• Infants
  - Harmonious Infant Separations and Reunions
  - Infant Sleep Policies and Sudden Infant Death Syndrome (SIDS)
  
  
• Toddlers
  - Specific Steps to Toilet Training
  - Toddler Environments
  - Helpful Practices for Guiding Toddlers
  
  
• Preschool
  - Creating Readers
  - Teasing and Bullying
  - Teaching the Alphabet
  
  
• School Age
  - Helping Children with Self Advocacy
  - Ways to Build Self Esteem
  - How to Tame Tantrums

Harmonious Infant Separations and Reunions
Source: Young Children, Volume 51, Number 5
Infants often smile, raise their arms, or present positive body orientation when greeting a person with whom they are securely attached. While infants are not immune from the stress of separating from parents each morning, those who are securely attached to their teachers, receive a cushion in their separation.

The separation from parents, which is simultaneously a greeting to the teacher, is an emotion-rich transfer, the full weight of which a loving teacher grasps. Even a child securely attached to the teacher may cross arms two or three times before negotiating the transfer. The secure attachment from a teacher, however, gives the child someone to go to, not just leave from.

Infant Sleep Policies and Sudden Infant Death Syndrome (SIDS)
Source: Young Children, Volume 56, Number 5
Unless specified otherwise by a doctor, it is critically important to consistently follow the practice of placing infants on their backs to sleep. Other crib safety factors relate to reducing the risk of SIDS and to preventing suffocation. They include:

• A crib should be in good repair with no missing or broken hardware; have slats that are no more than 2-3/8 inches apart; and be equipped with a firm, tight-fitting mattress.
• Waterbeds, sleeping bags, soft pillows, or sofas should not be used as infant sleeping surfaces.
• No pillows, quilts, comforters, sheepskins, stuffed toys, or other soft products should be in the crib.
• If a blanket is used, the infant should be placed at the foot of the crib, with the blanket tucked around the crib mattress and reaching only as far as the infant's chest.

For further information about SIDS, crib safety and infant sleep policies, contact the following groups: SIDS Alliance - 800.221.SIDS, the "Back to Sleep" Campaign - 800.505.CRIB, US Consumer product Safety Commission - www.cpsc.gov, or the American Academy of Pediatrics - www.aap.org.

Specific Steps to Toilet Training
Source: Child Care Information Exchange, Issue 125
Is your child ready for toilet training? The answer is yes if your child can verbally describe sensation; tell their caregiver when their diaper is wet, full or even when they need a new one. Likely candidates for toilet training include children who have regular bowel movements, stop playing during BM, stay dry for two or more hours at a time, are dry after naps, can pull pants up and down, and express a preference for being clean and neat.

Here are specific steps on the toilet training trail:

• Tell the little one how grown up she/he is getting.
• Children learn through imitation, so take advantage of peer learning. Leave bathroom doors open.
• Dress your child in clothes that are easy to remove quickly.
• Watch for signals children give when they have to potty. Point those signals out so children can recognize them.
• Use natural routines to establish potty times. This helps make toileting a habit.
• At the beginning of toilet training, have the child try to potty about once each hour.
• When children sit on the toilet, genuinely praise them for their efforts. Be encouraging, but not over-eager.

Toddler Environments
Source: Young Children, Volume 53, Number 3
A simplified room arrangement provides toddlers a variety of appropriate experiences in a way that accommodates their unique movement patterns. We have found that four basic activity zones allow for ease of movement in and between areas and offer the kinds of materials that toddlers enjoy bringing together. The four activity areas are:

• A large-motor zone is essential in a toddler room. This includes structures such as climbers, slide, tunnels, large blocks, push-and-pull toys and riding toys.
• The dramatic-play zone is particularly conductive to pretend play. This includes realistic home props, large dolls, dress-up clothes and accessories, strollers, and doll beds.
• The messy zone is that area of the room that children are encouraged to "mess around" with a variety of fluid materials including sand, water, paint, paste, etc.)
• The quiet zone provides the spot for children to unwind, kick back, chill out, sink in and just relax. This area can include books, soft stuffed animals and a comfortable chair.

Helpful Practices for Guiding Toddlers
Source: Young Children, Volume 54, Number 4

• Be clear as you explain limits and expectations.
• Be consistent. Limits should be predictable.
• Have age-appropriate expectations.
• Be honest. Follow through with your promises and guidelines.
• Take social conflict seriously. Listen to children; physically get down to their level.
• Use a positive approach for guidance. Example, "Please give John some blocks" instead of "Don't take all the blocks."
• Give children a chance to try again.
• Give young children adequate time. Children need to process and then act on the information they are given.
• Model behavior. Children should witness adults compromising and negotiating.

Creating Readers
Source: Child Care Information Exchange, Issue 129
Ways to encourage children to appreciate books and reading are listed below.

• Read stories aloud every day, any time and any place.
• Travel with books. Keep a box of books in the car and enjoy extra reading time on your outings.
• Set up a library learning center. A place in your home where books are displayed that invites children to come in.
• Establish regular visits to the local library.
• Encourage children to share favorite books with friends and classmates.
• Turn off computers, VCRs and televisions. Young children need to be actively involved with manipulatives, games, friends, conversation, exploration activities, and problem solving experiences.
• Be an adult model. Having a period of time for personal reading in the presence of children allows them to note an important event in the life of an adult who is important to them.
• Take time for conversations to learn about things they are interested in so you can select books that will enhance their interests.

Teasing and Bullying
Source: Young Children, Volume 54, Number 2
Teasing and bullying are hurtful to children physically and emotionally. They can have serious ramifications for all involved - perpetrator, recipient, and bystander. As the adults responsible for the well-being of children, teachers and parents need to take positive action early on to halt aggressive behaviors before they take root. Ways to redirect children's aggressive behaviors to reduce teasing and bullying:

• Give children time and space to talk about teasing and bullying. Use books such as Rosie's Story by Martine Gogoll; Oliver Button Is a Sissy by Tomie dePaola, or Crow Boy by Taro Yashima as discussion starters
.
• Noncompetitive games. Use outdoor play as a time to foster cooperation and friendship. Play games where children try to help each other rather than win.
• Foster friendship between girls and boys however and whenever you can. Seize on teachable moments to intervene if a child tries to impose a sex-stereotyped idea on others, for example, "No girls allowed" or "Boys don't cry."
• Talk about differences in a positive way. Again, use the teachable moment or create activities that specifically focus on the interesting ways in which human beings are alike and different.
• Foster empathy. Use every opportunity to help children learn about their own feelings and how these feelings relate to those of other children and adults.

Teaching the Alphabet
Source: Young Children, Volume 56, Number 1
We know from research that alphabet knowledge is one of the best predictors of success in first grade reading. For pre-school children, information should be presented in context and when there are many opportunities to create experiences that allow the material to be meaningful. When children in this age group are simply trained to memorize the alphabet it may be meaningless.

In contrast, when teaching the alphabet, parents and teachers should provide many opportunities for young children to learn within a context that makes sense to them. Storybook reading, theme learning and center activities all provide repeat exposure to print, and words communicating meaning can create a context for presenting the alphabet.

Meaningful experiences with print provide opportunities for pre-school children to learn the alphabet, build a foundation for literacy skills to be acquired, and become excited about reading.

Helping Children with Self Advocacy
Source: Family Educator Connection, Volume 3 Issue 2

While parents are ever careful to protect and guide children through their early years, they must also acknowledge the importance of helping them to develop self-advocacy skills and build self-confidence, as these will be among their most essential tools once they have left the security of their school or home environments. A number of strategies can help children become self-assured, independent young adults.

• Whenever appropriate, check with your child. Before you decide what your child thinks or wants, ask them! Exploring feelings and clarifying wishes go a long way in avoiding conflict and facilitating improved communication.
• Don't miss opportunities to model self-advocacy behaviors. Parents often volunteer to "talk to the teacher." You may want to invite your child to join you. It may prove to be a wonderful way to help children learn the benefits of sharing concerns and asking for help in problem-solving situations.
• Allow plenty of time for complaining (but not whining). Complaining is an effective way to collect information. When faced with failure or frustration, don't discourage children from complaining, but be sure to emphasize positive outcomes.
• Practice makes perfect. Find opportunities to help children collect information, form opinions, acknowledge the potential risks and benefits of particular decisions, and identify alternative courses of action if things don't turn out as expected.
• Not everything is fair, but we all have rights. Children frequently complain about situations where they are excluded from activities, seated in the back of the room or are the target of unfair practices. Parents should help children gather accurate information and encourage them to bring questions and concerns to their teacher's attention.

Ways to Build Self Esteem
Source: Professional Connections, Volume 5, Issue 27

• Give the child more responsibilities and freedom as he/she grows older
• Teach the child to set attainable goals
• Identify and nurture the child's special gifts
• When a child has done well or made an extra-special effort, consider a reward that is not monetary-based
• Every day, try to show the child how much you love him/her
• Ignore or remain neutral about behavior that falls short of your expectations
• Keep two pictures by the child's bedside: a picture of him/her surrounded by family and a picture of him/her doing something he/she loves. This reminds him/her that he/she is loved and capable.
• Let the child learn for self?let them try?fail?try again?
• Encourage, set up for success but don't jump in and do
• Help the child take pride in his/her background
• Use encouraging words: "You can figure it out?that was a good try"?NOT: "You usually make mistakes, so be careful?that's a good job, but the corners are ragged."
• Help the child practice self-discipline which is an important component of self-esteem
• Help the child learn the skills they need to work with others
• Make you're the environment an "equal opportunity" household/classroom
• Take a minute to identify the positive behaviors you see from the child

How to Tame Tantrums
Source: Professional Connections, Volume 5, Issue 27

• Keep your cool. If you raise your voice or react, the tantrum can get worse. Talk in a normal voice tone.
• Be child-centered. This doesn't mean giving in to what your child wants. Instead, try to see the situation from your child's point of view.
• Teach your child to express his/her feelings appropriately. Let your child know it's not okay to throw things or hurt others when he's mad. Teach him/her to let people know that he's angry by telling them.
• Praise your child generously. This approach can prevent tantrums. It helps your child remember what kind of behavior you want him to engage in.
• Use distractions. This can be effective during the beginning of the tantrum. Intervene as soon as you can and comment on her pretty dress or your favorite Pokemon character on her t-shirt.
• Refrain from arguing with your child, and don't try to bribe him. Instead, respect his choices by following through with either rewards or logical consequences. This will allow the child to learn from his/her choices.