The Mom I Want to Be

 

What is sensory integration?

 

The senses work together. Each sense works with the others to form a composite picture of who we are physically, where we are, and what is going on around us. Sensory integration is the critical function of the brain that is responsible for producing this composite picture. It is the organization of sensory information for on‐going use. For most of us, effective sensory integration occurs automatically, unconsciously, without effort. Sensory experiences include touch, movement, body awareness, sight, sound, and the pull of gravity. The process of the brain organizing and interpreting this information is called sensory integration. Sensory integration provides a crucial foundation for later, more complex learning and behavior.

 

At Birth to 6 months, the baby:

 

• Shows full range of physiological states (deep sleep, light sleep, drowsy, quiet alert, active alert, crying) – baby’s first task is to gain control over his own body responses
• Exhibit Clear Definition in physiological states – mixed signals mean the child is still working on developing control over internal and external messages
• Display distinct temperament style, i.e. easy, active, slow to warm up, challenging, etc – the combination of the child’s temperament and the parent’s temperament may influence how comfortable you are with parenting
• Respond differently to variations in temperature – May show increased movement, crying, grimace when you take off sleeper for bath
• Show variety of spontaneous body movement patterns (kicks, arms thrusting, partial rolling) – movement begins with the whole body and later will refine to arms, legs and head movements.
• Look toward sound; quiets to voice or music – Lets you know his auditory system is alert and aware.  Music can be a soothing influence for some babies.
• Look towards, or quiets, when people or objects come into visual field
• Allow touch or holding close during position changes, comforting or feeding
• Explore objects with mouth
• Show facial expression (brighten or alert) to bell sound or flashlight
• Startle to sudden sound or movement
• Look at person talking with prolonged gaze
• Stare or look intently at caregiver or high contrast objects for 3 – 5 seconds
• Tolerate normal indoor lighting without squinting or closing eyes
• Tolerate touch to body, arms, legs and face
• Visually search for sounds
• Watch moving objects
• Respond to pain by crying

 

At 6 – 12 Months, Baby will:

 

• Respond to different textures with body, fingers
• Roll to side independently in response to stimuli
• Reject sharp smelling or unpalatable foods by turning head
• Explore objects and food with fingers
• Swat, rock, bounce to music
• May show unusual sensitivity or adverse reaction to sounds
• Track (follow with eyes) a bright object vertically, horizontally, and in circular patterns, eyes moving together in a coordinated pattern
• Orient and maintain attention 30-60 seconds

 

At 12 – 24 Months, the toddler:

 

• Switch visual attention from one stimulus to another
• Show no fear or anxiety with changes in body position
• Smell strongly scented items or respond to smells such as perfume or shaving cream
• Poke and squeeze clay or dough
• Allow objects and textures to touch cheek, tongue and mouth area
• Tolerate changes in daily routines or the environment without great upset
• Associate sensory information with routine activity (crawls into kitchen when smells food cooking, recognize sound of cracker box opening and comes to get, etc)
• Exhibit voice quality and volume similar to other children and family members

 

At 24 – 36 months, the toddler:

 

• Steps up and down heights such as stair step without falling
• Tolerate different textured surfaces (sandbox, grass, etc)
• Tolerate activities such as swinging, spinning or rocking on play items.
• Play in enclosed areas, such as cloth tunnel or boxes
• Negotiate simple obstacle course
• Transition from one activity to another without becoming anxious or upset
• Use vision to effectively guide hands i.e. “hand – eye coordination”
• Spontaneously play with multi media art materials (dough, sand, finger paints, etc)
• Listen to sounds or music at average volume without covering ears or showing distress
• Use a variety of intonation patterns when communicating

From the start, babies want to explore their world. They are eager to move their eyes, their mouths, and their bodies toward the people and objects that comfort and interest them. They practice skills that let them not only move closer to desired objects, but also move desired objects closer to themselves. As they grow, children’s determination to master movement, balance, and fine-motor skills remains intense.

 

A baby begins learning the basics of self-movement and begins to master the skills needed for hand-to-mouth coordination and holding objects.

  

From birth to 3 months most infants begin to:

 

• Raise head slightly when lying on stomach

• Hold head up for a few seconds, when supported

•  Hold hand in a fist

•  Lift head and chest, while lying on stomach

•  Use sucking, grasping, and rooting (holding tongue to the roof of the mouth) reflexes

•  Touch, pull, and tug own hands with fascination

•  Repeat body movements, and enjoy doing so                                                                   

 

From 3 to six months, babies are quickly becoming stronger and more agile. Most begin to:

 

•  Roll over

•  Push body forward and pull body up by grabbing the edge of a crib

•  Reach for and touch objects

•  Reach, grasp, and put objects in mouth

•  Make discoveries with objects (for example, a rattle makes noise when it is moved)

 

 

From 6 to 9 months, “Child-proofing” becomes important as babies get more mobile. During this time most begin to:

 

•  Crawl

•  Grasp and pull things toward self

•  Transfer objects between hands  

 

 

From 9 to 12 months, most babies can:

 

•  Sit without support

•  Stand unaided

•  Walk with aid

•  Roll a ball

•  Throw objects

•  Pick things up with thumb and one finger

•  Drop and pick up toys

 

 

From 1 to 2 years, walking and self-initiated movement become easier. Most children can:

 

•  Walk alone

•  Walk backwards

•  Pick up toys from a standing position

•  Push and pull objects

•  Seat self in a child’s chair

•  Walk up and down stairs with aid

•  Move to music

•  Paint with whole arm movement

 

 

At 1 to 2  years, balance improves and eye-hand coordination becomes more precise. Most children can:

 

•  Put rings on a peg

•  Turn two or three pages at a time

•  Scribble

•  Turn knobs

•  Grasp and hold a small ball; can use in combination with large motor skills to throw the ball

•  Shift marker or any drawing or painting tool from hand to hand and draw strokes

 

 

At 2 to 3 years, children become more comfortable with motion, increasing speed, and coordination. Most begin to:

 

•  Run forward

•  Jump in place with both feet together

•  Stand on one foot, with aid

•  Walk on tiptoe

•  Kick ball forward

 

 

At 2 to 3 years, children are able to manipulate small objects with increased control. Most can:

 

•  String large beads

•  Turn pages one by one

•  Hold crayon with thumb and fingers instead of fist

•  Draw a circle

•  Paint with wrist action, making dots and lines

•  Roll, pound, squeeze, and pull clay

 

 

At 3 to 4 years, movement and balance improve. Most children can:

 

•  Run around obstacles

•  Walk on a line

•  Balance on one foot

•  Push, pull, and steer toys

•  Ride a tricycle

•  Use a slide without help

•  Throw and catch a ball

 

Children’s precision of motion improves significantly. Most are able to:

 

•  Build a tall tower of blocks

•  Drive pegs into holes

•  Draw crosses and circles

•  Manipulate clay by making balls, snakes, etc.

  

At 4 to 5 years, Children are now more confident, and most are able to:

 

•  Walk backwards

•  Jump forward many times without falling

•  Jump on one foot

•  Walk up and down stairs without assistance, alternating feet

•  Turn somersaults

 

Children develop skills that will help them as they enter school and begin writing. Most can:

•  Use safety scissors

•  Cut on a line continuously

•  Copy squares and crosses

•  Print a few capital letters                                                                        

 

 

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Social and emotional milestones are often harder to pinpoint than signs of physical development. This area emphasizes many skills that increase self-awareness and self-regulation. Research shows that social skills and emotional development (reflected in the ability to pay attention, make transitions from one activity to another, and cooperate with others) are a very important part of school readiness. 

 

 From birth to 3 months, babies spend a lot of time getting to know their own bodies. They:

 

•  Suck their own fingers

•  Observe their own hands

•  Look at the place on the body that is being touched

•  Begin to realize she is a separate person from others and learn how body parts, like arms and legs, are attached

 

Infants are interested in other people and learn to recognize primary caregivers. Most infants:

•  Can be comforted by a familiar adult

•  Respond positively to touch

•  Interact best when in an alert state or in an inactive and attentive state

•  Benefit from short, frequent interactions more than long, infrequent ones

•  Smile and show pleasure in response to social stimulation

 

 

From 3 to 6 months, babies are more likely to initiate social interaction. They begin to:

 

•  Play peek-a-boo

•  Pay attention to own name

•  Smile spontaneously

•  Laugh aloud

 

 

From 6 to 9 months, babies show a wider emotional range and stronger preferences for familiar people. Most can:

 

•  Express several clearly differentiated emotions

•  Distinguish friends from strangers

•  Respond actively to language and gestures

•  Show displeasure at the loss of a toy

 

 

From 9 to 12 months, as they near age one, imitation and self-regulation gain importance. Most babies can:

 

•  Feed themselves finger foods

•  Hold a cup with two hands and drink with assistance

•  Hold out arms and legs while being dressed

•  Mimic simple actions

•  Show anxiety when separated from primary caregiver

 

From 1 to 2 years, children become more aware of themselves and their ability to make things happen. They express a wider range of emotions and are more likely to initiate interaction with other people. At this stage, most children:

 

•  Recognize themselves in pictures or the mirror and smile or make faces at themselves

•  Show intense feelings for parents and show affection for other familiar people

•  Play by themselves and initiate their own play

•  Express negative feelings

•  Show pride and pleasure at new accomplishments

•  Imitate adult behaviors in play

•  Show a strong sense of self through assertiveness, directing others

•  Begin to be helpful, such as by helping to put things away

 

 

From 2 to 3 years, children begin to experience themselves as more powerful, creative “doers.” They explore everything, show a stronger sense of self and expand their range of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to:

 

•  Show awareness of gender identity

•  Indicate toileting needs

•  Help to dress and undress themselves

•  Be assertive about their preferences and say no to adult requests

•  Begin self-evaluation and develop notions of themselves as good, bad, attractive, etc.

•  Show awareness of their own feelings and those of others, and talk about feelings

•  Experience rapid mood shifts and show increased fearfulness (for example, fear of the dark, or certain objects)

•  Display aggressive feelings and behaviors

 

Children enjoy parallel play, engaging in solitary activities near other children. They are likely to:

 

•  Watch other children and briefly join in play

•  Defend their possessions

•  Begin to play house

•  Use objects symbolically in play

•  Participate in simple group activities, such as singing clapping or dancing

•  Know gender identity

 

 

At 3 to 4 years, as their dexterity and self-help skills improve, 3-year-olds become more independent. Most can:

 

•  Follow a series of simple directions

•  Complete simple tasks with food without assistance, such as spreading soft butter with a dull knife and pouring from a small pitcher

•  Wash hands unassisted and blow nose when reminded

 

Children become more interested in other children. They are now more likely to:

 

•  Share toys, taking turns with assistance

•  Initiate or join in play with other children and make up games

•  Begin dramatic play, acting out whole scenes (such as traveling, pretending to be animals)

 

 

At 4 to 5 years, children are more aware of themselves as individuals. They:

 

•  Show some understanding of moral reasoning (exploring ideas about fairness and good or bad behavior)

•  Compare themselves with others

 

4-year-olds are very interested in relationships with other children. They:

 

•  Develop friendships

•  Express more awareness of other people’s feelings

•  Show interest in exploring sex differences

•  Enjoy imaginative play with other children, like dress up or house

•  Bring dramatic play closer to reality by paying attention to detail, time, and space

 

Long before children can say words or join them into sentences, they are active language learners. Within a few short years, young children go from newborns without language to excellent communicators and lively inventers and tellers of stories.

 

 

From birth to 3 months, infants pay close attention to language. In the first year, they can distinguish all of the speech sounds that occur in natural language; then they begin to specialize in the sounds of their home language. Most infants will:

 

• Respond to speech by looking at the speaker

• Respond differently to the voice of a parent than to other voices

• React to changes in a speaker’s tone, pitch, volume, and intonation

• Respond differently to their home language and another language

• Communicate with bodily movements, by crying, babbling, and laughing

• Attempt to imitate sounds

 

 

 

At 3 to 6 months, even small babies love to have “conversations.” Most children of this age:

 

• Exchange sounds, facial expressions, or gestures with a parent or caregiver

• Listen to conversations

• Repeat some vowel and consonant sounds

 

 

 

From 6 to 9 months, children’s vocalizations increase. Most babies of this age:

 

• Begin repetitive babbling (deaf children also start to babble with their hands)

• Associate gestures with simple words and two-word phrases, like “hi” and “bye-bye”

• Use vocal and non-vocal communication to express interest and influence others

 

 

 

Between 9 and 12 months, children are getting ready to talk. Around the first birthday, language production doubles. Many babies of this age:

 

• Understand the names of familiar people and objects

• Show their understanding with responsive body language and facial expressions

• Say a few words

• Respond to a firm “no” by stopping what they are doing

 

 

From 1 to 2 years, children begin to learn many new words and begin to use simple phrases. Many children can:

 

• Understand many words, as well as simple phrases and directions (“Drink your juice”)

• Follow a series of two simple but related directions

• Respond correctly when asked “where?”

• Say a few words clearly, and a few dozen additional words so that family members can understand. The words denote important people and common objects, and a few prepositions such as “on,” “in,” or “under.” Many can say “more” and “all gone.”

• Say successive single words to describe an event

• From about 18 months, begin learning about 9 new words a day

• Use “my” or “mine” to indicate possession; begin to use “me,” “I,” and “you”

 

 

 

At 2 to 3 years, both understanding of language and speaking develop more rapidly at this stage. Most 2-year-olds can:

 

• Join familiar words into phrases

• Begin to use modifiers (adverbs and adjectives)

• Point to common objects when they are named

• Name objects based on their description

• Respond to “what?” and “where?” questions

• Enjoy listening to stories and asking for favorite stories

• Recount events that happened that day

 

 

 

At 3 to 4 years, language usage becomes more complex. Most 3-year-olds can:

 

• Make themselves understood to strangers, despite some sound errors

• Use and understand sentences

• Use more complex grammar, such as plurals and past tense

• Understand sentences involving time concepts (for example, “Grandma is coming tomorrow”) and narrate past experiences

• Understand size comparisons such as big and bigger

• Understand relationships expressed by “if… then” or “because” sentences

• Follow a series of two to four related directions

• Sing a song and repeat at least one nursery rhyme

 

 

 

4 to 5-year-olds use language not only to converse, but also to exchange information. Most can:

 

• Retell a story (but may confuse facts)

• Combine thoughts into one sentence

• Ask “when?” “how?” and “why?” questions

• Use words like “can,” “will,” “shall,” “should,” and “might”

• Combine thoughts into one sentence

• Refer to causality by using “because” and “so”

• Follow three unrelated commands appropriately

• Understand comparatives like loud, louder, loudest

• Listen to long stories (but may misinterpret the facts)

• Understand sequencing of events when clearly explained (for example, “First we plug the drain, then we run the water, and finally we take a bath”)

 

 

The first years are a wondrous time. As the months pass, parents are able to form deep, affectionate bonds with their babies and marvel at their rapid growth. Infants need a small, consistent group of people whom they can learn to know and trust. When babies are in childcare settings, it is important for group sizes to remain small (with at least one adult for every three infants) so that secure, meaningful relationships can form and each infant’s needs for attention, affection and routine care can be met. Toddlers continue to need secure attachments and a great deal of individual attention.

 

Crying

Babies come into this world ready for relationships-each with a unique personality and style of communication. Babies tell us about their feelings and needs through their facial expressions and body movements, as well as by cooing, babbling, and crying. Crying is one of the main ways babies communicate. They cry to tell us that they want or need something to happen-perhaps a diaper change, a bottle, a nap, or a hug.

 

Routine Care

Routine care, such as feeding a baby or changing a diaper, provides rich opportunities for one-to-one contact. Be sure to feed and change infants and put them down for naps based on their needs, not according to a schedule. Hold your baby during bottle-feeding in order to take advantage of this time for closeness and interaction. Keep in mind that too much stimulation, such as bright lights and constant noise, may overwhelm infants and cause them stress.

 

Infants’ immunity to infectious disease is just beginning to build. Remember to wash your hands and take other sanitary precautions before and after feeding, diapering, and toileting. Keep sick children home so the infection or illness is not spread to other children and adults.

 

Talking with Infants

Even before they understand words, babies love to hear language and respond by cooing, babbling, and making sounds that gradually resemble adult speech. During the first two years of life, children understand much more than they can say. You can help children learn new words by noticing the things that catch their attention, naming them, and talking about them. Repeatedly using newly learned words will reinforce them and build your child’s vocabulary. By using the same words in different ways (“You have a face. And the clock has a face, too”), or finding different ways to say the same thing (“It’s big, it’s huge, it’s gigantic”) you can help children build a richer, more expressive vocabulary as they grow.

 

Safe Exploration

Infants need many opportunities to explore their world using all of their senses. As your baby begins to crawl and then walk, a safe environment is essential. From your child’s perspective, if it’s in view, it’s interesting; and if it’s in reach, it will be investigated. That’s why it is important to “child proof” all settings where young children spend time. Potential dangers include unlocked cabinets, uncovered electrical outlets, medicines and cleaning supplies, and small objects that can be put into a child’s mouth. You can prevent accidents with close supervision and frequent inspection to spot new dangers that crop up as children grow and develop.

 

Toddlers’ Intense Feelings

Toddlers are very involved in learning about themselves in relation to the world around them Their day often involves conflict with siblings, playmates, and the adults around them. Keep in mind that when a toddler wants something, she typically wants it intensely and immediately. If you are caring for more than one child, you can help reduce conflict by making sure there are enough toys and materials for all to share. It’s also important that your toddler has enough time and space to fully explore her environment. Be sure she has plenty of opportunities to make real choices and decisions, like what snack food she prefers or which shirt she wants to wear.

 

When toddlers don’t get what they want, tempers often flare. Children can be frightened by their own feelings and actions, and they rely on the adults around them to remain calm. In simple language, say what specific behaviors are expected and what will happen if the rules are not followed (“Stop throwing the crackers, or snack time will be over.”) Let your child know that you (or other caregivers) are there to help her work through her intense emotions.

 

Things to Remember

 

Listen carefully to your baby’s cries. Babies use different sounding cries for different reasons and it’s important to try to tune in to what your child is telling you.

 

It is quite common for infants to develop “separation anxiety” and “stranger anxiety” during the second half of their first year. Although it can be upsetting to see your baby cry inconsolably when you leave her, it shows that she has a close bond with you. Stay calm when this happens, and reassure your child with words and physical comfort that she will be well cared for in your absence, and that you will return. A special object from home such as a blanket or stuffed animal can help comfort your child while you are away.

 

Think of ways you can support your toddler’s need for independence such as offering simple choices, encouraging safe exploration or letting her make something herself.

 

At the infant and toddler stage of development, everything is typically very sensory, physical and oral. Babies tend to put things in their mouths and toddlers want to touch just about everything with their hands. Keep in mind that this is how young children learn and it is a part of normal growth and development.

 

Things to Avoid

 

Avoid getting angry with your infant or toddler for normal developments or behavior such as putting things in his mouth, crying, soiling his pants or grabbing objects (or other babies).

 

Be sure not to prop up a bottle for your baby to feed herself. She needs to be held and responded to during feeding.

 

Avoid strapping a baby in a seat or rocker for extended periods of time. Babies learn from exploring the world and handling objects.

 

Try This at Home

 

1. What precautions can you take in your home to ensure your child’s health and safety? Look at your child’s environment from her point of view. What looks especially interesting to explore? What items would your baby like to put in her mouth?

2. Pay attention to your interactions with your child. Note the way your child expresses himself with words, cries, gestures and facial expressions. How do you respond to these forms of communication?

 

3. Babies and toddlers use their senses to learn about the world. You can encourage your children to notice differences using the sense of touch by gathering materials in plastic bins or small zip-lock bags. Your children can touch these objects or substances with their hands or feet or both. What do you think would be fun for them to touch, squeeze or poke? Try crumpled newspaper, sand, cooked noodles, warm soapy water, ice and any other idea you have. How do your children react to the feel of each material? Talk with them about each item you choose.

 

4. Babies love to imitate facial expressions. Just for fun, see how many expressions you and your baby can imitate. Stick out your tongue, make exaggerated smiles, open your mouth wide and see if your baby does likewise. Keep repeating until you are worn out! Next try imitating sounds, starting with the sounds your baby already makes. Notice how paying attention to each other and taking turns is a lot like having a conversation.

 

Young children have many ways to communicate, including sounds, gestures, facial expressions, and body language, but once they begin to master language, they can more easily let parents and other caregivers know what they want or need, what they feel, and what matters to them. A good command of language appears to go hand-in-hand with the ability to think logically and creatively. All of the important adults in children’s lives, and especially parents, play an important role in helping young children develop verbal language skills and build a good foundation for later reading and writing.

 

 

Talking with Babies and Young Children
Babies love to be talked to. Exchanges of sounds, gestures, or expression not only lay the groundwork for conversation, they also help babies develop the sense of mutuality and give-and-take that underlies secure relationships. By listening to and watching children with real interest and responding in a way that continues the exchange, you let them know that they will be attended and responded to.

Once children begin talking, be sure to allow them time to formulate what they want to say. Waiting patiently for your child to formulate his thoughts or answer a question is one of the most important things you can do to encourage language growth. You can also ask open-ended questions that require more than a yes or no answer, including questions to which you don’t already know the answer.

When parents talk to babies, they often speak slowly and melodically, using a form of speech that experts refer to as “parentese.” This is exactly the kind of speech that is best suited to helping babies learn to talk. To engage your baby’s attention, it is helpful to be lively and to vary the tone and pitch of your voice. It is also helpful to speak slowly and distinctly, and to repeat words and phrases. However, don’t underestimate your baby’s grasp of what you are saying. Well before they can respond with words, babies and toddlers can understand a lot of what is said.

Look for opportunities to give children something real to talk about that interests them. Children’s attention can wander when they are expected to talk about something abstract or something they have never experienced. They are more likely to respond when the conversation is based on real, concrete, lived-through experiences. For example, asking children to discuss ways they might transport water over to a sandbox or flowerpot challenges their problem-solving abilities while keeping the subject both real and relevant to them. They can make the conversation even more real by trying out their ideas to see if they actually work. Encourage siblings or playmates to ask each other questions and to have conversations. In that way, children learn that talk can be fun, satisfying, and helpful in building relationships.

 

Bilingualism
In today’s world, speaking more than one language is a definite asset. At the same time, in order to get along in our society, children must be able to speak, read, and write English well. But speaking English doesn’t mean children have to give up speaking their first language. There is no finer way to honor children’s ethnic or cultural background than by welcoming and encouraging the use of their home language or dialect in other settings, including preschool.

Gaining a sense of belonging at school helps children become good learners. Even when teachers don’t speak your child’s language, you can help them to learn a few essential words or phrases, beginning with the correct pronunciation of your child’s name and your family’s names. Help teachers learn about your family’s culture and heritage. Share songs and stories in your native language as well as cultural customs.

 

Emergent Literacy
Gaining literacy-the ability to read and write with ease-is an essential part of language learning. To achieve literacy, children must first acquire many basic concepts and strategies, including an awareness of the sounds that make up language, an ability to rhyme syllables and words, and a familiarity with print materials. By playing language games with your children (asking them to make rhymes or to think of words that begin with the same sound), you can help them get ready to read.

One of the most important things you can do to foster children’s literacy skills is to read aloud to them every day and to encourage other caregivers and teachers to do the same. Chat about the story as you read together, bearing in mind that the talk surrounding the story is as important as the story. As children turn the pages, ask them to point to things that interest them. When they pretend to read, children are making progress toward reading.

Provide young children with plenty of opportunities to experiment with writing, including scribbling and drawing, but resist the impulse to pressure them to write correctly. You can also write down children’s own stories and help them dictate and decorate letters to other children or adults. You can also encourage kids to add written materials, such as signs, phone books, or menus, to their pretend play.

 

Things to Remember

 

  Pay attention to your baby during play, diapering and feeding. Use your voice, smile, eye contact and body language to let your baby know you are listening to her and responding to her cues.

  Encourage your children to talk about what they’re doing while they’re doing it or right after.

  Try to ask your children questions that encourage them to think about their reply and share ideas.

  Make mealtimes fun by encouraging your children to talk about what interests them, what happened at school that day and what they’d like to do the next day.

  Show your children that books are important to you by reading yourself and teaching them how to take good care of the books you have or borrow from friends or the library.

  If you suspect your child has a problem hearing or speaking, talk to her teacher or doctor to find out if she needs extra attention or treatment.

 

Things to Avoid

  Avoid answering your own questions when talking to your children. Instead, be patient and give them the time to come up with their own answers.

  Try not to dominate conversations taking place among children, except to encourage them to ask questions of each other that help keep the conversation going. Children learn a lot from each other this way.

 

Try This at Home

 

1. Think of an experience that your child has on a regular basis and how you can encourage him to talk about it; for example, playing with the neighborhood children, the walk or ride home from school, or buying groceries with a family member.

2. Try to set a time every day when you or a family member reads to your child. Just before bath or bedtime often works well. How can you make the most of this time?

3. The next time your children want to “play house,” give them a phone book, cookbook or calendar to use. During play, you can pretend to use these and help your children to understand their value in real life.

4. Ask your child to tell you a story and write down what she says. Ask her questions about what happens next and why something happened to encourage her to continue. After the story is written down, ask your child to draw a picture or pictures to illustrate the story.

Don’t be nervous — these fireworks aren’t the exploding kind. In fact, they’re meant to be grabbed (and eventually eaten!). Made from candy rolls, they add a sparkling touch to a Fourth of July party.

 

 

Roll of candy (we used Life Savers) 

Colored tape 

Foil party picks (we got ours at gourmac.com) 

 

For each firecracker, remove the outer wrapper from a roll of candy. Wrap the inner lining with colored tape.  Insert foil party picks into the center of the roll, snapping off part of the pick if needed to get the correct length.

 

Red, white and blue construction paper

A paper plate

Scissors

Glue

Optional – glitter

 

Cut a large hole in the center of the paper plate, leaving the outer ring intact. Cut out a lot of stars from red, white and blue construction paper.   Glue the stars to the paper plate, overlapping to fully cover the plate. Decorate with glitter if desired.

 

For a memorial day craft, you could write names of soliders on each star.

For Christmas, use Red, Green and Silver stars