Another great book to share! This one is full of inspiring stories and activities to get the creative juices flowing for any teacher!
Patricia
Book Review:
More Help! For Teachers of Young Children
by Patricia Dischler
Author Gwen Snyder Kaltman brings yet another fantastic resource for early childhood teachers in her book, More Help! For Teachers of Young Children, 99 Tips to Promote Intellectual Development and Creativity, (Corwin Press, 2006), sharing experiences from her 25+ years of experience in working with children, parents and teachers to provide insight and inspiration. The book supplies teachers with a template for creating classrooms that foster curiosity and creativity, giving children “the freedom to control their learning without letting a classroom get out of control.” The format for the book makes it enjoyable reading, starting with a concept, illustrated by one of Gwen’s personal stories, a review of the lesson learned, then a self-assessment for the teacher to help identify where changes need to be made. She provides lists of activities to support each concept and her engaging stories are ones teachers can relate to, making implementing them into their own classrooms that much easier. The author is an advocate for children, supporting teachers in their quest for finding the balance between teacher planned activities and child lead. Her focus is on the children, following their interests, and creating an environment that supports their creativity. The book is filled with practical, use-it-today type of activities that teachers can take to make a difference in the learning atmosphere in their classrooms. The activities provide outlets for the child’s natural urge to explore their world and learn about it and their place in it. The self assessment tools after each concept challenge the reader to be honest about their current practices in order to implement real change and improvement. Teachers will not only be inspired by the engaging stories, but be provided with the means to bring those same stories to life in their own classrooms. More Help is exactly that – help for teachers, a helping hand and friend to guide you along the way, the kind of resource you will use again and again, the one you will turn to when things go array because you know it will get you back onto the path of success!
More Help! For Teachers of Young Children
99 Tips to Promote Intellectual Development and Creativity, (Corwin Press, 2006)
is available at: www.corwinpress.com.
Sunday, May 17, 2009
Wednesday, April 22, 2009
Grand Friendships
I am very happy to share with you this great resource about "Grand Friendships!" Connecting children with older adults can be an important and beneficial addition to any early childhood program, and this book will give you guidelines on how to do it successfully. Check it out today!
Patricia
Book Review:
Don’t Cheat the Children:
Connecting Generations Through Grand Friendships
By Helene Block Fields
Wonderstone Press, 2009
An inspiring resource for both teachers and parents, Don’t Cheat the Children, provides research, guidance and personal stories to inform readers of the benefits of intergenerational relationships and provides the steps to building successful relationships between young children and older generations.
Written by an educator and pioneer in the field of intergenerational relationships, Helene Block Fields shares her vast experience, providing insight and direction for parents and teachers. She tells the story of a third grade classroom in Florida that implemented an intergenerational program. The class arranged daily visits to a neighborhood nursing home, pairing children with older adults. Fields describes the scene as the children arrived at the home: “It felt like a charge of electricity in the air.” Children and elders alike were calling out to each other with joy and admirations upon the children’s arrival. Field illustrates how these relationships are not only powerful for the older generation, but of great benefit to children as well, giving them wisdom, laughter, advice and unconditional love.
Fields defines Grand Friendships as: “Comfortable, two-way connections between children and trustworthy older adults in their own families, neighborhoods, schools, places of worship, or other safe settings.” Studies show that preschool children involved in intergenerational programs had higher preschool/social development scores than children in non-intergenerational programs.
Filled with completing stories of successful intergenerational programs, the book is an enjoyable and informative read. Each chapter also includes a “tips” list for teachers, parents and older adults on how to build successful Grand Friendships.
Fields also shares comments from the children in these programs, 20 years later. One young man, shared how these relationships impacted his life: “I learned more about real life there than I could have learned in a year at school. Also, this made me want to help the community because of how important it was and how good it felt. It instilled a sense of responsibility that stayed with me.”
Helene Block Fields not only paves the way for teachers and parents to implement such inspiring programs. She thoroughly illustrates the short and long term benefits of these programs, inspiring any reader to take on this challenge.
To order visit: www.grandfriendships.com.
Patricia
Book Review:
Don’t Cheat the Children:
Connecting Generations Through Grand Friendships
By Helene Block Fields
Wonderstone Press, 2009
An inspiring resource for both teachers and parents, Don’t Cheat the Children, provides research, guidance and personal stories to inform readers of the benefits of intergenerational relationships and provides the steps to building successful relationships between young children and older generations.
Written by an educator and pioneer in the field of intergenerational relationships, Helene Block Fields shares her vast experience, providing insight and direction for parents and teachers. She tells the story of a third grade classroom in Florida that implemented an intergenerational program. The class arranged daily visits to a neighborhood nursing home, pairing children with older adults. Fields describes the scene as the children arrived at the home: “It felt like a charge of electricity in the air.” Children and elders alike were calling out to each other with joy and admirations upon the children’s arrival. Field illustrates how these relationships are not only powerful for the older generation, but of great benefit to children as well, giving them wisdom, laughter, advice and unconditional love.
Fields defines Grand Friendships as: “Comfortable, two-way connections between children and trustworthy older adults in their own families, neighborhoods, schools, places of worship, or other safe settings.” Studies show that preschool children involved in intergenerational programs had higher preschool/social development scores than children in non-intergenerational programs.
Filled with completing stories of successful intergenerational programs, the book is an enjoyable and informative read. Each chapter also includes a “tips” list for teachers, parents and older adults on how to build successful Grand Friendships.
Fields also shares comments from the children in these programs, 20 years later. One young man, shared how these relationships impacted his life: “I learned more about real life there than I could have learned in a year at school. Also, this made me want to help the community because of how important it was and how good it felt. It instilled a sense of responsibility that stayed with me.”
Helene Block Fields not only paves the way for teachers and parents to implement such inspiring programs. She thoroughly illustrates the short and long term benefits of these programs, inspiring any reader to take on this challenge.
To order visit: www.grandfriendships.com.
Tuesday, April 21, 2009
Worth Reading Twice!
Okay, I just realized I've posted this article once before! So sorry, but it really is worth doing twice. I'll post another new article tomorrow to make up for it!
Patricia
Patricia
Tantrums, Fussing & Whining
I've just finished reading the entire series of "No-Cry" books by Elizabeth Pantley, and they are fantastic! I highly recommend them not only for providers and teachers, but to recommend them to the parents you serve. Here's an excerpt from her discipline book. Enjoy!
Patricia
Tantrums, Fussing and Whining
from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley
If you ask parents to list the most frustrating discipline problems during early childhood, you would find that these three items appear on every list. All children master their own version of these behaviors – every parent has to deal with them!
Controlling their emotions
Most often these behaviors are caused by a child’s inability to express or control his emotions. Tiredness, hunger, boredom, frustration and other causes that ignite The Big Three can frequently be avoided or modified. When your child begins a meltdown, try to determine if you can tell what underlying issue is causing the problem. Solve that problem and you’ll likely have your sweet child back again.
Handling tantrums, fussing and whining
No matter how diligent you are in recognizing trigger causes, your child will still have meltdown moments. Or even meltdown days. The following tips can help you handle those inevitable bumps in the road. Be flexible and practice those solutions that seem to bring the best results.
Offer choices
You may be able to avoid problems by giving your child more of a say in his life. You can do this by offering choices. Instead of saying, “Get ready for bed right now,” which may provoke a tantrum, offer a choice, “What would you like to do first, put on your pajamas or brush your teeth?” Children who are busy deciding things are often happy.
Get eye-to-eye
When you make a request from a distance your child will likely ignore you. Noncompliance creates stress, which leads to fussing and tantrums – from both of you. Instead, get down to your child’s level, look him in the eye and make clear, concise requests. This will catch his full attention.
Tell him what you DO want
Instead of focusing on misbehavior and what you don’t want him to do, explain exactly what you’d like your child to do or say instead. Give him simple instructions to follow.
Validate his feelings
Help your child identify and understand her emotions. Give words to her feelings, “You’re sad. You want to stay here and play. I know.” This doesn’t mean you must give in to her request, but letting her know that you understand her problem may be enough to help her calm down.
Teach the Quiet Bunny
When children get worked up, their physiological symptoms keep them in an agitated state. You can teach your child how to relax and then use this approach when fussing begins.
You can start each morning or end each day with a brief relaxation session. Have your child sit or lie comfortably with eyes closed. Tell a story that he’s a quiet bunny. Name body parts (feet, legs, tummy, etc.) and have your child wiggle it, and then relax it.
Once your child is familiar with this process you can call upon it at times when he is agitated. Crouch down to your child’s level, put your hands on his shoulders, look him in the eye and say, let’s do our Quiet Bunny. And then talk him through the process. Over time, just mentioning it and asking him to close his eyes will bring relaxation.
Distract and involve
Children can easily be distracted when a new activity is suggested. If your child is whining or fussing try viewing it as an “activity” that your child is engaged in. Since children aren’t very good multi-taskers you might be able to end the unpleasant activity with the recommendation of something different to do.
Invoke his imagination
If a child is upset about something, it can help to vocalize his fantasy of what he wishes would happen: “I bet you wish we could buy every single toy in this store.” This can become a fun game.
Use the preventive approach
Review desired behavior prior to leaving the house, or when entering a public building, or before you begin a playdate. This might prevent the whining or tantrum from even beginning. Put your comments in the positive (tell what you want, not what you don’t want) and be specific.
When it’s over, it’s over
After an episode of misbehavior is finished you can let it go and move on. Don’t feel you must teach a lesson by withholding your approval, love or company. Children bounce right back, and it is okay for you to bounce right back, too.
Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth
Patricia
Tantrums, Fussing and Whining
from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley
If you ask parents to list the most frustrating discipline problems during early childhood, you would find that these three items appear on every list. All children master their own version of these behaviors – every parent has to deal with them!
Controlling their emotions
Most often these behaviors are caused by a child’s inability to express or control his emotions. Tiredness, hunger, boredom, frustration and other causes that ignite The Big Three can frequently be avoided or modified. When your child begins a meltdown, try to determine if you can tell what underlying issue is causing the problem. Solve that problem and you’ll likely have your sweet child back again.
Handling tantrums, fussing and whining
No matter how diligent you are in recognizing trigger causes, your child will still have meltdown moments. Or even meltdown days. The following tips can help you handle those inevitable bumps in the road. Be flexible and practice those solutions that seem to bring the best results.
Offer choices
You may be able to avoid problems by giving your child more of a say in his life. You can do this by offering choices. Instead of saying, “Get ready for bed right now,” which may provoke a tantrum, offer a choice, “What would you like to do first, put on your pajamas or brush your teeth?” Children who are busy deciding things are often happy.
Get eye-to-eye
When you make a request from a distance your child will likely ignore you. Noncompliance creates stress, which leads to fussing and tantrums – from both of you. Instead, get down to your child’s level, look him in the eye and make clear, concise requests. This will catch his full attention.
Tell him what you DO want
Instead of focusing on misbehavior and what you don’t want him to do, explain exactly what you’d like your child to do or say instead. Give him simple instructions to follow.
Validate his feelings
Help your child identify and understand her emotions. Give words to her feelings, “You’re sad. You want to stay here and play. I know.” This doesn’t mean you must give in to her request, but letting her know that you understand her problem may be enough to help her calm down.
Teach the Quiet Bunny
When children get worked up, their physiological symptoms keep them in an agitated state. You can teach your child how to relax and then use this approach when fussing begins.
You can start each morning or end each day with a brief relaxation session. Have your child sit or lie comfortably with eyes closed. Tell a story that he’s a quiet bunny. Name body parts (feet, legs, tummy, etc.) and have your child wiggle it, and then relax it.
Once your child is familiar with this process you can call upon it at times when he is agitated. Crouch down to your child’s level, put your hands on his shoulders, look him in the eye and say, let’s do our Quiet Bunny. And then talk him through the process. Over time, just mentioning it and asking him to close his eyes will bring relaxation.
Distract and involve
Children can easily be distracted when a new activity is suggested. If your child is whining or fussing try viewing it as an “activity” that your child is engaged in. Since children aren’t very good multi-taskers you might be able to end the unpleasant activity with the recommendation of something different to do.
Invoke his imagination
If a child is upset about something, it can help to vocalize his fantasy of what he wishes would happen: “I bet you wish we could buy every single toy in this store.” This can become a fun game.
Use the preventive approach
Review desired behavior prior to leaving the house, or when entering a public building, or before you begin a playdate. This might prevent the whining or tantrum from even beginning. Put your comments in the positive (tell what you want, not what you don’t want) and be specific.
When it’s over, it’s over
After an episode of misbehavior is finished you can let it go and move on. Don’t feel you must teach a lesson by withholding your approval, love or company. Children bounce right back, and it is okay for you to bounce right back, too.
Excerpted with permission by McGraw-Hill Publishing from The No-Cry Discipline Solution (McGraw-Hill 2007) by Elizabeth Pantley http://www.pantley.com/elizabeth
Thursday, March 19, 2009
Observation and assessment are a large part of a teacher's work, it allows us to create successul curriculum specific to a child's needs. Here's a great article from the President of the Montessori Foundation that can help you learn the fine art of observation.
Patricia
Learning to observe your child and follow her lead
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council
As parents we often feel the need to direct our children, but Montessori believed we should follow them instead. How much time do you spend watching your child? I don't mean watching half-heartedly while you are doing something else. I mean focusing your attention completely on your child for an extended period.
There is no better way to begin using Montessori's principles in your home than by sitting back and observing what your child is looking at, what he says, and what he does. Children have so much to teach us about their needs and interests if we will only take the time to pay attention.
How to observe
You may want to keep a bound notebook or journal in which you can make notes and keep a record of your observations. Regularly set aside some time to observe you child. Sit somewhere comfortable close to him so that you can easily see and hear him and any other children with whom he is playing. Make notes every so often about what you see. Over time, your notes will form an interesting record of your child's behavior at different ages, as well as helping you to notice if a pattern of behavior is emerging at a particular time. Try to interpret what your child's behavior means. When you notice that your child displays an interest in something new, try, without overwhelming him, to nurture it. Think about ways to introduce some new activities that will appeal to your child's activities and achievements.
What to observe
Remember, the only thing that you can count on day after day with children is that, as they grow, their preferences, interests, and abilities change in unpredictable ways. Every time you observe your child, try to forget about previous experiences or perceptions and focus on what is really happening right now. While your child is playing, notice which toys he selects. How does he use them? Does he tend to play alone, or with others? Do you notice any patterns over time?
Watch how your child moves about the house. Does he move from place to place quietly, moving gracefully, or does he race about? Is there a room in your home that your child prefers to be in? What seems to attract him to that room?
When eating, note what your child most enjoys. Can he drink without spilling and use a fork and spoon appropriately and with good eye-hand coordination? How does your child behave at mealtimes? Is this a time when he likes to talk about his day?
As you observe, think twice before you interfere with your child's activity. Your goal in this exercise is to learn from what he is doing, not to keep jumping up and correcting him.
~*~*~*~*~*~*~
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council
~*~*~*~*~
You are welcome to reprint this article on your website or in your newspaper or newsletter, provided that you reprint the entire article, including the complete byline with author's name and book title. Please also send a link or copy to elizabeth@pantley.com. Thank you.
Patricia
Learning to observe your child and follow her lead
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council
As parents we often feel the need to direct our children, but Montessori believed we should follow them instead. How much time do you spend watching your child? I don't mean watching half-heartedly while you are doing something else. I mean focusing your attention completely on your child for an extended period.
There is no better way to begin using Montessori's principles in your home than by sitting back and observing what your child is looking at, what he says, and what he does. Children have so much to teach us about their needs and interests if we will only take the time to pay attention.
How to observe
You may want to keep a bound notebook or journal in which you can make notes and keep a record of your observations. Regularly set aside some time to observe you child. Sit somewhere comfortable close to him so that you can easily see and hear him and any other children with whom he is playing. Make notes every so often about what you see. Over time, your notes will form an interesting record of your child's behavior at different ages, as well as helping you to notice if a pattern of behavior is emerging at a particular time. Try to interpret what your child's behavior means. When you notice that your child displays an interest in something new, try, without overwhelming him, to nurture it. Think about ways to introduce some new activities that will appeal to your child's activities and achievements.
What to observe
Remember, the only thing that you can count on day after day with children is that, as they grow, their preferences, interests, and abilities change in unpredictable ways. Every time you observe your child, try to forget about previous experiences or perceptions and focus on what is really happening right now. While your child is playing, notice which toys he selects. How does he use them? Does he tend to play alone, or with others? Do you notice any patterns over time?
Watch how your child moves about the house. Does he move from place to place quietly, moving gracefully, or does he race about? Is there a room in your home that your child prefers to be in? What seems to attract him to that room?
When eating, note what your child most enjoys. Can he drink without spilling and use a fork and spoon appropriately and with good eye-hand coordination? How does your child behave at mealtimes? Is this a time when he likes to talk about his day?
As you observe, think twice before you interfere with your child's activity. Your goal in this exercise is to learn from what he is doing, not to keep jumping up and correcting him.
~*~*~*~*~*~*~
by Tim Seldin
President, The Montessori Foundation
Chair, The International Montessori Council
~*~*~*~*~
You are welcome to reprint this article on your website or in your newspaper or newsletter, provided that you reprint the entire article, including the complete byline with author's name and book title. Please also send a link or copy to elizabeth@pantley.com. Thank you.
Friday, March 6, 2009
Spring Cleaning Safety Tips
You've all heard me say it before - safety is the number one concern of parents! So, the people at the Illinois Poison Center have been nice enough to provide me some articles to share with you on this type of topic. Staying informed = staying safe.
Patricia
Safety First with Spring Cleaning
Out with the old and in with the new. Spring is the perfect time of year for cleaning out your home and that includes sorting through the household medicine supply--adding new prescriptions and eliminating those that have expired or are no longer needed. In 2008, the Illinois Poison Center (IPC) handled 7,568 calls concerning accidental medication errors, which is why poison experts have developed tips for cleaning out and restocking household medicine supplies.
“Looking through your medications should be done twice a year," said Dr. Michael Wahl, managing medical director of the IPC. "Some expired drugs lose their potency which means you may not be getting the proper dosage of medication.”
Dr. Wahl recommends checking the date on the medicine bottle and properly discarding all drugs that are expired. If possible, take drugs to an approved medication disposal site. The Illinois Poison Center has developed medicine disposal guidelines for unused or expired medications, for more details or log onto the Illinois Poison Center Web site at www.illinoispoisoncenter.org.
All medicine cabinets should contain the following items from the Illinois Poison Center's first aid list:
· Current prescription and over-the-counter drugs
· Adhesive bandages of assorted sizes for minor cuts and scrapes
· Gauze pads for larger cuts and scrapes
· Adhesive tape to keep gauze in place
· Antibiotic ointment to disinfect and protect wounds from infection
· A digital thermometer (non mercury-based)
· Antihistamine for allergic reactions
· Hydrocortisone cream to relieve irritation from rashes
· Acetaminophen or ibuprofen for pain
· Insect repellent spray to protect from West Nile during the summer months
· Sunscreen with SPF protection
In addition to old or unused medication, scan your medicine storage to make sure you are keeping your family safe from old medical advice. That means getting rid of the following items:
· Syrup of ipecac - The American Academy of Pediatrics no longer recommends that parents keep it in their homes.
· Mercury thermometers - If these thermometers break, they can expose your child to mercury and mercury vapors.
· Hydrogen peroxide - Many experts believe that hydrogen peroxide isn't any more helpful than regular soap and water when cleaning a simple wound. Hydrogen peroxide could damage healthy skin cells.
· Baby aspirin - If baby aspirin is part of your child's medicinal routine, it should be thrown out. Remember: you shouldn't usually give your child, or your teenager, aspirin because they may run the risk of developing Reye syndrome, a serious and often fatal disorder that affects the liver and brain, and is thought to be caused by the use of aspirin to treat flu-like illnesses and chickenpox.
There’s more to keeping your family safe than just sorting through the medicine supply. Common household items can also be a health threat. Each year, the IPC handles numerous calls involving toxic exposure to household cleaners, with products such as bleaches, disinfectants, floor and tile cleaners, automatic dishwasher detergent and glass cleaners, most commonly mentioned as the source of the poisoning. Frequently, potentially toxic exposures occurred because these products were not in their original containers, had been improperly used, or had been left open, unattended by an adult and in reach of a child.
Tips for poison proofing your home:
· Whenever you're using cleaning products, always read the product label first and use the product according to the label directions
· Keep all cleaning products in their original containers with original labels
· Store cleaning products out of sight, in locked cabinets
· Keep all household cleaning products and other poisonous products separated from food
· Never leave a cleaning product open and unattended
· When using cleaning products, work in well-ventilated areas
· Dispose of cleaning products according to the instructions on the label or at your community chemical waste drop-off site
These poison proofing tips also apply when cleaning garages and basements, which usually contain many potential hazards, such as: pesticides, weed killers, gasoline, oil and other supplies. Ninety percent of poisonings can be treated safely and effectively at home, by calling the IPC and providing the name of the poisonous substance and the approximate amount involved in the exposure. The Illinois Poison Center’s staff of pharmacists, physicians, nurses and poison information specialists has access to references which allows them to quickly determine the degree of toxicity or hazard and offer recommendations for managing the poisoning.
March is Illinois Poison Prevention Month. To learn more about poison prevention and to listen to the IPC's public service announcement go to www.illinoispoisoncenter.org.
If you suspect a poisoning, don’t wait until symptoms appear immediately call the Illinois Poison Center at 1-800-222-1222.
Patricia
Safety First with Spring Cleaning
Out with the old and in with the new. Spring is the perfect time of year for cleaning out your home and that includes sorting through the household medicine supply--adding new prescriptions and eliminating those that have expired or are no longer needed. In 2008, the Illinois Poison Center (IPC) handled 7,568 calls concerning accidental medication errors, which is why poison experts have developed tips for cleaning out and restocking household medicine supplies.
“Looking through your medications should be done twice a year," said Dr. Michael Wahl, managing medical director of the IPC. "Some expired drugs lose their potency which means you may not be getting the proper dosage of medication.”
Dr. Wahl recommends checking the date on the medicine bottle and properly discarding all drugs that are expired. If possible, take drugs to an approved medication disposal site. The Illinois Poison Center has developed medicine disposal guidelines for unused or expired medications, for more details or log onto the Illinois Poison Center Web site at www.illinoispoisoncenter.org.
All medicine cabinets should contain the following items from the Illinois Poison Center's first aid list:
· Current prescription and over-the-counter drugs
· Adhesive bandages of assorted sizes for minor cuts and scrapes
· Gauze pads for larger cuts and scrapes
· Adhesive tape to keep gauze in place
· Antibiotic ointment to disinfect and protect wounds from infection
· A digital thermometer (non mercury-based)
· Antihistamine for allergic reactions
· Hydrocortisone cream to relieve irritation from rashes
· Acetaminophen or ibuprofen for pain
· Insect repellent spray to protect from West Nile during the summer months
· Sunscreen with SPF protection
In addition to old or unused medication, scan your medicine storage to make sure you are keeping your family safe from old medical advice. That means getting rid of the following items:
· Syrup of ipecac - The American Academy of Pediatrics no longer recommends that parents keep it in their homes.
· Mercury thermometers - If these thermometers break, they can expose your child to mercury and mercury vapors.
· Hydrogen peroxide - Many experts believe that hydrogen peroxide isn't any more helpful than regular soap and water when cleaning a simple wound. Hydrogen peroxide could damage healthy skin cells.
· Baby aspirin - If baby aspirin is part of your child's medicinal routine, it should be thrown out. Remember: you shouldn't usually give your child, or your teenager, aspirin because they may run the risk of developing Reye syndrome, a serious and often fatal disorder that affects the liver and brain, and is thought to be caused by the use of aspirin to treat flu-like illnesses and chickenpox.
There’s more to keeping your family safe than just sorting through the medicine supply. Common household items can also be a health threat. Each year, the IPC handles numerous calls involving toxic exposure to household cleaners, with products such as bleaches, disinfectants, floor and tile cleaners, automatic dishwasher detergent and glass cleaners, most commonly mentioned as the source of the poisoning. Frequently, potentially toxic exposures occurred because these products were not in their original containers, had been improperly used, or had been left open, unattended by an adult and in reach of a child.
Tips for poison proofing your home:
· Whenever you're using cleaning products, always read the product label first and use the product according to the label directions
· Keep all cleaning products in their original containers with original labels
· Store cleaning products out of sight, in locked cabinets
· Keep all household cleaning products and other poisonous products separated from food
· Never leave a cleaning product open and unattended
· When using cleaning products, work in well-ventilated areas
· Dispose of cleaning products according to the instructions on the label or at your community chemical waste drop-off site
These poison proofing tips also apply when cleaning garages and basements, which usually contain many potential hazards, such as: pesticides, weed killers, gasoline, oil and other supplies. Ninety percent of poisonings can be treated safely and effectively at home, by calling the IPC and providing the name of the poisonous substance and the approximate amount involved in the exposure. The Illinois Poison Center’s staff of pharmacists, physicians, nurses and poison information specialists has access to references which allows them to quickly determine the degree of toxicity or hazard and offer recommendations for managing the poisoning.
March is Illinois Poison Prevention Month. To learn more about poison prevention and to listen to the IPC's public service announcement go to www.illinoispoisoncenter.org.
If you suspect a poisoning, don’t wait until symptoms appear immediately call the Illinois Poison Center at 1-800-222-1222.
Tuesday, February 17, 2009
Fieldtrips with Babies
I am a huge fan of field trips, but even I will admit that sometimes it can be a challenge with an infant that is not comfortable in their car seat. Below is an article by Elizabeth Pantley, with some great tips on how to make these trips fun for everyone!
I'd love to hear from you on this topic - do you take field trips? Why? or Why not?
Patricia
Car Seat Crying
By Elizabeth Pantley, Author of Gentle Baby Care
Some babies fall asleep almost before you’re out of the driveway, but others won’t spend five happy minutes in their car seats. Usually, this is because your baby is used to more freedom of movement and more physical attention than you can provide when she’s belted into her seat.
Hearing your baby cry while you are trying to drive is challenging. Even though it’s difficult to deal with, remember that you and your baby’s safety are most important. Parents sometimes take a crying baby out of the car seat, which is extremely dangerous and makes it even more difficult for the baby to get used to riding in the car seat. Some parents make poor driving decisions when their babies are crying, which puts everyone in the car at risk. Either pull over and calm your baby down, or focus on your driving. Don’t try to do both.
The good news is that a few new ideas and a little time and maturity will help your baby become a happy traveler. (I know, because three of my babies were car-seat-haters!)
The trip to car seat happiness
Any one (or more) of the following strategies may help solve your car seat dilemma. If the first one you try fails, choose another one, then another; eventually, you’ll hit upon the right solution for your baby.
Make sure that your baby is healthy. If car seat crying is something new, and your baby has been particularly fussy at home, too, your baby may have an ear infection or other illness. A visit to the doctor is in order.
Bring the car seat in the house and let your baby sit and play in it. Once it becomes more familiar in the house, she may be happier to sit there in the car.
Keep a special box of soft, safe car toys that you’ll use only in the car. If these are interesting enough, they may hold her attention. (Avoid hard toys because they could cause injury in a quick stop.)
Tape or hang toys for viewing.You can do this on the back of the seat that your baby is facing or string an array of lightweight toys from the ceiling using heavy tape and yarn. Place them just at arm’s reach so that your baby can bat at them from her seat. (Don’t use hard toys that could hurt your baby if they come loose in a quick stop.)
Make a car mobile.Link a long row of plastic baby chains from one side of the backseat to the other. Clip soft, lightweight new toys onto the chain for each trip. Make sure they are secure and keep on eye on these so that they don’t become loose while you are driving.
Hang a made-for-baby poster on the back of the seat that faces your baby. These are usually black, white, red and bold primary colors; some even have pockets so you can change the pictures. (Remember to do this, since changing the scenery is very helpful.)
Experiment with different types of music in the car. Some babies enjoy lullabies or music tapes made especially for young children; others surprise you by calming down as soon as you play one of your favorites. Some babies enjoy hearing Mom or Dad sing, more than anything else! (For some reason, a rousing chorus of “Rudolf the Red-Nosed Reindeer” has always been a good choice for us, even out of season!)
Try “white noise” in the car. You can purchase CDs of soothing nature sounds or you can make a recording of your vacuum cleaner!
Practice with short, pleasant trips when your baby is in a good mood.It helps if someone can sit near her and keep her entertained. A few good experiences may help set a new pattern.
Try a pacifier or teething toy. When your baby has something to suck or chew on he may be happier. Just make sure it doesn’t present a choking hazard, and keep to small, soft toys.
Hang a mirror.That way your baby can see you (and you can see your baby) while you are driving. Baby stores offer specialty mirrors made especially for this purpose. When in her seat, she may think that you’re not there, and just seeing your face will help her feel better.
Put up a sunshade in the window.This can be helpful if you suspect that sunshine in your baby’s face may be a problem. Use the window-stick-on types, and avoid any with hard pieces that could become dislodged in a quick stop.
Try to consolidate trips. Trip-chaining is effective, especially if you avoid being in the car for long periods of time, and you don’t have many ins-and-outs.
Make sure your baby hasn’t outgrown her car seat. If her legs are confined, or her belts are too tight, she my find her seat to be uncomfortable.
Try opening a window.Fresh air and a nice breeze can be soothing.
If all else fails . . . take the bus!
This article is an excerpt from Gentle Baby Care by Elizabeth Pantley. (McGraw-Hill, 2003)
I'd love to hear from you on this topic - do you take field trips? Why? or Why not?
Patricia
Car Seat Crying
By Elizabeth Pantley, Author of Gentle Baby Care
Some babies fall asleep almost before you’re out of the driveway, but others won’t spend five happy minutes in their car seats. Usually, this is because your baby is used to more freedom of movement and more physical attention than you can provide when she’s belted into her seat.
Hearing your baby cry while you are trying to drive is challenging. Even though it’s difficult to deal with, remember that you and your baby’s safety are most important. Parents sometimes take a crying baby out of the car seat, which is extremely dangerous and makes it even more difficult for the baby to get used to riding in the car seat. Some parents make poor driving decisions when their babies are crying, which puts everyone in the car at risk. Either pull over and calm your baby down, or focus on your driving. Don’t try to do both.
The good news is that a few new ideas and a little time and maturity will help your baby become a happy traveler. (I know, because three of my babies were car-seat-haters!)
The trip to car seat happiness
Any one (or more) of the following strategies may help solve your car seat dilemma. If the first one you try fails, choose another one, then another; eventually, you’ll hit upon the right solution for your baby.
Make sure that your baby is healthy. If car seat crying is something new, and your baby has been particularly fussy at home, too, your baby may have an ear infection or other illness. A visit to the doctor is in order.
Bring the car seat in the house and let your baby sit and play in it. Once it becomes more familiar in the house, she may be happier to sit there in the car.
Keep a special box of soft, safe car toys that you’ll use only in the car. If these are interesting enough, they may hold her attention. (Avoid hard toys because they could cause injury in a quick stop.)
Tape or hang toys for viewing.You can do this on the back of the seat that your baby is facing or string an array of lightweight toys from the ceiling using heavy tape and yarn. Place them just at arm’s reach so that your baby can bat at them from her seat. (Don’t use hard toys that could hurt your baby if they come loose in a quick stop.)
Make a car mobile.Link a long row of plastic baby chains from one side of the backseat to the other. Clip soft, lightweight new toys onto the chain for each trip. Make sure they are secure and keep on eye on these so that they don’t become loose while you are driving.
Hang a made-for-baby poster on the back of the seat that faces your baby. These are usually black, white, red and bold primary colors; some even have pockets so you can change the pictures. (Remember to do this, since changing the scenery is very helpful.)
Experiment with different types of music in the car. Some babies enjoy lullabies or music tapes made especially for young children; others surprise you by calming down as soon as you play one of your favorites. Some babies enjoy hearing Mom or Dad sing, more than anything else! (For some reason, a rousing chorus of “Rudolf the Red-Nosed Reindeer” has always been a good choice for us, even out of season!)
Try “white noise” in the car. You can purchase CDs of soothing nature sounds or you can make a recording of your vacuum cleaner!
Practice with short, pleasant trips when your baby is in a good mood.It helps if someone can sit near her and keep her entertained. A few good experiences may help set a new pattern.
Try a pacifier or teething toy. When your baby has something to suck or chew on he may be happier. Just make sure it doesn’t present a choking hazard, and keep to small, soft toys.
Hang a mirror.That way your baby can see you (and you can see your baby) while you are driving. Baby stores offer specialty mirrors made especially for this purpose. When in her seat, she may think that you’re not there, and just seeing your face will help her feel better.
Put up a sunshade in the window.This can be helpful if you suspect that sunshine in your baby’s face may be a problem. Use the window-stick-on types, and avoid any with hard pieces that could become dislodged in a quick stop.
Try to consolidate trips. Trip-chaining is effective, especially if you avoid being in the car for long periods of time, and you don’t have many ins-and-outs.
Make sure your baby hasn’t outgrown her car seat. If her legs are confined, or her belts are too tight, she my find her seat to be uncomfortable.
Try opening a window.Fresh air and a nice breeze can be soothing.
If all else fails . . . take the bus!
This article is an excerpt from Gentle Baby Care by Elizabeth Pantley. (McGraw-Hill, 2003)
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