Croix Valley, St. Croix County Birth to 3, Family Resource Center St. Croix Valley, University of Wisconsin Extension, University of Wisconsin River Falls, Child Care Partnership Resource and Referral, St. Croix County Public Health, Wisconsin Indianhead Technical College New Richmond, preschools, daycare and parents. The focus of Family First is early childhood development.

(DUO\ &KLOGKRRG ,QWHUDJHQF\ &RXQFLO 0HPEHUV :KR 3OD\HG D 5ROH LQ 'HYHORSLQJ WKLV LVVXH LQFOXGH Debbie Brennan

Kari Jo Fore

Molly Gerrish

Tracy Jacobson

Heather Prigge

Family First is supported in part by: School Districts of Baldwin-Woodville, Glenwood City, Hudson, New Richmond, River Falls, Somerset and St. Croix Central; United Way St. Croix Valley, St. Croix County Birth to 3, Family Resource Center St. Croix Valley, University of Wisconsin Extension, University of Wisconsin River Falls, Child Care Partnership Resource and Referral, St. Croix County Public Health, and Wisconsin Indianhead Technical College New Richmond

Glenwood City

715-265-4757

Hudson

715-377-3703

1HZ 5LFKPRQG

715-243-7411

River Falls

715-425-1800

6RPHUVHW

715-247-3313

St. Croix Central

715-796-5383

Agencies & Other Resources Child Care Partnership

800-782-1880

)DPLO\ 5HVRXUFH &HQWHU 6W &URL[ 9DOOH\ 715-684-4440 Free Clinic of Pierce & St. Croix Counties 715-307-3948 Grace Place

715-246-1222

Head Start, 1HZ 5LFKPRQG

715-246-3232

National Child Abuse & Neglect Hotline 800-422-4453 St. Croix County Birth to 3

715-246-8260

St. Croix County Child Protection 715-246-8260 St. Croix County Health +XPDQ 6HUYLFHV 715-246-6991 St. Croix County Public Health

715-246-8263

6W &URL[ 9DOOH\ Red Cross 651-439-0031 7KH 1HZ 5LFKPRQG Area Centre 715-246-2252 The Salvation $UP\

715-246-1222

Turning Point for 9LFWLPV RI 'RPHVWLF 6H[XDO 9LROHQFH 24 Hour Crisis number 800-345-5104 United Way 6W &URL[ 9DOOH\

715-377-0203

UW Extension

715-531-1930

Wisconsin Statewide Parent Educator ,QLWLDWLYH :63(,

612-810-5608

West CAP Glenwood City

715-265-4271

YMCA, Hudson

715-386-1616

WINTER/SPRING 2019

Inside Page

4 HomeWord: Advice about home & family LVVXHV IDFLQJ WRGD\¡V SDUHQWV

Make ordinary activities extraordinary...

5 Nuts and Bolts of Parenting from Dad’s Perspective 3LOH RQ \RXU ZLQWHU FORWKHV DQG ZDGGOH RXWVLGH ZLWK \RXU NLGV

6 &RPLQJ WR 5LYHU )DOOV $SULO WK

Free Family Fun Musical Event 2QH PRP¡V VWUXJJOH ZLWK SRVWSDUWXP GHSUHVVLRQ

‘Meeting other moms was key’ 7 SEEING IS

BELIEVING...

Find out what’s really behind your child’s behavior

8 Think outside of the box, a scientific solution 16 Habits of Mind help both children and adults sharpen problem solving skills Teaching your child to ask questions instills critical thinking skills

PROVIDING HOPE AND A HAND UP Our Neighbors’ Place in River Falls provides support, shelter and housing services for those in need All of us have had moments in our lives when we needed a helping KDQG ZKHWKHU LW¡V EHFDXVH RI RYHUwhelming debt, trauma or an accident, the loss of a job, or a divorce or death in the family. Sometimes a helping hand, support and a friend are what we need most!

gram works to meet the nutritional QHHGV RI WKH FRPPXQLW\¡V FKLOGUHQ by connecting with volunteers, nonprofits, food shelves and food banks to play a role in making sure families do not go hungry. Also, free and reduced clothing is also available at the Closet for clients and the community.

Nestled in the trees on a quiet residential street in River Falls, Our 1HLJKERUV¡ 3ODFH LV WKHUH WR KHOS those in need. Ollie, the only permanent resident with four legs, greets you at the door. Sara, a social workHU DQG 6KHOO\ 2XU 1HLJKERUV¡ 3ODFH director are close behind. Some say that going there is like visiting a friend. ´7KH\¡YH EHHQ WKHUH RQ P\ SDWK and encouraging my journey through many good and bad times,â€? a client said. “All of the services have impacted our lives and community, and I appreciate each and every detail of the services we use.â€?

´:H¡UH KHUH WR SURYLGH KHOS DQG encouragement to families and individuals,â€? Sara said, “and hopeIXOO\ PDNH RXU FOLHQWV¡ MRXUQH\V MXVW a little bit easier---always in a welcoming and non-judgmental way.â€?

She added that donors and volunteers are also essential to the VXFFHVV RI 2XU 1HLJKERUV¡ 3ODFH ´:H would not be here without all of the support from the community, volunteers, businesses and donors. Separately, LW MXVW GRHVQ¡W ZRUN EXW WRJHWKHU ZH can make a tremendous impact in the 2XU 1HLJKERUV¡ 3ODFH VHUYLFHV KDYH lives of families and individuals who expanded extensively in the last three just need a hand up!� years. Some of the services now offered 2XU 1HLJKERUV¡ 3ODFH LV D KHOSIXO include Transitional Housing, the Backpack program, the Closet Store and the service and place to go when in need, whether for housing, advocacy, hunger Day Center. or other need. But what makes Our Programs and Community 1HLJKERUV¡ 3ODFH VWDQG RXW LV WKHLU Impact. 2XU 1HLJKERUV¡ 3ODFH ,QF LV D unique approach to caring for their nonprofit organization that provides sup- FOLHQWV ´7KH ELJJHVW VHUYLFH WKH\¡YH port, shelter and housing services to fos- provided us is offering their kindness, ter self-determination in Pierce and St. support and encouragement,� anothCroix Counties. They also support the HU FOLHQW VDLG ´$V D UHVXOW WKH\¡YH community with four programs designed empowered me to take care of my to help meet basic needs with a holistic GDXJKWHU¡V QHHGV ZKLOH , ZDV VHDUFKapproach to strengthening families. ing for a job and looking toward a The Day Center provides comprehen- EULJKWHU IXWXUH 2XU 1HLJKERUV¡ 3ODFH LV sive housing support and general advo- truly amazing!� cacy. The Transitional Housing program For more information, visit the Our VXSSRUWV D IDPLO\¡V QHHG IRU VKHOWHU ORQ- 1HLJKERUV¡ 3ODFH )DFHERRN SDJH RU ger term, while helping ensure a safe their web site at ourneighborsplace. place to live and security for those who org. You can also call them at 715-426are residents there. The Backpack Pro- 9000. directors, and was funded through organizations, churches and other donations.

At that time, the main focus was serving housing needs, but they also offered food, free clothing, laundry services and JLIW FDUGV WR VWUHWFK WKH IDPLO\¡V EXGJHW

2XU 1HLJKERU¡V 3ODFH KDV EHHQ FRQnecting families with support, shelter and housing services since 2009. “Local FKXUFKHV UHFRJQL]HG WKDW PDQ\ IDPLOLHV¡ basic needs, food, gas, shelter and clothing, were not being met in the community, and it was overwhelming for the churches to tackle this situation solely on their own,â€? said Sara Fathaeur, Our 1HLJKERUV¡ 3ODFH FDVH PDQDJHU ´7KH\ were in a crisis situation but wanted to do something to solve the problem.â€? As a result, area churches came together and opened the Day Center to help serve those needs. “Rather than helping with these necessities one at a time, they concluded that they could best serve the community by helping provide all of the services under one roof,â€? Sara said.

From 2009 to 2015, the Center was run mostly by volunteers and a board of

New Publisher article continued from pg. 2 Since 2005, more than 294,000 papers have been printed and distributed to St. Croix County area families.

9 7 ways parents and caregivers can make problemsolving opportunities more meaningful

10 Look Mommy...

I Did It! Ages and Stages of Self-Help Development Advertisements: Tara Daun Office, 715-684-2484 Cell, 612-719-0453 sales@baldwin-bulletin.com

3

Family First

More than 20 free Family Events have been held throughout the County. Each event features hands-on activities, education, free food and a whole lot of family fun! This girl is enjoying getting messy with an ooey gooey sensory activity.

The St. Croix County Early Childhood Interagency Council was created to increase awareness on the importance of early childhood development along with helping provide better services for young children and families. In addition to Family First, the Early Childhood Interagency Council hosts free community events for families with young children and parenting classes that positively impact families through outcome-based programs.

We hope that you find the information in Family First newspaper to be valuable and applicable to everyday life because, after all,

President John F. Kennedy said it EHVW ´&KLOGUHQ DUH WKH ZRUOG¡V PRVW valuable resource and its best hope for the future.� Because of this, early childhood development matters to all of us.

Thank to our funders and advertisers for helping make Family First possible.

Funders include: School Districts of Baldwin-Woodville, Glenwood City, Hudson, New Richmond, River Falls, Somerset and St. Croix Central; United Way St. Croix Valley, St. Croix County Birth to 3, Family Resource Center St. Croix Valley, University of Wisconsin Extension, Child Care Partnership Resource and Referral, St. Croix County Public Health, and Wisconsin Indianhead Technical College-New Richmond.

4

Family First

HomeWord

WINTER/SPRING 2019

Advice about home & family issues facing today’s parents

Make ordinary activities extraordinary RUGLQDU\ DFWLYLWLHV VWUHQJWKHQ WKLQNLQJ GHYHORSPHQW in surprising ways answers they give are unexpected. Use this as a learning opportunity to share your knowledge and open the door to spark curiosity on a new concept, skill or topic. *Play with everyday items. Playing with everyday items is educational, fun and cost effective. Encourage your child to match various-sized lids to their accompanying pots and pans or arrange them in order from biggest to smallest.

Get out some wooden spoons and now you have a drum set. Depending on your FKLOG¡V DJH FKRRVH WKLQJV OLNH SODVWLF VSRRQV UXEEHU EDQGV RU FORWKHVSLQV IRU an open-ended building game. *Offering choices equals better self-control. Executive function is the EUDLQ¡V DELOLW\ WR SODQ IRFXV UHPHPEHU DQG GHPRQVWUDWH VHOI FRQWURO :KHQ \RX offer your child choices, he or she feels more independent and in control, which helps him or her learn to make confident decisions that affect the day. Children learn to tune in and remember when the focus is on their wants and needs. “Would you like to wear the brown shorts or the blue shorts?â€? “Would you like string cheese or yogurt with your lunch?â€? or “Where should we read this book together?â€? *Work that memory! Memory games like Go Fish or Concentration help GHYHORS QHXURQ FRQQHFWLRQV LQ HDUO\ OHDUQHUV¡ EUDLQV DQG DOVR VHUYH WR LQFUHDVH working memory. Memory games lend themselves to quiet concentration in early 3DUHQWLQJ LV WKH KDUGHVW MRE \RX¡OO HYHU ORYHÂłand WKH PRVW LPSRUWDQW MRE \RX¡OO learners, which assists in the development of focus and an increased attention ever have! This column, HomeWord, addresses daily challenges and celebra- span. Other memory activities can be games like “Everything I did today,â€? (Have tions of being a parent. One reader wants to know how to connect with her child your child recall everything he or she did that day with as much detail as possible.) or “Grocery Listâ€? (Have your child “writeâ€? down everything needed from a LQ ZD\V WKDW VWUHQJWKHQ KHU GDXJKWHU¡V WKLQNLQJ JURZWK DQG GHYHORSPHQW trip to the store and then “readâ€? it back to you.) Check out this link for more great 4XHVWLRQ 7KHUH¡V VR PXFK LQIRUPDWLRQ DYDLODEOH RQ KRZ WR KHOS \RXU FKLOG suggestions for memory games: http://www.activityvillage.co.uk/memory-games JURZ DQG GHYHORS EXW , GRQ¡W NQRZ ZKHUH WR VWDUW , ZDQW WR NQRZ ZKDW , FDQ GR /HW¡V SUHWHQG 3UHWHQG RU LPDJLQDU\ SOD\ LV HVVHQWLDO IRU HDUO\ OHDUQHUV¡ FRJQLWR WHDFK P\ GDXJKWHU KRZ EH FXULRXV DERXW KHU ZRUOG DQG ORYH WR OHDUQ , NQRZ tive development of imagination, curiosity, and problem-solving skills. Imaginary WKDW WR\V ZLWK EHOOV DQG ZKLVWOHV DUH QRW WKH ZD\ WR LQFUHDVH P\ FKLOG¡V LQWHUHVW play assists early learners in developing focus and concentration skills through LQ ZKDW¡V JRLQJ RQ DURXQG KHU EXW ,¡P QRW VXUH ZKHUH WR VWDUW 'R \RX KDYH DQ\ working with material and thoughts that they are interested in. Some of the simVXJJHVWLRQV" plest things can spark the imagination of a child: an empty cardboard box can Cognitive development, also called “thinking development,â€? is the way a child become a school bus or a cave for a bear. Let your child lead you wherever their learns, acquires knowledge and information and interacts with his or her environ- imagination takes you. Many adults find it difficult to fully participate in imagiment. Cognitive skills are obtained at certain developmental milestones, but a nary play with early learners, but there are plenty of great resources available. child of any ability will benefit from activities that promote active learning. As a Learning 4 Kids (http://www.learning4kids.net/2011/12/30/what-is-imaginativeSDUHQW \RX FDQ EXLOG RQ \RXU FKLOG¡V WKLQNLQJ GHYHORSPHQW E\ IRFXVLQJ RQ VNLOOV play-and-how-to-encourage-it/) has a wonderful how-to guide instructing adults such as memory, concentration, attention and perception. Incorporating a few in how to facilitate pretend play with early learners---without having to come up simple games and activities into your everyday routine can strengthen cognitive with a whole imaginary world out of nowhere! development in fun and playful ways. *Take a trip. Even the most routine place can turn into an adventure. Give +HUH DUH VRPH LGHDV WR VWUHQJWKHQ \RXU FKLOG¡V WKLQNLQJ GHYHORSPHQW LQ your child a challenge while waiting in line at the grocery store or post office: surprising ways: “How many circles can you see?â€? “How many times did you hear a phone ring?

Do you see any foods here that we have at home?â€? Ask him or her questions *Sing! Music is one of the best ways to encourage curiosity. Sing songs with while you explore familiar places in a whole new way and listen to his or her \RXU FKLOG DQG HQFRXUDJH KLP RU KHU WR VLQJ DORQJ ZLWK \RX 3OD\ \RXU FKLOG¡V responses and reactions. These adventures can provide a learning experience favorite songs and music at home and in the car regularly. Singing promotes for both of you. memory and word identification. Child development expert Bev Bos called Try these simple games and activities with your children and watch them grow songs “the hooks to hang memories on.â€? Music strengthens parts of the brain and become more curious and aware of the exciting and ever-changing world that allows us to retain and more easily recall information.

DURXQG WKHP 7KH DGGHG ERQXV LV WKDW \RX¡OO KDYH PDQ\ ZRQGHUIXO PHPRULHV WKDW *Listen closely. Have your child identify noises that he or she hears through- \RX¡YH FUHDWHG WRJHWKHU out the day (i.e. a bird singing, a car horn, running water or the dishwasher.) She Tracy Jacobson is an Early Childhood Education Instructor at Wisconsin Indianhead Techwill begin to understand how sounds relate to objects in everyday environments. nical College – New Richmond. tracy.jacobson@witc.edu Recognizing and remembering sounds is a pathway skill to later success in reading and writing. This game also teaches young children to really focus on what As a parent, you can build on your child’s thinking he or she is hearing and gives the brain the chance to tap into prior knowledge development by focusing on skills such as memory, to name the sound. New sounds allow for great opportunities for guessing and concentration, attention and perception by making connections by using earlier experiences.

“

*Question and answer. Another way to help your child learn to think for him or herself is to ask questions: “Which toy should we pick up first when we clean up the living room?â€? “Why is it important to walk down the stairs slowly?â€? “How did that squirrel get into the tree?â€? Asking questions helps children learn how to problem solve and better understand how the environment works. Keep the IRFXV RQ RSHQ HQGHG TXHVWLRQLQJ WR HQFRXUDJH WKRXJKWIXO DQVZHUV ,W¡V RN LI WKH

incorporating simple games and activities into your routine.�

Tracy Jacobson, Early Childhood Education Instructor Wisconsin Indianhead Technical College - New Richmond

WINTER/SPRING 2019

5

Family First

Nuts and Bolts of Parenting from Dad’s Perspective 3LOH RQ \RXU ZLQWHU FORWKHV DQG ZDGGOH RXWVLGH ZLWK \RXU NLGV After the preparations are Bundle up, take the kids outside made and we slug through DQG VKRZ WKHP ZKDW \RX¡UH PDGH of, because one thing I really like day-after-day of moderately about winter is that it challeng- cold temperatures and a lites the spirit. Somehow it seems tle sunlight, it takes a great that we approach the possibility of deal of will power to go outextreme cold with more determina- side and play with the kids. tion than the possibility of extreme One thing that intrigues me KHDW :KHQ LW¡V GHJUHHV RXW- is while adults are “freezside, you just want to lie on the ing their buns off outside,â€? tile floor in the kitchen next to the NLGV GRQ¡W HYHU VHHP WR JHW cold and fridge.

When Editor’s Note: As a stay-at-home still want LW¡V GHJUHHV father of three daughters, Todd stay below zero with Edelman puts a humorous spin on to outside, even the wind-chill, his out-look of life at home endurthough their little you bundle up ing the hustle and bustle of running noses are redder and show the the children around town, trying to keep up with the housework, WKDQ 5XGROSK¡V world what \RX¡UH PDGH and taking the kids to all of their :HOO ZH¡UH WKH appointments. Moms and Dads, of‌Makes you ones who chose ZRQGHU GRHVQ¡W alike, can relate to Todd’s thoughtto live in the great provoking perspective on the it? white north, so “twists and turnsâ€? of parenthood. tough it out! It Among many practical things builds character! to stay warm this winter, like turn- If you examine your memory bank, ing the thermostat down to 68 \RX¡OO OLNHO\ ILQG WKDW PRVW RI \RXU degrees and fixing that door that fond winter memories were simple leaked in arctic cold air all last and inexpensive. Did you make ZLQWHU ZH¡UH DOVR GRLQJ VRPH QRW a snowman with a carrot nose, so-practical things to keep Old scarf and sticks for arms? Did you Man Winter from knocking down make snow angels, have snowball RXU GRRU ,¡YH VSHQW VHYHUDO KRXUV fights and go sledding on your little working our chicken shed to try EOXH SODVWLF VOHG WKDW ZDVQ¡W YHU\ and keep the chickens from freez- comfortable---but “Wow!â€? could it ing their beaks off. Expanding go! Did you learn to ice skate on foam, straw and sawdust were my a pond or an outdoor rink? When tools to fend off Mother Nature. our kids remember these things in

Directors of Special Education/ Pupil Services Baldwin–Woodville Leah Johnson-Freer, 684-3334, ext 2202 lfreer@bwsd.k12.wi.us Glenwood City Nicole Brite, 265-4757 britenic@gcsd.k12.wi.us Hudson Erin Schiltgen, 377-3703 schiltee@hudsonraiders.org New Richmond Kathy Rogers, 243-7426 krogers@newrichmond.k12.wi.us River Falls Jackie Steinhoff, 425-1800, ext 1115 jackie.steinhoff@rfsd.k12.wi.us

By Todd Ede lman decades to FRPH ZH¡OO NQRZ WKDW ZH KDG DQ influence on them.

II \RXU NLGV DUHQ¡W WRR ROG \RX might be able to impress them with a few magic tricks in winter. You could show what happens to a can of diet coke when you leave it out overnight. Or you could have them fill up a bowl with “cleanâ€? snow and then show them the specks of dirt floating in the bowl after it melts.

So, pile on your winter clothes and waddle out there in your snowmobile suit, two pairs of mittens, wool scarf and puffy boots. What seems like another sacrifice for your children will likely bring you more happiness than you ever expected.

Somerset Abbiegail Bohatta, 247-4848, ext. 575 abohatta@somerset.k12.wi.us St. Croix Central Pat Basche, 749-3119 pbasche@scc.k12.wi.us

Area Libraries Baldwin Public Library 684-3813 Deer Park Public Library 269-5464 Glenwood City Public Library 265-7443 Hammond Community 796-2281 Hudson Area Joint Library 386-3101 New Richmond, Friday Memorial Library 243-0431 River Falls Public Library 425-0905 Roberts, Hazel Mackin Community Library 749-3849 Somerset Public Library 247-5228 Woodville Public Library

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6

Family First

WINTER/SPRING 2019

One Mom’s Struggle with Depression:

Coming to River Falls April 9th

Free Family Fun Musical Event

Event Tuesday, April 9th from 5-6:45 pm at the School District of River Falls Academy Building located at 421 West Maple Street, River Falls.

Families with young children will enjoy a night of fun including free food, hands-on creative and educational activity stations and community resources. Special musical performer, Tom Pease, will give a child-centered performance with interactive songs from 6-6:45 pm.

These girls are having fun at a )DPLO\ )XQ 1LJKW DFWLYLW\ station hosted by early childhood teacher education students.

Young children and their families throughout St. Croix and Pierce Counties are invited to a free Family Musical

The Family Fun Musical Event is free to all families in St. Croix County with children infant to age 8, and is made possible through the St. Croix County Early Childhood Interagency Council.

For information or to register, email Sara.flatten@rfsd.k12.wi.us or call Sara at 715-425-7645. Registration begins March 4th.

ST. BRIDGET PARISH SCHOOL (PREK-8) RIVER FALLS

‘Meeting other moms was key’ When participant Kat and her family moved to the St. Croix Valley her husband Eric has just started a new job and their son Liam was 4 months old. A native of the United Kingdom, Kat had struggled with mental health prior WR /LDP¡V ELUWK DQG complications during pregnancy and birth intensified her depression.

P o s t - d e l i v e r y, she felt isolated and unable to bond with KHU EDE\ ´, GLGQ¡W ORYH KLP ¾ VDLG .DW ´, GLGQ¡W understand how a person FRXOGQ¡W ORYH KHU FKLOG ¾ 6KH EHJDQ counseling and medication and was referred to Family Resource Center St. Croix Valley for support with parenting and child development.

During her first home visit, parent educator Robbyn began playing with Liam, and even though Kat resisted at first, Robbyn drew her in. “I warmed up,� she said. “Robbyn showed me how to begin bonding with him.�

After several home visits, Eric and Kat brought Liam to Baby & Me. Kat recounted meeting mom Dani and her daughter Sara; they began talking and realized their babies had the same birthday. “I realized later that it was the first time I had felt excited talking about KLP Âľ VDLG .DW $W ILUVW VKH GLGQ¡W ZDQW to share with other parents, but as she started to open up, Kat realized she had lost herself. “Participating in the group helped me to think positively,â€?

said Kat. “I started wanting to do more things. Meeting other moms was key.�

When Liam and Sara turned a year, it was time to move on to Play & Learn. Kat was nervous about making the transition to a new group, but having Dani there for support made all the difference. She said it also helps that the kids get along so ZHOO ´7KH\¡YH NQRZQ each other since 5 months old, [so] they GRQ¡W NQRZ D WLPH ZLWKout each other.â€? “I can safely say that I love KLP QRZ Âľ .DW VWDWHG ´:H¡YH JURZQ E\ leaps and bounds together.â€?

0HQWDO LOOQHVVHV DUH FRPPRQ LQ WKH 8QLWHG 6WDWHV ZLWK WHQV RI PLOOLRQV RI SHRSOH DIIHFWHG HDFK \HDU 3DUHQWV H[SHULHQFLQJ SRVWSDUWXP GHSUHVVLRQ FDQ IHHO H[WUHPH VDGQHVV DQ[LHW\ DQG H[KDXVWLRQ ZKLFK FDQ PDNH LW GLIILFXOW WR FDUH IRU DQ LQIDQW RU FDUH IRU WKHPVHOYHV ,I \RX IHHO \RX PD\ EH H[SHULHQFLQJ V\PSWRPV RI GHSUHVVLRQ FRQWDFW \RXU KHDOWK FDUH SURYLGHU Kristin Thompson is Development and Communications Coordinator at the Family Resource Center St. Croix Valley and mom of two children. kristin@frcscv.org

“I can safely say I love him now. We’ve grown by leaps and bounds together.�

Kat, about her son now, after suffering from postpartum depression

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Family First

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SEEING IS BELIEVING...

Find out what’s really behind your child’s behavior

Kids are always keeping us wondering with the WKLQJV WKH\ VD\ DQG GR EXW UHDOO\ WKH\¡UH MXVW WU\ing to communicate with us.

her softball game he would sneak into her room and “steal� from her stash of candy bars, which he discovered were in her bottom drawer.

Sometimes you may wonder: ‡ “Why does he always smear his lunch all over his face and than grin, seemingly to see what my reaction will be?�

My “mom sleuth skills� and applying the observation technique helped me reach the conclusion that he was eating too much candy, got a stomachache, and would run and hide so that he was not caught in his naughty antics of taking candy from his older sister. Of course, the situation was properly addressed and the behavior ceased.

Once I had a plan in place, to observe, I quickly found out the reason for his behavior. This can be applied to nearly every situation. The key is to observe and write down the patterns of behavior.

‡ ´+RZ PDQ\ WLPHV GR , KDYH WR WHOO KHU WKDW LW¡V not okay to give the cat a bath in the toilet?�

‡ ´:K\ LV LW DOZD\V œEDWKURRP WLPH¡ ZKHQ ZH have to rush out the door to go to preschool, even though she was reminded several times DQG œGLGQ¡W KDYH WR JR¡ MXVW PLQXWHV EHIRUH"¾ Early childhood professionals such as teachers, childcare providers and many in the medical community have been taught that DOO behavior is comPXQLFDWLRQ %XW ZKDW GRHV \RXU FKLOG¡V EHKDYLRU really mean?

Here are several tips on ways you can observe, docuPHQW DQG DQDO\]H FKLOGUHQ¡V EHKDYLRU WR UHFRJQL]H what your child is trying to tell you:

Don’t assume that the reason for your child’s behavior is necessarily bad.

Oftentimes they’re curious, which is a good thing. Don’t assume he’ll knock these boxes down. He just wants to join in.

Be a Detective and See the Patterns. .LGV GRQ¡W GR peculiar things for “no reason at all.â€? They are telling you something and are acting out with a particular outcome in mind. When you put on your “detective hat,â€? you will be able to understand her actions and discover how to stop her seemingly misguided behavior.

Practice your ABCs. 1R \RX GRQ¡W KDYH WR practice the alphabet--- the ABCs are the “Antecedent-Behavior-Consequenceâ€? model (ABC for short) that teachers and early childhood professionals use when trying to determine where a FKLOG¡V EHKDYLRU LV FRPLQJ IURP 7KURXJK WKLV PHWKRG \RX will observe what happened before the behavior, what the behavior was, and what happened right afterwards. When you have your pen out to jot down what the behavior was, also make notes about what happened before and after the incident.

Keep a Daily Journal with What You See. Once \RX¡YH SUDFWLFHG WKLV VWUDWHJ\ D IHZ WLPHV DQG \RX¡UH DEOH WR VHH VRPH UHVXOWV WKLV VNLOO ZLOO FRPH QDWXUDOO\ DQG \RX¡OO EH RII WR EHLQJ D SDUHQWLQJ SUR %\ JDWKHULQJ WKH IDFWV \RX¡OO UHFRJQL]H WKH SDWWHUQV DQG ZLOO EH DEOH WR FKDQJH \RXU 7DNH RXW D SHQ RU D FUD\RQ LI LW¡V FORVHU DQG ZULWH GRZQ \RXU REVHUYDWLRQV ,W FKLOG¡V EHKDYLRU ,I \RX ZDQW WR WDNH LW D VWHS IXUWKHU NHHS D GDLO\ MRXUQDO ZLWK may seem too easy to do to really make a difference, but you will then be able what you observe. Not only will you begin to see patterns of challenging behavto recognize patterns you probably would not have otherwise seen. ior, you will also begin to recognize the many positive ways that your child interA Real Super Sleuth Story. Many years ago when my son was almost five, acts and communicates with you and others. By keeping a daily journal, you KH ZRXOG UXQ DQG KLGH XQGHU WKH EHG LQ D SLOH RI FOHDQ FORWKHV LQ KLV VLVWHU¡V ZLOO RQH GD\ ORRN EDFN RQ DOO RI WKH ZRQGHUIXO DFFRXQWV RI \RXU FKLOG¡V EHKDYLRU FORVHW DQG KH ZRXOGQ¡W FRPH RXW $IWHU VHDUFKLQJ IRU KLP DQG FDOOLQJ KLV QDPH and celebrate some of the experiences that made her uniquely who she is.

KH ZRXOG ILQDOO\ DSSHDU $IWHU HDFK LQFLGHQW ZKHQ ,¡G DVN KLP ZKHUH KH ZDV KLG$W ILUVW WKLV PHWKRG PD\ VHHP D OLWWOH DZNZDUG EXW \RX¡OO TXLFNO\ ILQG RXW WKDW LQJ DQG ZKDW KH ZDV DIUDLG RI KH¡G MXVW UHSO\ ´, GRQ¡W NQRZ 0RPPD Âľ DQG VFXUU\ by just adding this one more task to your parenting “to do list,â€? the outcomes off to play with his Matchbox cars or Tonka trucks again. It was obvious to me will be worth it. By taking just a few steps---observing and jotting down some that he was “runningâ€? from something, but there was no real reason for alarm.

QRWHV \RX¡OO KDYH D EHWWHU XQGHUVWDQGLQJ RI \RX¡UH OLWWOH RQH¡V EHKDYLRU DQG This situation seemed to happen around the same time---about 7 pm, just everyone will sleep much easier knowing the mystery has been solved. before he was to go to bed. I decided that I could do my own detective work Source: https://www.naeyc.org/our-work/families/observation-key-to-underto find out the real reason he would “run and hideâ€? from the boogeyman. So I put on my detective sleuth hat and watched him to find out what was really up. standing-your-child; Observation: The Key to Understanding Your Child; It turned out that when his sister, who was in high school at the time, went to Jarrod Green.

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8

Family First

WINTER/SPRING 2019

Think outside of the box, a scientific solution 16 Habits of Mind help both adults and children sharpen problem-solving skills Just as adults can get “stuck� in how they think or approach a problem, so can children. How a person approaches a new situation or problem is often highly influenced by several characteristics known as the Habits of Mind. The Habits of Mind (HoM) are 16 behaviors that people demonstrate as they try to figure something out, engage in problem solving, or produce new knowledge. These behaviors are essential in children as they help to encourage active problem solving and assertiveness. The HoM can also encourage children (and adults) to see things in new ways, try various solutions, and think outside of the box.

16 Habits of Mind include: ‡ Persisting- sticking to a task

‡ Managing impulsivity- the ability to delay gratification, consider various options

‡ Listening with understanding and empathy- the ability to see things from RWKHU¡V SRLQWV RI YLHZ

‡ Thinking flexibly- the ability to change your perspective and consider other SHRSOH¡V LGHDV ‡ Thinking about thinking- the ability to be self-aware and reflect on your thoughts and actions

‡ Striving for accuracy- checking your work for errors or omissions ‡ Questioning- the ability to question what you know and consider what else you need to know to solve a problem ‡ Applying past knowledge to new situations- using what you already know and applying it to new situations

‡ Thinking and communicating with clarity- the ability to communicate your message clearly and articulating

‡ Gathering data through all the senses- looking, listening, taking note of smells, tastes and textures; using the senses to gather information

‡ Creating, imagining and innovating- thinking about how something might be done differently, innovating/trying new ways ‡ Responding with wonderment and awe- the ability to notice the beauty and wonder of the world around us ‡ Taking responsible risks- trying something new and different, outside the comfort zone

‡ Finding humor- ability to see the humor in situations and laugh at circum-

stances

‡ Thinking interdependently- working with others, collaborating ‡ Remaining open to continuous learning- open to new ideas, new experiences When children are faced with new situations they are not sure how to handle, it is often easier to rush in and “rescue� them. For instance, rather than watching your child struggle with zipping up her coat as she prepares to go outside to play, you may feel that it is faster and easier to just do it for her. When we do this task for our child, however, we take away meaningful learning opportunities.

Turn Problems into Opportunities. How we handle problems greatly depends on our ability to think through solutions, try out options, and problem solve. Problem solving is an in-born characteristic, evident from birth as children use the rooting reflex, turning toward the source of food---typically a breast or bottle. Children are faced with problems and situations that they cannot readily figure out on a daily basis. There are many opportunities for growth and development, both cognitively and physically, that are presented by everyday “problems.�

Practice and Repetition are Essential. Children are given a wonderful learning opportunity when they are given the freedom to think through a task, try it out and solve it on their own. Problem solving and self-help skills need practice and repetition throughout life. Oftentimes, parents and caregivers want to rush in and rescue a young child from experiencing any kind of discomfort or frustration, but what that frustration can often lead to are opportunities for creative thinking and experiments that teach a child first-hand how to think on their feet.

Keep in mind that trusted adults should recognize when the child has had enough and intervene before the child gives up or reaches a level of frustration WKDW LV QRW FRQGXFLYH WR FULWLFDO WKLQNLQJ 8QGHUVWDQGLQJ \RXU FKLOG¡V ´RSWLPDO OHYHO of frustration� is key in knowing when to intervene and when to wait because each child has his or her own threshold for frustration.

Building Blocks for Creative and Effective Problem Solving. How a person applies each of the 16 Habits of Mind depends on several factors, including personality, values, attitudes and past experiences. You may notice that you exhibit some of the factors, but not others---or a combination of many of these.

By helping to cultivate the HoM in children, teachers and parents are offering building blocks for creative and effective problem solving and critical thinking in childhood and beyond.

Referances for this article on page 9 Molly K. Gerrish, Ph.D. is Associate Professor-Early Childhood Education; Director of Early Childhood Minor Program; Academic Program Director – Early Childhood Degree Completion Program, Teacher Education Department at the University of Wisconsin-River Falls. molly.gerrish@uwrf.edu

Teaching your child to ask questions instills FULWLFDO WKLQNLQJ VNLOOV DQG D ZKROH ORW PRUH The ability to utilize critical thinking is crucial for academic success and every day interactions. Educators want children to be able to ask questions, think through possibilities, and try out various ways of getting something done.

By modeling patience and persistence adults can help children gain important life skills. Children often learn how to deal with problems by watching and imitating what they see others do. By providing a model that helps children see the benefits of persistence and creativity, adults can aid in the creation of a child who does not give up How it works. The term “process vs. product� emphasizes the importance of the pathways that children take in figuring something out. The process used by the child shows his/her level of understanding of spatial relations, cause and effect, and their ability to stick with a task until it is finished (persistence.)

5 ways adults can model patience and persistence to help children gain important life skills: ‡ Follow-through on what you say you will do. Whether you promised \RX ZRXOG WDNH WLPH WR SXW \RXU VRQ¡V IDYRULWH SX]]OH WRJHWKHU ZLWK KLP DQG sit on the floor to play Legos with him for half an hour; or you promised her DQ H[WUD EHG WLPH VWRU\ WRQLJKW IRU KHOSLQJ KHU EURWKHU LW¡V LPSRUWDQW WR VWLFN WR \RXU ZRUG XQOHVV WKHUH LV D YHU\ JRRG UHDVRQ ZK\ LW FKDQJHV $Q DGXOW¡V

follow-through is a very important teacher

‡ Talk through your problems as you face them so your child can see problem solving in action. For example, you are running late but need to stop for gas. Instead of yelling or losing your cool, talk through the problem out loud so your child can hear you and see the steps you take to solve the problem: “If I stop to get gas, I will miss my meeting at work; but if I do not get gas, I will not even get to work at all. I wonder what I should do?� “I could just try to go faster so I might make it on time,� “risk it and not get gas� or “just slow down, call my boss and explain I will be late.� “I think I will call my boss.� In this way, your child gets to see first-hand that everyone experiences problems and that there is no one-size-fits-all approach to solving them. Watching you keep your cool and think actively about how to solve the problem is an effective lesson

‡ Let them work through their problems with other children their own age. As children work through problems on their own or with a peer, they are also learning that there are other ways to try something and that other people may have different ideas than they do. As a result, this helps children become less egocentric and more focused on other people. It also helps them begin to understand the way that others feel, as well as how their actions affect others Critical Thinking article continued on pg. 9

WINTER/SPRING 2019

9

Family First

CRITICAL THINKING article from pg. 8

7 ways parents and caregivers can make problem-solving opportunities more meaningful:

‡ Teach children what to do rather than just stopping undesirable behavior. 2IWHQ WLPHV ZKHQ FKLOGUHQ DUH DUJXLQJ RYHU ZKR JHWV D WXUQ RU ZKR JHWV D WR\ WKDW WKH\ ERWK ZDQW WKH WHDFKHU RU SDUHQW UXVKHV LQ DQG WHOOV WKHP ZKDW WR GR RU WDNHV WKH WR\ DQG SXWV LW DZD\ 7KLV VWRSV WKH EHKDYLRU LQ WKH KHUH DQG QRZ EXW LQ WKH ORQJ UXQ WHDFKHV QRWKLQJ +DYLQJ FKLOGUHQ EH D SDUW RI WKH SUREOHP VROYLQJ SURFHVV ZLWK SHHUV KHOSV WR HPSRZHU WKHP DV ZHOO DV WHDFKHV WKHP ZKDW WR do LQVWHDG RI VLPSO\ KDOWLQJ DQ XQGHVLUDEOH EHKDYLRU WKDW ZLOO PRUH WKDQ OLNHO\ DSSHDU DJDLQ

‡ Encourage questions and ideas and really listen to what children have to

‡ Give children the opportunity to be part of the solution. 7KLV

say. 6KRZLQJ WKH FKLOG WKDW \RX UHVSHFW WKHP DQG WKHLU LGHDV ZLOO UHLQIRUFH WKHLU IHHOLQJV RI VHOI FRQILGHQFH DQG SHUVLVWHQFH

WHDFKHV WKHP WR EH D SDUW RI FUHDWLQJ SRVLWLYH DOWHUQDWLYHV DV ZHOO DV OHDUQLQJ VRFLDOO\ DFFHSWDEOH ZD\V RI EHKDYLQJ ,QVWHDG RI VLPSO\ WHOOLQJ FKLOGUHQ WR ´XVH WKHLU ZRUGV ¾ ZKLFK FDQ EH TXLWH YDJXH KHOS WKHP WR ILQG WKH ZRUGV WDON DERXW ZK\ DQG JLYH UHDVRQV VR WKH\ FDQ EHJLQ WR XQGHUVWDQG WKH LPSRUWDQFH RI SRVLWLYH SUREOHP VROYLQJ :KHQ FKLOGUHQ DUH JLYHQ WKH ULJKW JXLGDQFH WKH\ RIWHQ VXUSULVH XV LQ WKHLU DELOLWLHV WR QDYLJDWH WKHLU ZRUOG DQG WR SUREOHP VROYH LQ FUHDWLYH ZD\V 1R PDWWHU ZKLFK DYHQXH \RX WDNH WR WHDFK \RXU FKLOG SUREOHP VROYLQJ VNLOOV JLYLQJ WKHP WKH RSSRUWXQLW\ WR EH SDUW RI WKH VROXWLRQ ZLOO KHOS \RXU FKLOG JURZ DQG WKULYH Molly K. Gerrish, 3K ' LV $VVRFLDWH 3URIHVVRU (DUO\ &KLOGKRRG (GXFDWLRQ 'LUHFWRU RI (DUO\ &KLOGKRRG 0LQRU 3URJUDP $FDGHPLF 3URJUDP 'LUHFWRU ² (DUO\ &KLOGKRRG 'HJUHH &RPSOHWLRQ 3URJUDP 7HDFKHU (GXFDWLRQ 'HSDUWPHQW DW WKH 8QLYHUVLW\ RI :LVFRQVLQ 5LYHU )DOOV PROO\ JHUULVK#XZUI HGX

‡ Encourage creative thinking. 3ODFH WKLQJV MXVW RXW RI UHDFK VR FKLOGUHQ KDYH WR ILJXUH RXW D ZD\ WR JHW WR ZKDW WKH\ ZDQW

‡ Use real-world problems. $XWKHQWLF H[SHULHQFHV KHOS FKLOGUHQ ILJXUH RXW WKHLU SUREOHPV DQG KRZ WR JHW ZKDW WKH\ ZDQW

‡ Provide active, hands-on opportunities. :H FDQ WHOO WKHP RYHU DQG RYHU EXW WKDW ZLOO QRW EH DV HIIHFWLYH DV DOORZLQJ FKLOGUHQ WR DFW RQ DQG LQWHUQDOL]H FRQFHSWV

‡ Help children use things in new ways that are creative and diverse.

(QFRXUDJH WKHLU LGHDV DQG WULDOV DQG WDON ZLWK WKHP DERXW ZKDW WKH\ DUH GRLQJ

‡ Allow time and opportunity for trial and error and open-ended discovery.

(PSKDVL]H DFWLYLWLHV DQG SURMHFWV WKDW IRFXV RQ FUHDWLYH XVH RI PDWHULDOV DQG DOORZ FKLOGUHQ WR EH LQGLYLGXDOV

‡ 'RQ¡W UXVK RSSRUWXQLWLHV IRU GLVFRYHU\ $OORZ FKLOGUHQ DPSOH WLPH WR WU\ VRPHWKLQJ RXW EHIRUH \RX EHJLQ UXVKLQJ WKHP References for articles on pages 8-9: Scholastic.com; Costa, A. (1991). The search for intelligent life. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (Rev. ed., Vol. 1, pp. 100–106). Alexandria, VA: ASCD; Costa, A. (2007). Aesthetics: Where thinking begins. In A. Costa (Ed.), The school as a home for the mind (Ch. 2). Thousand Oaks, CA: Corwin; Gartrell, D. (2004). The Power of Guidance. Clifton Park, NY: Delmar Learning; Korlanden, B. Helping your preschooler develop problem solving skills. http://www.helium.com/; Poole, C., Miller, S., & Church, E. Problem Solving in Action. Early Childhood Today. www.scholastic.com www.scholastic.com

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10

Family First

WINTER/SPRING 2019

Self-Help Development Birth to Age 5

Look Mommy... Iâ&#x20AC;&#x2122;m Doing it! â&#x20AC;&#x153;I had to laugh yesterday when came down for breakfast,â&#x20AC;? said Penny about her four-year-old son. â&#x20AC;&#x153;With this warm weather, I was surprised to see him dressed in his favorite Green Bay Packer sweater.

To top it off, he added to his ensemble his Timmy the Turtle shorts. It was quite a sight!â&#x20AC;? â&#x20AC;&#x153;What did you do?â&#x20AC;? asked Whitney, who was glad it ZDVQ¡W KHU VRQ ZKR GLG VXFK a thing. â&#x20AC;&#x153;I did what any encouraging PRP ZRXOG GRÂł, WROG /XNDV how proud I was that he got dressed all by himself. Needless to say, he was grinning from ear-to-ear with pride.â&#x20AC;? â&#x20AC;&#x153;Well, did you explain to him that it was too hot for his sweater and that he should find a short-sleeved shirt that is more suited to the weather?â&#x20AC;? Whit- ney asked, wondering how anyone could let their child run around dressed like that. ´1R , OHW KLP ZHDU KLV FORWKHV WKDW ZD\ XQWLO KH JRW WRR KRW +H¡V JURZLQJ LQWR ÂśVXFK D OLWWOH PDQ¡ DQG , IHOW LW ZDV RQH VPDOO FKRLFH WKDW KH FRXOG make for himself even though I may not have agreed with him. He wore KLV VZHDWHU XQWLO QRRQÂł/HWWLQJ KLP ZHDU ZKDW KH ZDQWHG KDG IDU PRUH benefits than negative consequences,â&#x20AC;? Penny explained. ´:KDW LI \RX KDG WR JR VRPHZKHUH"Âľ :KLWQH\ DVNHG ´<RX ZRXOGQ¡W KDYH OHW KLP ZDON DURXQG OLNH WKDW LQ WKRVH FLUFXPVWDQFHVÂłULJKW" 7KH ZKROH thing would have made me uncomfortable to let him be in public like that.â&#x20AC;? ´, :28/'ÂłDQG , ',' Âľ 3HQQ\ VDLG ´7KH FOHUN DW WKH JURFHU\ VWRUH JRW a kick out him showing-off his purple furry mittens, which topped off the ensemble!â&#x20AC;?

Problem-solving skills are essential throughout life. Not allowing children learn through their mistakes is a common pitfall for many parents. Let FKLOGUHQ OHDUQ WKURXJK WKHLU PLVWDNHVÂłEXW NHHSLQJ WKHP VDIH FRPHV ILUVW When parents give their children opportunities to try new activities for themselves, the result is much more than a haphazardly-dressed four-year-old.

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,W¡V JLYLQJ WKH FKLOG D VHQVH RI SULGH DV ZHOO DV WHDFKLQJ SUREOHP VROYLQJ VNLOOV that are essential throughout life.

This article addresses the ages and stages of self-help development in chil- dren birth to age five. What do we really know about how a young child GHYHORSV" :KDW FDQ SDUHQWV GR WR EHVW VXSSRUW WKHLU FKLOG¡V KHDOWK\ GHYHORSment and growing brain?

Why ages and stages are impor- tant. Some of the answers come from research on child and brain development about the early years. Research shows that children go through predictable, sequenced stages of development as they grow. If parents understand the ages and stages of development, they can watch their child at a particular DJH XQGHUVWDQG ZKDW WR H[SHFW DQG QXUWXUH WKHLU FKLOG¡V KHDOWK\ GHYHORSment.

Why ages and stages are important. Children grow at different rates.

They may differ widely in their cognitive, communication, social-emotional, motor development or self-help skills at each stage of development. At a certain age, a child may have greater self-help skills and fewer gross motor skills. Another child may show just the opposite. One thirteen-month-old child may be ready to start using a cup with some spilling, and another is only interested in her bottle. One three-year- old is â&#x20AC;&#x153;pushingâ&#x20AC;? for his independence by insisting that he be able to get himself dressed with little assistance, and the other is perfectly happy having Mom or Dad pick out his clothes and get him ready. Both children are growing normally, but at different rates in different areas of development.

Parents who think that their child is growing much below the expectations of his or her age level are encouraged to contact the St. Croix County Birth to 3 program by calling 715-246-8260 or their local school district for a develop- mental screening. School district phone numbers are located on page 2 of this issue.

General areas of child development include: cognitive, communication/ language, gross motor, visual and fine motor, social-emotional development and self-help skills. This issue focuses on the ages and stages milestones of D FKLOG¡V VHOI KHOS GHYHORSPHQW IURP ELUWK WR DJH ILYH /RRN DW WKH FKDUW WR WKH ULJKW WR VHH WKH FKDUDFWHULVWLFV RI \RXU FKLOG¡V DJH )XWXUH LVVXHV ZLOO IRFXV RQ other developmental areas.

Adapted from: Working with Young Children, Judy Herr, 1998; Hawaii Early Learning Profile â&#x20AC;&#x201C; 1984 VORT Corporation. Photo by Pixabay.com Mary Sue Ash is a retired Director of Pupil Services, Baldwin-Woodville School District; and former long-time chair of the Early Childhood Interagency Council. marysueash@comcast.net

11

Family First

WINTER/SPRING 2019

Ages & Stages Birth to age 5

SELF-HELP DEVELOPMENT

0 to 1 month Opens and closes mouth in response to food stimulus

Dresses with supervision, requires assistance with fasteners

1-3 months

Puts on shoes

Sleeps nights 4-10 hour intervals Stays awake for longer periods without crying, usually in pm

4-5 months

Naps frequently

Unbuckles belt

Places both hands on bottle

Usually remains dry at night

Swallows strained or pureed foods

Turns faucet on and off

Sleeps nights 10-12 hours with night awakening

6-8 months

37-48 months Washes and dries face and hands

4 years

Laces shoes

Naps 2-3 times each day 1-4 hours

Buckles belt

Mouths and gums solid foods

Cuts with side of fork

Holds own bottle

Dresses and undresses with supervision

Feeds self cracker

Distinguishes front and back of clothing

Starts to drink from cup held for him

Latches and zips coat

Sleeps nights 10-12 hours with night awakening Naps 2-3 times each day 1-4 hours

9-12 months Drinks from cup held for him Chews food with munching pattern Feeds self with fingers Holds spoon Cooperates with dressing by extending arm or leg

12-18 months May refuse foods—appetite decreases Brings spoon to mouth—turns spoon over Holds and drinks from cup with some spilling Indicates discomfort over soiled pants verbally or by gesture Sleeps nights 10-12 hours Naps once in afternoon 1-3 hours

18-24 months Scoops food, feeds self with spoon with some spilling Distinguishes between edible and inedible objects Gives up bottle Removes shoes when laces undone Sits on potty chair or on adaptive seat on toilet with assistance Anticipates need to go to the bathroom Washes and dries hands partially

24-30 months Holds small cup in one hand Helps put things away Understands and stays away from common dangers Removes shoes, socks, and pants Unzips zipper, unsnaps snap Pulls pants up and down with assistance Washes hands Brushes teeth with assistance Verbalizes toilet needs Begins to use toilet with assistance—usually dry during day

30-36 months Uses fork, napkin Serves self at table with little spilling Shows interest in setting table Helps with bathing self

5 years

Dresses and undresses without assistance Washes self Puts shoes on correct feet

12

Family First

WINTER/SPRING 2019

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