Healthy Interaction Between a Father and Offsprings

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Since the day of my daughter’s arrival I’ve been watching an interaction between my husband and our offspring; a father and a child. I’ve been searching for the fathers’ voices, some resurge and feedback to learn what is the best for both of them. I came across with the web which I absolutely love http://www.askdrsears.com .  When you go to Parenting section, and under Fathering you click on “10 tips to help fathers become disciplinarians.” I found it as very true and useful. To make it easier for you I put the abstract below. 


Please share your opinion by writing it in a "Post a Comment" section at the end of the page. Thank you – Urszula

“…Fathers become disciplinarians in much the same way that mothers do. The more we are exposed to well behaved and poorly behaved children, we realize that fathers don't start becoming disciplinarians early enough.

1. Start early. Spending time with your baby will pay off as the years go by. Get connected to your baby, and discipline will naturally follow.
   
   
2. Start at the bottom. Most men who climb the corporate ladder work their way into a position of authority by beginning at the bottom. Fathering works the same way. "But what has diapering to do with discipline?" you may wonder. Babycare helps you learn more about your baby. Change baby, bathe baby, dress baby, play with baby. Every interaction with your baby helps you learn to read your baby. Here's some male math: over the first two to three years your baby will need around 5,000 diaper changes. If you change diapers twenty percent of the time, that's a thousand chances to interact with your baby. Initially, managing a squirmy body and smelly bottom might not be your thing. Eventually, you will discover that diapering could be a learning experience for your baby and you. You start "at the bottom" connecting ways to hold baby's attention and learn to softly convey a "father in charge" message.  FATHER TO FATHER ADVAISE - Your children are watching television after dinner. You sit down next to them and offer a suggestion: "Mom needs a break, so she's going for a walk. How about we all work together and clean up the kitchen? If everyone helps, we can finish quickly and surprise her." Everybody benefits from this plan: Your wife gets a clean kitchen, and the kids and you get a chance to spend some time together and share the fun of pleasing mom. 
3. Be trustworthy. In general dads seem to have more concerns and more problems with discipline than do moms. When the fathers were asked, what they most wanted to learn about discipline they responded, "I want to be an authority figure in our home. I want my child to look up to me with respect and obey me." Ii is true that fathers should be authority figures, but just because you're the man of the house doesn't automatically mean you are going to get the respect you want. Some dads believe that a child must obey simply because, "I am the dad, you're the child, and that's that." It's not that simple. A child will obey people he trusts. Trust doesn't come automatically with the title of father. It has to be earned. True authority means a child obeys because he wants to, not just because he has to. Authority based on fear disappears when the child leaves the parent's presence. True authority leaves a more lasting impression. For whom would you do better work, the boss you trust or the boss you fear? So how do you get a child to trust you as an authority figure? Before you could become an authority figure, your children first had to regard you as a comfort figure. This means I have to be available to them—touch their needs, share their triumphs. By becoming a nurturing father you begin teaching your baby to trust you.
   
   
4. Provide structure. From nine months to two years babies' drive to explore exceeds their mental ability to contain themselves. Impulsive behaviors, such as yanking lamp cords, darting into streets in pursuit of a ball and climbing up on counters to explore cabinets are all part of the normal behavior of growing toddlers. Father helps provide the framework that contains a child's impulsive behavior. Children want and need limits set by a person whom they trust, one in authority. When you provide structure in a child's life, the child feels more secure because you channel her energies in a meaningful direction. As coach of St. Louis Rams—the Superbowl champs—Dick Vermeil once said, "Coaching begins at home."
   
   
5. Give positive messages. Kandis was a high-need baby from birth. She cried a lot, was hard to console, became irritated at the slightest setback and withdrew from cuddling by arching her back. She was a restless and unpredictable sleeper, and she resisted any attempts at scheduling. Not only was she a tense baby, but her irritability affected her parents' marriage so that they became increasingly irritated at each other. Mark, the father, would make comments such as, "Yeah, she sure isn't my favorite child." Or he would call her "cry baby." He seldom held her, would never kiss her, or even talk to her in a positive manner. It was all negative attention. Mark never smiled or laughed with her, and when exasperated he would sit her on the couch and angrily tell her to "shut up." By the time Kandis was two, she was a difficult child, yet her nurturing and patient mother had hung in with her the whole time. I met with Mark for a father-to-father rap session and impressed upon him how high-need babies are ultra sensitive and pick up the prevailing vibrations coming from their parents. Because Mark interpreted Kandis's behavior as negative, he reflected this back to her, and she became more negative in his presence. I suggested that for the next two weeks he should try giving her nothing but positive attention. Mark was skeptical, but he agreed that something had to change. Here is the progress report I received from his wife: "His efforts were strained at first. I could tell it wasn't easy for him. But Kandis picked up on it right away and returned the positive attention. Believe me, the change in her happened almost overnight—from whining, lethargic and sickly, to happy, bubbly, laughing, silly, and healthy. She gained almost three pounds in one month. People would say things like, 'Does she do anything else besides smile all day?' or 'She sure is a happy kid.' The good feelings snowballed. The more Kandis smiled at daddy, the more sincere and affectionate daddy became. Kandis sure loves her daddy and daddy definitely loves her. Mark thought he was doing the right thing by being tough. He doesn't like to admit he was wrong, but now he knows the loving approach is better."
   
   
6. Be a role model. Dads, remember, you are bringing up someone else's future husband or wife, mother or father. The attitudes you instill in your baby and child are the building blocks for that adult person. Children learn by example. The best way to build character is to model the qualities you want to see in your children. You can't model what you don't do. One father said: This realization taught me a valuable lesson. In order to discipline my children, I had to discipline myself.
   
   
7. Become involved in your child's activities. Dads, to know and enjoy your child, join your child's team. Don't be a distant dad. Volunteer to coach your child's favorite sport, or try a stint as a scoutmaster. "But sports are not my thing," you say "and I don't know anything about scouting." You don't have to be an expert; you just have to be there. Besides, you're guaranteed to be smarter and more skilled than the kids (well, most of them). Consider what your child learns in a team sport: success and failure, strikeouts and home runs, pulling up a mate, pulling himself up after a putdown (or put-out), teamwork, starting at the bottom and working his way up the batting order, how to deal with his own and someone else's mistakes, how to win and lose gracefully, and how to get along in a group. That's sports! That's life!
   
   
8. Model healthy sexuality. Dads, the first male your son or daughter meets is you. In fact studies suggest that fathers, more than mothers, affect a child's attitudes towards sexuality. Babies and young children identify readily with mother from birth, but how they experience their relationship to father is crucial to the development of sexual identity. Boys need a father who is nurturing in order to value their own masculinity. A father who is available and who enjoys being a man gives his son a healthy sexual role model to follow. Studies show that a boy needs to perceive his father as an active disciplinarian and family decision-maker in order to develop a strong male identity. Paternal behavior that is macho without tenderness is associated with non-masculine behavior in sons. And remember, dads, it isn't how masculine or how nurturing you feel—it's how your son perceives you that counts. You have to show and tell them you love them. Paternal nurturance is also important for daughters. It contributes to her enjoying being a woman. Fathers give daughters their first experiences relating to the opposite sex. When father is "out of the loop," passive, non-nurturing, uninvolved in family life, the daughter misses out on early lessons about balanced male-female relationships. She won't feel comfortable talking with boys or, later, young men, and they will sense her discomfort. She is at risk for problems in relationships with men. In her search for love, the result may be promiscuity, abusive relationships, or an unhappy marriage. Dads, remember, your daughter will at some time in her life seek out a male model. Be that model for her. One of the most powerful influences on children's sexual identity is the way they perceive the relationship between their parents. If a man is loving toward his wife, supportive, and available, the daughter is more likely to value her own femininity and the mothering role. She feels, "Dad respects mom for being a woman and a mother." Dad's attitude toward his wife also shapes his son's attitude toward women. As one woman whose marriage was disintegrating said bitterly, "Our marriage is failing because my husband's father didn't do his job."
   
   
9. Keep connected while apart. If you travel a lot, keep in touch. Parenting is a two-person job. Single parents survive by having a support system in place. In a two-parent family children often misbehave when one parent is away. Because the family equilibrium is upset, children will tend to be defiant, show mood swings, and experience sleep disturbances. Poor behavior occurs because the parent in charge is unsupported and the children pick up on the anxiety. Children who are the most sensitive to change are the ones most likely to misbehave when dad (or mom) is away. To help your children thrive and the at-home mate survive, have a contingency plan for these times. Give "special" responsibilities for which there will be special rewards. If you have a strong-willed child, capitalize on this trait by putting him in charge of extra daily duties. The traveling parent can phone home each day to monitor the children's behavior. To help the at-home parent cope, plan ahead for fun things to do—time at the park and other out-of-home activities. Inviting friends over provides adult companionship for the at-home parent, easing the stress of overload.
   
   
10. Be a father and a provider. For most men, being a good provider is crucial to their masculinity and feelings about themselves as dads. This is what drives them to work long hours, even if their families would be happier with more of them and less of things. (A note to wives: It may help bring your husband home more if you tell him this in a tactful, loving way.) Men who are the sole wage earners in the family may feel heavy pressure, especially when double-income families are the neighborhood norm. (This may be changing. A 1994 study showed that for the first time in thirty-three years, the single income household is the fastest growing group in the U.S. population. There is a growing realization that it makes a difference to have one parent at home full-time.) If you must work long hours, try to incorporate your fathering into your work. Do some of your work at home. Take your child to work. It's healthy for her to learn about your work, and when she understands what you're doing while he's away from home, it's easier for her to accept your absence. The media has portrayed fathers as economic providers, but around the house and family they have been depicted as bumbling and optional. Even though some of these images are still around, nowadays television commercials and cartoon strips showing fathers bathing babies and taking charge of households. The media are updating dad's image in the new millennium. Fathers finally are realizing the rewards of investing themselves in their children."
    

Picky Eater and New Food

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If you have one I would  encourage you to get familiar with the abstract. 

Pleases let me know if you have found it useful by leaving your opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula

We should provide a toddler with three well-balanced meals each day.

Why? Simply because he or she is growing, needs lots of energy to play and to explore the world. Good nutrition is important to his/her overall health. It can also prevent many medical problems, including becoming overweight, developing weak bones, and developing diabetes.

What if my child has only one or two full meals each day? If your toddler has had a good breakfast and lunch, then it is okay that he doesn't want to eat much at dinner. The only time that you should worry is if your child isn't gaining weight or isn't very active.

You shouldn't worry about a toddler that:

·         Doesn’t seem like he/she eats a lot. Remember that as long as he/she is gaining weight and is active and healthy, then he/she is likely getting enough calories.

·         Only eats a few kinds of food each day, such as peanut butter and jelly sandwiches or chicken nuggets and french fries.

·         Won’t try any new foods. You still should keep trying to introduce new foods offered it 10 or more times.

·         Doesn’t eat a balanced diet each day. Most kids don't. As long as his/her diet seems balanced over a week or two, he/she is likely getting enough variety. If he/she really isn't, talk to your Pediatrician about a vitamin supplement.

·         Doesn’t finish everything on his/her plate. The idea that children should sit at the table until they 'clean' their plate is out of fashion. Instead, children should be taught to recognize when they are full and then stop eating. If your toddler isn't finishing what you offer, learn to offer smaller portions.

·         Doesn’t eat what you prepare for him/her. Try to avoid making elaborate meals for your toddler or offering foods with a lot of spices or sauces. Instead, keep things simple. While you shouldn't have to prepare a separate meal for your toddler every day, don't be surprised if he/she doesn't want to eat 'adult' foods.

·         Is overweight. Okay. Instead of restricting calories provide a healthy diet and encourage regular physical activity. Be sure to watch your serving and portion sizes (offer toddler size portions) and don't offer too much milk, juice, or high calorie snacks.

Feeding youngsters can be challenging. They are often picky eaters, are hesitant to try new foods, and in general, don't seem to eat very much.

You can keep trying to introduce new foods by putting a very small amount (like 1/2-1 tablespoon) on his/her plate and don't force him/her to try or finish it. Many kids won't try a new food until they have been offered it 10 or more times.

The best nutrition advice to keep your child healthy 
includes encouraging him/her to:

·         Eat a variety of foods.

·         Balance the food you eat with physical activity.

·         Choose a diet with plenty of grain products, vegetables and fruits.

·         Choose a diet low in fat, saturated fat, and cholesterol.

·         Choose a diet moderate in sugars and salt.

·         Choose a diet that provides enough calcium and iron to meet their growing body's requirements.

The best way to promote good nutrition is starting from yourself by setting a good example for your child. Healthy eating habits and regular exercise should be a regular part of your family's life. It is much easier if everyone in the house follows these guidelines, than if your child has to do it alone.

Additional tips for caregivers:

• Use lean meats and skim or low fat dairy products.
• Use unsaturated vegetable oils and margarines.
• Read the nutrition label on foods to check for the amount and type of fat it includes.
• Limit foods that contain a large amount of saturated fats.
• Limit foods high in sugar and avoid adding extra sugar to your foods.

To prevent child from being too full you must remember:

• Do not let your child to drink more than 16-24 ounces of milk each day.
• Do not let your child to drink more than 4-6 ounces of juice each day.
• Do not let your child to fill up on sweets and snacks.
• Do not force your child to eat when he/she is not hungry.
• Do not give your child servings that are too big. The average toddler serving is about 1/4 of an adult serving size. Don't go by the serving size listed on nutrition labels, as these are mainly for older children and adults.

To prevent feeding problems we also need to remember:

• Not to use food as a bribe or reward for desired behaviors.
• Avoid punishing your child for not eating well.
• Limit mealtime conversation to positive and pleasant topics.
• Avoid discussing or commenting on your child's poor eating habits while at the table.
• Limit snacks to two nutritious snacks each day.
• Not to prepare more than one meal for your child. If the child doesn't want to eat what was prepared for the rest of the family, then he/she should not be forced to, but you should also not give him/her something else to eat. He/she will not starve after missing a single meal, and providing alternatives to the prepared meal will just cause more problems after.

Food Pyramid

There is not a toddler food pyramid. The Kids' Food Pyramid is for children aged 2-6 years, but you can still use it to guide what your younger toddler eats, including 6 servings of grains, 3 servings of vegetables, 2 servings of fruits, 2 servings from the milk/dairy group, 2 servings from the meat and protein group, and a limited amount of fats and sweets. Just remember that the serving sizes will be smaller for younger toddlers and are equal to about 1/4 an adult's serving size.

The Basics of a Toddler's Diet is about 1300 calories each day. Bigger kids will need a little more and smaller kids a little less. A good hint is - 40 calories each day for each inch of his /her height.

Although you shouldn't usually count calories, knowing how many calories your toddler needs can help when planning his/her diet and can also help reassure you that your child is getting enough to eat.

A common problem is observed in a kid who don't eat much, but drinks 4 cups of milk and 3 cups of juice each day. That can add up to 1350 calories, which is probably more than he/she needs for all day. It is not surprising then that this child wouldn't be hungry for other foods.

If the parent follows the American Academy of Pediatrics (AAP) recommendations as to how much milk and juice he/she drinks, that will take care of:

·         300-455 calories (about 19 calories per ounce) from whole cow's milk (or a similar amount from breastmilk if you are breastfeeding your toddler 2-3 times a day) if he/she is drinking 16-24 ounces a day. Remember to not give low fat milk until your child is 2-3 years old and don't overdo it on milk. If he/she gets up to 48 ounces of milk a day, then he/she is getting over 900 calories a day just from milk, which is almost 70% of the number of calories he/she needs all day.

·         60-90 calories (about 15 calories per ounce) from juice. Don't overdo it on juice either. If your child is drinking 2-3 10 ounce sippie cups of juice that is giving him 300-450 extra calories.

·         So you now have only another 550-950 calories to get in him/her, divided between three meals and two snacks. That is very little if you look bellow at the number of calories in foods kids usually eat.

Product

Calories

american cheese (one slice) apple (1/2 small apple) banana (1/2) beef, ground ( ounces) bologna (1 slice) bread (1/2 - 1 slice) breakfast cereal (1/4-1/2 cup) chicken nuggets (3 - 6 pieces) eggs (1/2 - 1 egg) french fries (7 - 15 steak fries) french fries (8 - 17 Funky Fries) fruit cocktail, canned (1/4 ounce) Grahm Crackers (1 - 2 sheets) grape jelly (1 tablespoon) hot dog (1/2 - 1 hotdog) ice cream (1/2 cup) Macaroni & Cheese (2 1/2 ounces) mozzarella cheese (1 ounce) pancakes (1) peanut butter (1 tbspoon) pizza, cheese (1/2 - 1 slice) Pop Tart (1/2 - 1 pastry) popsicle (1) pudding (1/2 cup) vegetables (1 tbsp per year of age) yogurt (1/3 cup)

45 calories 40 calories 50 calories 85 calories 90 calories 20-40 calories 40-80 calories 105-210 calories 35-70 calories 60 - 120 calories 150-300 calories 50 calories 60-120 calories 50 calories 60-120 calories 135 calories 260 calories 80 calories 60 calories 95 calories 140-290 calories 1-200 calories 70 calories 110 calories 25 calories 50 calories

Sample Diet

Breakfast

·         1/2 cup (4 ounces) of cereal, + 1/4 cup of milk + 4 oz of orange juice = 230 calories.

·         Or a slice of bread with 1 tablespoon of peanut butter and jelly + 4 oz of orange juice = 250 calories.

Lunch

·         1/2 sandwich (one slice of bread - 40 calories) + 1 slice of luncheon meat, e.g. bologna (90 calories) and cheese (45 calories) = 175 calories.

·         Or a tuna fish sandwich (add 1/2 tablespoon of mayo to the tuna to get 50 extra calories).

·         Or a sliced and quartered hot dog + water, juice or milk.

Dinner

·         1-2 ounces of chicken (75-100 calories) or beef (120-165 calories) + 2-3 tablespoons of vegetables (50-75 calories) + some bread (40 calories) + 1/2 cup of milk (76 calories) = 361-456 calories.

Snacks

·         Your child will likely need a couple of small snacks mid-morning and in the early afternoon. These might include 1/2 cup of milk (76 calories) or juice (60 calories) + 2-3 tablespoons of fruit (50-75 calories), or a slice of cheese (45 calories). Alternatives might include some jelly, pudding, or yogurt.

            This sample diet will give your child well over 1000 calories. In reality, he/she may not eat 3 full meals each day though. Many toddlers just eat one good meal a day and it is usually still fine. If he/she eats a good breakfast (250 calories), a small lunch and dinner (100 calories each), has a couple of snacks (150 calories each), 16 ounces of milk (300 calories), and 6 ounces of juice (90 calories), then he/she is still getting almost 1200 calories.

            The Food Guide Pyramid was designed by the US Dept. of Agriculture to promote healthy nutrition in children age of 2 - 6 years. It is just a general guide. The focal emphasis is on the five major food groups, all of which are required for good health. The second emphasizes is that fat, oily and sweet food should be used with a big caution.

            After the age of two or three years, you can begin to use 2%, low fat, or skim milk instead of whole milk. Your child's diet should resemble that of the rest of the families, with 3 meals and 2 nutritious snacks each day. You should limit milk and dairy products to about 16-24 oz each day and juice to about 4-6 oz each day and offer a variety of foods to encourage good eating habits later.

            Feeding practices - avoid giving large amounts of sweet desserts, soft drinks, fruit-flavored drinks, sugarcoated cereals, chips or candy, as they have little nutritional value. Also avoid giving foods that your child can choke on, such as raw carrots, peanuts, whole grapes, tough meats, popcorn, chewing gum or hard candy.

What counts as one serving?

To ensure good nutrition in your child and that they grow up healthy, they will need to eat a large variety of food. The amount of food is much less important. Remember that your child's appetite may decrease and become pickier over the next few years as his growth rate slows. As long as they are gaining weight and have a normal activity level, then you have little to worry about. You can still offer them a variety of foods, but can decrease the serving sizes if they don't eat a lot.

I. Grain group

6 servings a day, e.g.:

1 slice of bread,

1/2 cup of cooked rice or pasta,

1/2 cup of cooked cereal, and

1 ounce of ready to eat cereal

II. Vegetable group

3 servings a day, e.g.:

1/2 cup of chopped or raw vegetables, or

1 cup of raw leafy vegetables

III. Fruit group

2 servings a day, e.g.:

1 piece of fruit or melon wedge,

3/4 cup of 100% fruit juice,

1/2 cup of canned fruit, or

1/4 cup of dried fruit.

IV. Milk group

2 servings a day, e.g.:

1 cup of milk or yogurt or

2 ounces of cheese

V. Meat group

2 servings a day, e.g.

2 to 3 ounces of cooked lean meat, poultry or fish,

1/2 cup of cooked dry beans.

You can substitute

2 tablespoons of peanut butter or 1 egg for 1 ounce of meat.

Fats, Oils and Sweets

No more than 30% of your diet should come from fats. For a 1600 calorie diet, that would equal 53g of fat each day, with most preschool children requiring even less. The type of fat that you eat is also important. Saturated fats in foods such as meats, dairy products, coconut, palm and palm kernal oil, raise cholesterol more than unsaturated fats, which are found in olive, peanut, and canola oils, or polyunsaturated fats in safflower, sunflower, corn, soybean and cottonseed oils. Limit saturated fats to no more than 10% of daily calories.

Sugars supply is a large amount of calories, with little nutritional value. They include white sugar, brown sugar, corn syrup, honey and molasses and foods like candy, soft drinks, jams, and jellies.

References:

http://pediatrics.aappublications.org/content/107/5/1210.full

http://www.pediatricsdigest.mobi/content/117/2/544.full

http://www.keepkidshealthy.com/nutrition/kids_food_guide_pyramid.html

Jak pomoc dziecku byc dwujezycznym? How to promote bilingualism!

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Bylabym bardzo wdzieczna za wszelkie opinie i refleksje umieszczone na koncu artykulu w "Post a Comment" sekcji. Jesli ktos ma swoja ulubiona zabawe, wyliczanke czy rymowanke prosze napisac, a ja z wielka radoscia dodam ja do naszej listy. - Urszula

I would truly appreciate if you share your opinion by leaving a reflection in a "Post a Comment" section at the end of the page. Thank you – Urszula

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How to help a child to manage Auditory Processing Disorder

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There are many suggestions how to help a child to deal with 

Auditory Processing Disorder (APD), also known as 

Central Auditory Processing Disorder (CAPD).
Read an abstract and let me know if you found it useful by sharing your opinion in a "Post a Comment" section at the end of the page. Thank you - Urszula

Basically a caregiver or teacher should:

1.      Treat a child with APD as you would treat a child with a hearing loss.

2.      Help a child to avoid breakdowns in auditory processing by 

setting the environment to be friendly for him/her.

3.      Teach a child to use some strategies independently.

http://www.amazon.com/dp/1557047251/ref=asc_df_15570472512001468?smid=ATVPDKIKX0DER&tag=pg-1583-17-20&linkCode=asn&creative=395097&creativeASIN=1557047251 

Suggestions for the parents and teachers how they can set the environment and help the child:

• Seat a child away from visual, auditory, and motor distractions, such as fans, heaters, windows, doors, and pencil sharpeners.
• Make sure light is on a speaker’s face, not child’s.
• Allow a child to move to a quiet area when doing silent reading and independent work.
• Wait for the room to become quiet before giving instructions or directions.
• Enforce appropriate speaker-listener manners for all children when together – one person talks at a time; others listen quietly.
• Gain child’s attention before giving new work or directions.
• Speak clearly, with a moderate rate, and stand in one place, facing child.
• Give child a longer time to respond, beyond what you might consider normal, when asking questions.
• Simplify/explain new vocabulary; encourage child to ask questions for clarification.
• Give concrete, interesting examples, demonstrations, and written or pictorial information when presenting new concepts orally.
• Break complicated directions into fewer parts and give child time to complete the first step before going on to the next part.
• Prior to a discussion, write down two or three main points for child to listen for; then check for memory and understanding of those points.
• Use child’s strengths to convey information (e.g., if your child is a good reader, give reminders in writing; use closed captioning during TV or video programs.)

Go on

http://specialchildren.about.com/od/auditoryprocessing/tp/capdbooks.htm

to see more books of interest to parents of children with

Central Auditory Processing Disorder (CAPD)

Instructions for a child to follow to avoid auditory processing breakdowns:

• Keep your eyes on the speaker, and try to get eye contact.
• Use good listening behavior - quiet body and closed mouth.
• Ask to have directions repeated or clarified when you feel confused or unsure of what to do.
• Repeat information quietly to yourself, after directions or information are presented orally.
• Ask someone to explain what words mean, or use a dictionary or electronic thesaurus, when you aren’t sure.
• Visualize – make a picture in your mind, to help you remember important points.
• Wait until your parent or teacher finishes giving directions and answers questions before starting a task.
• Write down your assignments at school to help you remember what you’re supposed to do when you get home.

http://www.amazon.com/Get-How-John-Figures-Out/dp/0984738002/ref=sr_1_2?ie=UTF8&qid=1336069125&sr=8-2

A parent/care giver can also reach for other type of intervention, such as:

1.      Speech therapy provided by a therapist experienced in Auditory Processing Deficits.

2.      Environmental aids, such as Auditory Trainers or Assistive Listening Devices, either individual or group, which can be used at home or in classrooms.

3.      Phonemic Training and other reading methods.

To learn more about Auditory Processing Disorder please see below webs:

http://www.asha.org/public/hearing/disorders/understand-apd-child.htm

http://kidshealth.org/parent/medical/ears/central_auditory.html

http://www.ldonline.org/indepth/processing

Activities for child & Tips for parents

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Get familiar with an abstract and let me know if you found it useful by sharing your opinion in a "Post a Comment" section at the end of the page. 
Thank you - Urszula


R.O.C.K.

Repeat what you say and do!

Offer opportunities for your child to take his turn!

Cue your child to take his turn!

Keep it fun! Keep it going!

Encouraging Face-to-Face Communication

The following activities encourage children to look at the faces and eyes of others. Fun games like below can be a good starting point for children to realize that they can get important information by watching people's faces, especially by looking at what the eyes are "saying."

 “Let's Face It!”

We've all heard the expression, "It's not what you say, it's how you say it."
Well, an important part of how we communicate with each other has a lot to do with our faces and gestures, rather than our actual speech and language.
In fact, research shows that:

• Non-verbal communication conveys 93 % of the meaning of what we say.
• 55% of that meaning is conveyed in facial expression alone!

As part of typical development, most children naturally learn how to "read faces" and understand what different facial expressions mean. Even a very young child can tell if a parent is happy, angry or worried by looking at her eyes and the expression on her face.

However some children have trouble reading faces. These children often experience social challenges, because they do not respond to the non-verbal messages of those around them. They need help to learn to look at the faces and eyes of those around them.

“Follow My Eyes to The Prize”

You need:

• a small toy or treat
• a scarf to use as a blindfold

How to play:

1. Tell your child that you are going to hide something, then show him the toy or treat that you will be hiding.
2. Tell your child that he needs to close his eyes while you hide the "prize" (alternatively you could place a blindfold over the child's eyes or have him leave the room).
3. Hide the "prize."
4. Have your child open his eyes.
5. Tell your child to watch your eyes to find out where the "prize" is hidden.
6. If your child can't follow your eyes at first, point to the hiding spot.
7. After your child masters the game, let him be the one to hide the prize and direct you with his gaze.

“The Hat Game”

You need:

• A fun hat (e.g., cowboy hat, fireman hat, etc.)

How to play:

This game works best in a group, where children have an opportunity to scan the crowd. If you are playing with only one child, sit across from him or her. If you have more than one child, sit in a circle.

1. Chant: "(Your Name) has a hat! What do you think of that?! She takes off her hat and passes it to _______!" (name the child and put the hat on his or her head)
2. Repeat the same chant, using the name of the child now wearing the hat. Let him then put the hat on another child's head as everyone calls out the recipient's name.
3. Go around the circle and play over until the children let you know it's time to end the game.

“Tornado Tubes”

It is an inexpensive toy to encourage your child to communicate. Tornado tubes are small plastic connections you can use to join two plastic bottles together and create a water tornado for your child.

You need:

• 1 tornado tube (available in science or teacher stores )
• 2 empty plastic water or pop bottles
• food coloring (optional)
• glitter (optional)

How to make it:

1. Fill one bottle about 3/4 full with water and screw the tornado tube onto it.  Before placing the second bottle on top of the first bottle, put several drops of food coloring, some confetti or glitter, if you want. Then attach the second bottle by screwing the empty bottle to the end of the tube.
2. Placing a hand securely on top and resting the bottom bottle on a flat surface, shake the upper bottle briefly in circular motion. You will create a swirling funnel that looks exactly like a tornado.

How to play:

1. Place the bottles in front of your child.
2. Wait for your child to let you know with a look, a smile or a word that he wants you to make another tornado.

“Play-dough Activity”

           Play-dough is a long time favourite kids’ activity. The fact that the play dough can be edible makes your child happier, so give a try and make some with your child.

A. Cooked version play-dough recipe

This is more work and takes longer due to cooking and cooling, but it is smoother than the non-cooked one. 

Ingredients:

·         1 cup flour

·         1/2 cup salt

·         1 cup water

·         1 Tablespoon oil

·         2 teaspoons cream of tartar

·         Food coloring by drops

How to make it:

1.      Combine all ingredients in a pan and stir. Cook over low heat, stirring until a ball forms.

2.      Add food coloring and mix thoroughly until desired color.

3.      Cool on foil.

4.      Store in covered container.

B. No-Cook Play-dough Recipe

This is an easier to make version of a play-dough recipe, where no cooking is involved.

Ingredients:

·         1 cup salt

·         1 1/2 cup flour

·         1/2 cup water

·         2 Tablespoons oil

·         A few drops of food coloring

How to make it:

1. Mix all ingredients very well.
2. Store in plastic bag or covered jar.

How to play:

Before you start, choose a space where clean up is easy and where you and your child can sit face-to-face. Have a sink or cloth close by for easy clean up. As you gather the ingredients, comment on what you’re doing. When possible, let your child help carry ingredients to the table. Be sure to go slow - even set up can be an interactive language-learning opportunity. Once you have all the ingredients and tools you’re ready to start. As you follow the recipe, point to the print and illustrations and use language at your child’s level. No need to worry about using exact measurements! If the play-dough is too sticky, add more flour. If the play-dough is too dry, you can knead in more water (always be careful with hot water). If your child is old enough, let him carefully stir the dough. Once the play-dough is mixed it will be quite hot. As you continue to knead, it will gradually cool. You can take a handful of play-dough and flatten it down to help it cool more quickly, and your child can start with this piece while waiting for the rest. With the play-dough made, you’re ready for fun! Be sure to join in and follow your child’s interest – it gives them the opportunity to use language. You can add tools and other materials to expand the experience, such as flour in a shaker, a small rolling pin (or piece of dowel), play dishes, a garlic press, Popsicle sticks or birthday candles. Don’t add too much at once; expand the activity slowly and over separate occasions. As you both play you can comment on what your child is doing, using language at his or her level. When you’re finished playing, remember that clean up can also be a time for language learning if you keep it fun! Store the play-dough in an airtight plastic bag or container to help keep it soft.

You may also notice that play-dough offers another benefit: the sensory experience of kneading and squishing the dough can have quite a calming and relaxing effect! 

  “Sing a Song”

Right from birth, children love music. Singing songs and enjoying music and rhythm together are wonderful ways for parents to connect and have fun with their child while helping to nurture language skills. We’ve assembled the lyrics to some all-time favorites that you can print off from our web site and enjoy. Remember to sing the songs slowly to make it easy for your child to learn and follow along! If your child is not yet using words, don’t worry. You can encourage her to take part in songs that include gestures and movement.

http://www.amazon.com/It-Takes-Two-Talk-Practical/dp/0921145195/ref=sr_1_1?ie=UTF8&qid=1336186058&sr=8-1

References:

1. It Takes Two To Talk Guidebook, Pepper & Weitzman, 2004
2. Gutstein, S., & Sheely, R. (2002a). Relationship development intervention with young children: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.
3. Gutstein, S., & Sheely, R. (2002b). Relationship development intervention with older children, adolescents, and adults: Social and emotional development activities for Asperger Syndrome, autism, PDD, and NLD. London: Jessica Kingsley.