Baby sleep problems are one of the most common issues that parents have especially when it is your first child. Many people find the whole experience of becoming a parent to be incredibly daunting, and there will be several times when you are unsure of how to cope. However, once you understand that you are not alone and that sleep and babies is commonly discussed, you will feel better.

You will soon discover that if your baby is not sleeping, it is likely that no one else is getting any sleep, which can be incredibly disrupting for the whole family. Parents will find that their baby sleep problems are causing huge problems, which need to be resolved. You need to establish why your baby is not sleeping, and work towards a solution.

During the first few months, babies will typically sleep up to 15 hours a day; however, all babies are unique, and this is only a guide. You need to ensure that you create a perfect environment for your baby to sleep well, and for a designated number of hours. Sleep and babies go hand in hand; therefore, you need to ensure that you understand why there may be baby sleep problems.

As your baby grows, they will develop their own sleep pattern, which typically includes sleeping through the night. This pattern will often develop between the ages of 4-6 months; however, your baby may take longer to get into a routine.

If you are fortunate your baby will continue to sleep well; however, some parents find that their baby becomes restless. When this happens it can be frustrating; however, there are usually several reasons, which can be overcome. The baby sleep problems, which you are experiencing, should pass, and everyone in the house can receive enough sleep.

Childcare costs may be expensive; however, there are many great benefits, which can be an advantage to both you and your child. Your child will learn the basic curriculum, and experience fantastic social skills. Children that have attended early learning centers are less likely to suffer with problems in the future.

Your child will be able to adjust far quicker to a traditional classroom environment, and be far more secure and less demanding. They will also be able to learn many different social skills from the other children, including how to share, be kind and interact with other children. As you are likely to be paying more, you want to ensure that your child is receiving the best education.

A top quality early learning center will have a steady number of enrollments; however, you need to ensure that you check out all of the facilities. The teachers, student numbers and curriculum all play a huge part in the quality of the childcare facilities. You may be unsure of the benefits of institutional childcare; however, many experts believe they are the perfect place for your child to learn social skills.

The Need for Structure and Boundaries During the Early Years

Early childhood behavior is one of the most important tell tale signs of what you can expect from your child as they grow up. While many people feel that every child goes through the “terrible twos”, the truth is that tantrums and an adverse attitude to authority is not normal at any age. Child discipline is one of the major factors to consider when trying to determine how to address an unruly child.

Help with Early Childhood Behavior

This is actually why child development centers are so popular among parents today. With the help of a professionally run center children can benefit from structure and leadership that helps them to learn how to interact with others in a positive manner and to effectively handle disappointments without the tantrums and other problem behaviors that they might otherwise display.

Children who are exposed to development programs as they age have a better chance of succeeding in school. They also tend to find it easier to make friends and to respect those that are leaders within the community. Most centers accept children before they are ready for grade school, offering an opportunity to learn how to behave and get along in a structured public setting. The participation in development programs will teach children skills that they can use for the rest of their lives so the investment in such a program is well worth it.

Naps for Toddlers, How Long?

One of the best ways to determine whether or not toddler naps are helping you little one is to pay close attention to their attitude and their focus. Any shift in attitude for no apparent reason may indicate the need for a nap. Generally you will find that children under the age of four will give plenty of signs when they are in need of some rest. However this does not mean that older children can’t benefit from a daily nap as well.

In fact some children might need to nap on a daily basis until they reach the ages of seven or eight depending on their daily routine. It is a good idea to talk with your child care provider or your child’s school teacher in order to determine how well your child is getting along when they are not with you because this can offer some clues as to whether or not you should be putting your child down in the afternoon once they get home.

Many children between two and five go through a period of some stuttering. In manifests itself in several ways. They may repeat syllables, phrases or words, prolonging syllables, making no sound for a short period. While many cases end by the age of five, there are some that will have the condition for a longer time. While there is no cure, there are treatments that are successful.

Q: What are the causes of stuttering?

A: Causes vary from child to child. The majority of children who stutter have family members that stutter. Developmental delays and other speech problems are also a factor.

Brains may process language in a variety of ways. Children that stutter will process this information in different parts of the brain than those that do not stutter. Consequently, the messages that interact with the body parts and muscles needed for speech will be channeled differently, and speech development will be varied.

Q: What are the signs of stuttering and speech development in young children?

A: Stuttering may begin when a child is 18 months-24 months. These are the times that the child’s vocabulary makes major jumps in development. During this time, the child will begin to form sentences.

Parents have a tendency to become impatient when a child begins to stutter. It is important to be very patient with the child during this time.

Q: How long will a child stutter?

A: Stuttering may persist for several months. It may be sporadic. Frequently the child who develops early stuttering will stop without speech therapy before the age of five.

Q: What should be done if a child continues to stutter after the age of two?

A: In the event that the stuttering worsens or becomes frequent, the child should be evaluated by a speech and language therapist. They can evaluate the speech development in the child. It is advisable to consult with the therapist at the age of three and not before.

Q: When should a parent seek the help of a therapist?

A: If your child has reached school age and is continuing to stutter, there are steps that need to be taken. It is not unusual for the other children to tease the child that stutters. Talk to the teacher who has the opportunity to address the issue with the other children in the class. They can also decrease the number of times that the child is required to speak. Once therapy begins, new steps can be taken.

Q: What will happen if there is no intervention?

A: Research has shown that children who do not receive intervention with speech development may continue to stutter through adulthood. A qualified speech therapist will assist the child with coping mechanisms necessary to overcome the stigma of stuttering. As language development improves, the parent can be comfortable with the thought that the stammering may not continue into adulthood.

By addressing the problem at an early age, the child will not be subjected to the excessive stress and issues that accompany the continuation of stuttering.

Social interactions with other children can begin as soon as a child climbs off their parents’ laps and joins that other child across the room. Babies and toddlers have a fascination for people their own size. Early child development is vital to your child’s success in life.

Early Social Development Q & A

Q -At what age should play dates begin for early childhood development.

A – Early social development occurs at different times. Some children will be ready to make friends during their early toddler years while others may not be ready to leave their parents’ side until later in life. The friendships may not last for a lifetime, but the meetings will teach a child how to behave with other children.

Q – Are play dates beneficial for early child development?

A – Yes. They teach a child how to make friends. The child will learn how to react to the emotions of another child. It is more than just fun. Play is a learning experience.

Q – Does playing with other toddlers prepare them for school years and friendships in school?

A – Yes. They will learn about actions and reactions as a toddler. It may look like play, but it is the first lesson in gaining early social development. By having reactions to their actions, they will learn valuable lessons.

Q – What about school? Is preschool an aid to gaining friendships in the later school years.

A – Child care and preschool prepare your child for school. With many families having both parents working, childcare becomes an important factor in your child’s social skills. They will make friends. They will eventually migrate to one or two of the other children and bond for a preschool friendship. Without experience in preschool, a child can have some issues in developing friendships in school. If they have not been exposed to other children their own age during the early, formative years, it will be especially difficult. Schools do not have “friendship” listed as part of their curriculum. It is up to the parents to help ensure a smooth transition to school by developing skills early as part of early child development.

Q – At what age do long lasting friendships develop?

A – If a child has been exposed to social interactions earlier, he/she will have a smoother transition out of the home and into school. Lifelong friendship can begin in the early years of school. Encouraging independence as well developing friendship will depend on experience.

It is very important to teach a child the value of friendship. If a child has the experience of playtime with friends during toddler years, he/she will gradually increase their skills as they progress through their school years and early child development. A child who does not have exposure to other children will have a difficult time adjusting to their educational career. Expose your child to the opportunities to make friends as they begin their school career. Early child development will depend on early caregivers.

I will often field phone calls that will ask, “Do you teach the children or are you just a daycare?” My immediate response is, “Are there childcare centers that don’t teach?”  By teach I am not suggesting academics for infants, but all of our interactions with children young and old should be intentional and developmentally appropriate.  When we change an infant’s diaper we are allowing that child to engage in one-on-one time with his/her caregiver.  This special time allows the child to observe facial features, see a smile, and hear the spoken word up close.  The caregiver may sing a lullaby or play a game of peek-a-boo.  This interaction is so important and is therefore a teachable moment.

For those who have been educated in the field of Early Childhood it is especially important that they be considered more than babysitters.  They are individuals who have taken courses, engaged in practicum experiences, have developed lesson plans and are the first teachers in a young child’s life.  Early Childhood Educators work hard to keep up-to-date with current research in the field such as brain development, early warning signs of developmental delays, and overall best practices.  This knowledge makes an enormous difference in the life of each child and family.

It is for these reasons that we are trying to move away from the term daycare, which carries historical definitions in its own right and instead use terms such as childcare and learning centers.  It is a tough change to make, but we are working hard!

I was presented with an interesting article the other day:
How Childcare Boosts Social Capital

It is nice to see that someone has committed to a study on relationships that working parents, working moms specifically, form through their daily interactions at their child(ren)’s child care center. As administrators, we watch these bonds form between moms. Casual, “hello’s,” followed by quick conversations such as, “have you ever experienced this with your child?” To more, in depth conversations around family history, vacation plans and even, “do you want to get together for a play date?”

These bonds working moms form with other working moms are quite important for a few different reasons. First, it’s nice to know that other women are experiencing the same things they are – rushed mornings getting the children out the door, making sure they remembered to pack everything needed for school, the dreaded “turn-around” when they realize they forgot that “can’t-live-without” teddy, the normal stresses from work, thinking about what’s for dinner, and the list could go on. Having other moms commiserate with these daily grinds is comforting. Upon dropping off their children they think, “I’m glad it’s not just me!” Other times they might even think “Wow! And I thought I had it bad!” leaving with a little more bounce in their step on the way to work.

Another reason these bonds are important is that lasting friendships can develop. The moms might find that even though their children aren’t necessarily in the same class or may not even really play with each other, they can get together outside of their children for a girl’s night out. These outings provide an outlet for moms to discuss in more detail their daily tribulations providing a much needed stress release helpful to all those surrounding them.

Yet another reason these interactions are important is that a sense of “family” develops. For many working parents extended family members are scattered all across the country, even the world. Finding alternative care when a child is sick or someone to pick up a child when working late can be quite stressful. The extended family that emanates between these moms can be quite the lifesaving tool in so many ways.

If you have a child in a family or center-based child care setting, take a few moments to chat with another parent. You just might be amazed by all the benefits of childcare that can be reaped.

- Sarah

Do Not Discourage Self Play

Many specialists in early childhood development point out to the disturbing trend in the decline of self-initiated, lone-participating play time, such time where no outside influence is directing the manner of play or even teaching the ‘how’ of specific play. Teachers in early childhood educational settings have been reporting a tendency for many children to only participate in “group” play. This may inhibit the ability for a child to freely explore different and new behaviors from active to quiet or a combination of the two. Children initiating self-play like running on a school track will discover how this activity affects them both physically and mentally. Also, quiet activity like listening to music or flipping pages through a picture book will also present sounds and sights that need interpretation – on some level. Furthermore, staring at the pedal car and attempting to move it uses cognitive and physical skills combined.

Playing in the Moment

The distinctive difference between play engaged by young children and that exhibited by much older children is that toddlers not only live in the moment, they also play in the moment. The choice for play is directed by limited experience as well as environmental influences. Once a child reaches pre-school age, play takes on a completely different social aspect to its activity. Often objects used in toddler play can represent two different “concepts.” Also, a toddler’s attention span is not at all developed and other stimulation can easily act as a distraction compelling the child to go in a different direction of play. It’s almost like a Joycian “streams of consciousness effect; where a child may begin playing quietly interacting with a book and then the next moment decides to start barking like a dog. Toddlers rarely play by the rules. Older children develop a need to be interested in what other children are doing when at play. Toddlers, by nature of being in a naturally segregated point in life, usually tend to initiate solo play, even if occupying space in a room full of other same age children.

Toddlers Exhibit Different Play

Toddler play can be categorized into three separate kinds: practice, symbolic and rules-based.

• Practice Play – is seen in the early years involving repetitive actions and movements. This is where the famous “Peek-a-Boo” found its origin. The repetitive action hiding behind a blanket or pair of hands is a form of practice play.
• Symbolic Play – involves a child recreating during play sessions actions and objects observed throughout their environment, Here is where a sense of being independent develops where a child realizes they are separate entities from parents, siblings, caregivers and other people sharing their universe.
• Rules-based – play begins when children are involved in activity that can only be performed in a certain manner to arrive at a particular result such as putting that square peg in the square space. Remember calling to your toddler to press the button for the “moo” sound? Children through rules-based play learn to associate activity with specific outcomes.

Different Stages of Child Play

There are distinct stages of child play that explain how children interact with one another. The three stages are:

• Solitary Independent Play – shows how a child will interact with objects within their immediate interest zone, playing alone even if there are other children present.
• Parallel Play – occurs when two children play sitting next to each other with similar toys watching how the other interacts with the object but never sharing it.
• Associative Play – involves children interacting with one another yet not necessarily having any organization to this activity or even a common goal for its purpose.
• Cooperative Play – is the most sophisticated form. Children “cooperate” with one another in the creation of the play atmosphere where each child involved accepting an assigned role in the activity.

Young toddlers first involved in group activities such as a pre-school classroom setting are mostly involved in associative or parallel play. Older, more experienced, pre-schoolers will emerge through a cooperative stage before going on to kindergarten. Solitary Independent play is typically evident with home-bound toddlers.

Play possesses an important role in childhood development. It also paves the road for children to greet a more social-skills demanding world.

The change from Summer to School can be difficult for children as they move from a more relaxed schedule to one that requires an earlier bedtime in order to get up earlier, a quicker pace before heading off to school or a whole list of other changes that inevitably take place during this time of year. Here are a few ideas to help your child prepare for the start of the school year:

• Talk to your child – If there will be a change in your child’s schedule let them know ahead of time. If they will be getting to school earlier or later let them know so they can expect the change. Children need to feel in control and knowing there will be a change can reduce the amount of anxiety a child may feel.
• Start your routine – Don’t wait until the day before to begin the new routine. Try to start a few weeks ahead of time so everyone gets on schedule helping to make the first day / week less stressful.
• Be excited – If parents demonstrate a positive attitude about the upcoming school year children tend to become excited as well. Let children know that they will have a lot of fun, make new friends and learn new things.
• Meet your child’s teacher – If at all possible schedule a time to meet your child’s teacher and allow your child to go with you. Knowing their teacher’s name and seeing his/her face will be helpful come that first day of school!
• Be prepared – Try to get school supplies, lunches (if needed), clothes and any other items that must make their way to the car ready the night before. Eliminating the mad rush in the morning starts everyone’s day on a positive note!

For more read the following article: http://articles.sun-sentinel.com/2011-07-27/features/sfe-sfp-school-anxiety_1_child-first-day-anxiety