rc iv family resourse guide

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RC IV FAMILY RESOURSE GUIDE 1. Family counseling 2. TRANSLATION SERVICES

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Page 1: Rc IV Family Resourse Guide

RC IV FAMILY RESOURSE GUIDE

1. Family counseling

2. TRANSLATION SERVICES

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3. LOCAL AGENCIES THAT PROVIDE RESOURCES AND SERVICES FOR CHILDREN WITH DISABILITIES.

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4. INFORMATION ON CHILDREN DEVELOPMENT AND LEARNING http://www.pbs.org/parents/child-development/

Current article.

APPROACHES TO LEARNING

Research shows that if children start school with a strong set of attitudes and skills that help them "learn how to learn," they will be better able to take advantage of educational opportunities. While some learning skills come naturally to children, others can be developed through a supportive environment.

Tips for building learning skills:

Let them choose. Give kids a chance to make simple choices, such as what to wear or what to eat for a snack.

Help them finish what they start. Children experience great satisfaction when they try and finish new things. Give them a bit of support when they need it, but be careful not to take over completely.

Nurture creativity. Encourage children to ask questions, try different ways of using materials, or offer them a wide range of new experiences.

Don't rush activities. Whether at home or in preschool, children need extended periods of time to really get involved in activities and to experience the "engagement" that is such an important foundation for learning.

Provide encouragement. All children start life eager to learn, but if adults are critical, that eagerness may disappear by the elementary grades. Look for achievements to praise and acknowledge your child's progress whenever possible.

One-year-olds are in the act of discovering the world. They enthusiastically use their senses to purposefully explore everything they can. They find pleasure in causing things to happen and in completing basic tasks. They also enjoy sharing interesting learning experiences with adults, and may use gestures and simple sounds or speech to ask adults questions. Since language skills are still developing, one-year-olds rely more heavily on nonverbal, physical strategies to reach simple goals.Initiative, Engagement, and Persistence

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Indicates preferences non-verbally or with simple language (e.g., points to an apple and pushes banana away). Focuses attention on interesting sights or sounds, often in shared experiences with adults (e.g., sits on father's lap looking at a picture book). Shows pleasure in completing simple tasks (e.g., drops clothespins into a bucket and smiles and claps when all are inside). Increasingly tries to help with self-care activities (e.g., feeding, undressing, grooming). When reading with adults, may want to hold the book or

try to turn the pages. Collects information about the world using the senses.Curiosity and Eagerness to Learn

Actively participates in a variety of sensory experiences (e.g., tastes, touches, pats, shakes). May seek information from adults by pointing to an interesting object, and then giving a questioning look, making a vocal sound, and/or saying

a single word. In the second half of the year, children will be able to combine words to ask simple questions (e.g., says, "What that?" or "Who coming?").

Shows physical and vocal pleasure when exploring objects and other things. Finds pleasure in causing things to happen (e.g., picks up bells and rings them, then smiles broadly when each one sounds different).

Reasoning and Problem-solving

Tries a variety of physical strategies to reach simple goals (e.g., when a cart gets stuck while being pushed through a door, he or she turns the cart a different way and tries again).

Uses gestures and (toward the end of the year) simple language to get help when "stuck" (e.g., extends arms toward grandfather and says, "Up Up!" when trying to get into large chair).

Discovers aspects of the physical world using early language skills and purposeful exploration with the senses (e.g., turns a plastic bucket over and over, raising and lowering the handle thoughtfully).

Invention and Imagination

Pretends one object is really another with simple physical substitutions (e.g., picks up a wooden block and holds it to his or her ear like a phone).

Uses objects in new and unexpected ways (e.g., puts saucepan on head, laughs uproariously).

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http:// centerforparentingeducation.org

LIBRARY OF ARTICLES:

CHILD DEVELOPMENT:

The Way Children Are

“She acts as if the whole world revolves around her and she should always get what she wants.”

“He is always grabbing things out of his brother’s hands or saying things that hurt others. Why doesn’t he realize he is being disrespectful and rude?”

“She can’t seem to take ‘no’ for an answer to anything. She expects me to just drop whatever I am doing whenever she wants something.”

“I wish I could just get him to think before he does things. He is always getting into trouble.”

Do any of these comments sound familiar? If so, you are not alone. At one time or another, most parents worry that they are doing something wrong in raising their children because their kids seem so selfish and demanding. It is natural for parents to expect that as children grow and mature, especially beyond the toddler years, their behavior will become more empathic, kind, and understanding. The reality for most children is that this path towards maturity can take many years, with cycles of progress followed by some backsliding.

While it may be frustrating to have children who appear to be self-centered, unrelenting, and impulsive, it can be comforting to learn that these traits are typical of the development of all children. It is only over time that children gradually learn:

that they are not the center of the universe and that other people exist who have feelings and needs that are not necessarily the same as their own;

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that they can and sometimes have to wait before getting or doing what they want; that they can gain improved judgment as a result of life experiences.

So, how can a parent gradually wean their children away from their natural state of self-absorption, impulsivity, and limited judgment?

Becoming Less Egocentric

To move your children away from egocentricity, you can model altruism by giving to those less fortunate. Share with your children when and why you make donations or other charitable contributions. These actions help to increase your children’s awareness of other people’s situations and help them realize that there is a world beyond themselves that can benefit from their attention. In addition, you can show empathy toward your children as a way to teach empathic behavior. When children are listened to and their feelings are validated, they are more likely to respond to other people with understanding and compassion. You can also model appreciation and kindness in your daily interactions with other people. Use television shows or books to help your children consider how the different characters may be feeling in a given situation.

Becoming Less Impulsive

To counter impulsivity, you can help your children to see the benefits of having goals, teach them to set priorities, and reward them for doing so. By working toward a target, even very short or small ones, you can help your children learn to delay gratification and experience first-hand the benefits of waiting and planning. Teach them the difference between their wants (things they wish they could have) and their needs (things that are necessary for survival, safety, or health); children don’t automatically make this distinction. Acknowledge and affirm their “wants” as you teach them that they can plan for and wait to achieve them. For example:

“You want to eat a cookie; your body needs to have a healthy lunch.”

“You want the new sandals; you need sneakers that you can wear on the playground.”

Improving Judgment

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Children learn good judgment from being given the opportunity to make decisions about things that impact them, to think through problems that they encounter, and to learn from their mistakes. By knowing that they will not be blamed or shamed for their errors, children can approach real life experiences as occasions to grow and to discover how to make better choices in the future.

You have 18 or more years to instill these behaviors and attitudes in your children. Knowing that it usually takes at least that long for full maturity to occur can help you to be more patient and supportive of your children and more realistic in your expectations of them. When you see lapses in your children’s judgment, in their empathy toward others, or in their ability to wait for something they want, you can thoughtfully consider what they need to learn in order to move toward increased maturity.

By Deanna Bosley, Certified Parenting Educator

http://www.scholastic.com/parents/resources

CURRENT ARTICLE

5 Signs of a Well-Organized PreschoolA structured preschool atmosphere frees your child to play and learn every day.

There are many different types of "interest areas." A variety of ways to play such as blocks, art, sand and water, and library, ensure that no matter what your child's learning style or mood, she'll find something that suits it.

1. "Interest areas" are distinct from one another. This helps your child choose what he wants to do and focus on doing one thing at a time. It also helps keep things clean.

2. You see plenty of easily accessible materials. With a surplus of choices, your child can make independent decisions. Being able to get the materials all by herself will increase her sense of competency. Since preschoolers aren't the best at sharing, duplicates of toys and supplies are a plus.

3. Materials are labeled and grouped together. This reinforces the idea that the teacher expects the students to take care of toys and put them back in a responsible way. It also builds sorting and classifying skills.

4. Displays showcase students' work. Your child will know the work he does in class is meaningful when it is put up for everyone to see. Mounting rotating displays gives each child something to shoot for and a chance to shine.

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RECURSOS PARA PADRES EN ESPANOL

www.cdc.gov

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