behaviour

Should I Correct My Child’s Speech?

Jj is for Jottings 54.  Should I Correct My Child’s Speech?

This is Linguine, Kieran’s Murray Darling carpet python. The pic I really wanted was too blurry. Shikha caught a 23 cm long baby brown snake last week and brought it to the front door step to play with. Having just stepped out of the shower I snatched him inside and dressed hastily. When I returned it was nowhere in sight. I found it wriggling around in David’s boot, on the step below! Taking photos inside boots doesn’t work too well. Great composition – reared up with its mouth gaping open – but blurry. Linguine said he’d be happy to stand in (and he’s beautiful and harmless).

 

Many parents these days are concerned that they will somehow damage their child’s psyche if they correct their speech and language Continue reading →

Televisions in Children’s Bedrooms.

It’s that time of year again when the alpacas have new neighbours. When these twins were a week old, their mother took them further down their paddock into line with our back paddock. The lambs were playing just next to the fence. I came across the paddock – unfortunately with no camera – to find a line of interested alpacas staring at the lambs. Geisha tried to jump on them twice (that’s how they attack unwanted animals) because “They Didn’t Belong There” and “It Was Her Territory”. Thankfully she couldn’t actually get at them through the fence.

Jj is for Jottings 31. Televisions in Children’s Bedrooms.
A few days ago one of my “therapy children” – 7 years of age – brought a soft toy into the session. When asked about it she said she’d been given it as a reward for behaving well in the shop where her parents had bought her a television for her bedroom. (Fancy having to be rewarded for behaving well when you are being bought a big-ticket item!) When asked why she should have a television in her bedroom she said because “lots of” the other children have them in their bedrooms. I don’t know what percentage of children do, but I do know it’s not uncommon. Since children having televisions in their bedrooms fills me with horror, I thought it was a good time to say my piece on the subject. Here are some reasons why TVs and children’s bedrooms should never meet:
• Programs screened when the child is in bed are likely to be inappropriate for the child’s age. Children are unable to discriminate between appropriate and inappropriate content.
• Watching TV in bed will erode sleeping time.
• How are parents going to know if the child wakes up during the night and turns on the television? If children do turn on the TV in the middle of the night, see the first two points above.
• Watching television in bed can be overstimulating and undermine the body’s readiness for sleep. You might argue that the same applies to reading in bed – and it can, but this is more of an adult problem than a child problem, and it is magnified by….
• All screens emit short-wavelength blue light. Light affects our internal body clock, which affects our circadian rhythm, which is our (more or less) 24 hour body cycle which influences many internal functions. This determines when our body is primed to stay awake and be productive and when we feel tired and want to go to sleep. When it gets dark in the evening, our pineal gland secretes the hormone melatonin, which signals to our brain and body that it’s time to get tired and go to sleep. Blue light inhibits melatonin production. As a result, our bodies don’t get the proper signal that it’s time to go to sleep, reducing both the quality and quantity of sleep. In effect, the body is tricked into thinking it’s daytime. Blue light (which we also get from the sun’s rays) are crucial during the day, but have a disastrous effect at night. There is any amount of research on this, from Harvard University, Monash University, University of Toronto to name just a few.
• Tired children do not concentrate or learn well. (Or adults either, for that matter.) Their behaviour is likely to suffer, and this will have a knock-on effect to everybody in the classroom.
Being a parent is a tough call, there’s no denying that. But one of the things we must do is to step away from our children’s whims and “what everybody else is doing” and to think about the long-term effects of our decisions on our child’s health and wellbeing.

Routine/Fewer Choices=Smarter, Happier Children. (2)

Marshmallow sitting on the front door mat. Notice the white bits on the mat from her preening. Quite messy, and rather difficult to get out the front door without sending her flying (not literally).

Jj is for Jottings 26. How More Routine, Fewer Choices Make for Smarter and Happier Children. Part 2.
Here is the second part of an article which appeared in the Pulse section of the Border Mail on February 6 last year, and it bears repeating. The first part was in Jottings 18. We will visit other parts of the same article in other Jottings.
GETTING your priorities right as a parent is a sentiment with which behavioural optometrist Michael Smith wholeheartedly agrees.
As thousands of students poured back into classrooms across the Border in recent weeks, the odds are that some of them will come across the path of the Wodonga Vision and Learning Centre founder.
Mr Smith believes about 30 per cent of children start school before they are ready.
For the past 30 years he has helped children (and adults) with “visual processing problems” who may be struggling in a classroom or with reading.
His work is about much more than prescribing glasses.
Behavioural optometry examines how a person’s vision affects how they function in the world around them, according to Mr Smith.
“Vision is your pervasive means of dealing with the world around you and if you don’t do that well then you are going to be compromised — at school, in sport and even at work.
But it’s at school that the problem generally rears its head, according to Mr Smith.
“Often a child who has not developed their vision adequately will be written off as clumsy or just not good at sports for example,” he says.
“But when you hit school, you have a situation that forces the issue and many kids are just not ready.
“They have not developed the skills they need to be able to deal with the classroom and they are the ones who end up needing intervention.”
So what does this all mean?
It begins when we are babies, Mr Smith says.
“Visual curiosity first triggers a baby to move their hands to try and grasp something or to roll towards something.
“Eventually your movement becomes more and more complex as you learn to crawl and then eventually walk.
“Once you are on the move your visual curiosity can take you to places you can’t reach.”
Mr Smith says that as we get older we don’t always have to go to things and touch them.
“Your vision has had so many experiences, you can look at something and know what is is,” he explains.
But if your visual system does not develop beyond that point, for whatever reason, problems can arise, he says.
“If, for example, you start school and you still have to touch everything you are not going to function in a classroom because you can’t touch words or numbers,” Mr Smith says.
“It is parents who give them their language and they need to both watch and listen to you. That cannot be replaced by a computer screen.”
He says once you have a vision problem it modifies the way your body works and the way you move.
It can also affect behaviour.
He says there are a lot of things parents can do to help ensure their child’s visual system develops properly.
But it requires an investment of time.
It means reading to your child is more important than the washing.
It means less time in front of the television or Xbox and more time playing outside.
“Children need a lot of movement experience,” he explains.
“They need outside play so go to the park, ride a bike, dance, catch and throw a ball or play with a balloon when they are little.
“Give them something to make or create — whether it’s Lego or some paper towel tubes and sticky tape.
“And you must read to your child. That is essential.”
Mr Smith says a lot of children come to him with poor vocabulary and don’t know how to construct a simple sentence.
“It is parents who give them their language and they need to both watch and listen to you,” he says.
“That cannot be replaced by a computer screen.”
But the investment of time can sometimes be the hardest thing to do, he concedes.
“It’s difficult because both parents generally have to work and our society is such that in order to support ourselves parents have to work,” Mr Smith says.
“The parent may only see their child for an hour in the morning and an hour at night and most of that time is spent pushing the kid to get ready for breakfast or dinner or out of bed or off to bed.
“It’s not quality time.
“It’s survival time.”