Tag: raising children

What to Teach Children in the First Year Series – Part 3

~ futureglobalchild ~ 2 Comments

Children in the first year are more alert than we give them credit for. This series will include facts and recommendations that will help parents and caregivers engage with babies in a confident and an accurate manner. The recommendations will be based on what is known about child development. The provided facts will assure parents and caregivers that they are on the right path to raising a successful person.

Fact: The babies’ first cries could be difficult to act upon. However, with time, babies cry in distress when they have a certain need. Being hungry is often the reason. However, babies will cry when they hear the cries of another baby or when they are tired and ready to go to sleep. Crying increases in the first few weeks before declining.

Recommendation 1: It is important for the parent to learn the child’s daily cycle and needs. This makes identifying the reason behind the cries much easier to discern. The intensity of the cries should help parents understand the severity of the need. It is fine if the parent misses the reason at the beginning. The parent should understand that this is normal and they will become more discerning with experience.

Fact: For Erik Erikson, children move though stages as they develop socially. The child is expected to overcome a challenge in each stage in order to pass it successfully. The first stage is “Basic Trust versus Basic Mistrust” and covers the first year of life. The child needs to feel that if they cry, someone in the environment will respond to their need. They need to trust this new world where they suddenly found themselves in. If their needs go unmet, they will develop a mistrust for people around them. A small amount of unresponsiveness is healthy especially when the parent knows that the child’s basic needs have been met.

Recommendation 2: When the baby is crying, the parent should acknowledge the child even if they are not able to attend physically. A reply from afar helps the child know that help is on the way. The parent should try to be consistent in responding to the child.

Fact: To soothe a crying baby, continuous and rhythmic sounds work best. Babies need an external system that helps them regain a regular rhythm until the balance can be initiated from inside.

Recommendation 3: Singing softly to a crying baby, massaging the body parts, putting a baby in a stroller, or walking while holding the baby are methods that would calm the child. Bringing the baby in close proximity to the caregiver gives them a feeling of safety.

When the baby cries persistently and nothing seems to help them, the parent should seek the advice of a specialist. Crying could indicate an imbalance of the central nervous system. The last thing a parent wants to do is to feel guilty or helpless. Babies will grow up to be independent human beings but their personalities start to get defined from day 1 if not before.

Note: Click to access Part 1 or Part 2.

Reference:

Berk, L. (2013). Child development (9th ed.). Pearson.

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What to Teach Children in the First Year Series – Part 2

~ futureglobalchild ~ 2 Comments

Children in the first year are more alert than we give them credit for. This series will include facts and recommendations that will help parents and caregivers engage with babies in a confident and an accurate manner. The recommendations will be based on what is known about child development. The provided facts will assure parents and caregivers that they are on the right path to raising a successful person.

Fact: Babies that are 4 to 6 months old can distinguish speech from a familiar and a non-familiar language. They focus on the speaker’s face and lips to do so.

Recommendation 1: In a multicultural world, it is becoming increasingly important for children to learn more than one language. Even if parents do not know a second language, they could help their children continue to have the ability to distinguish sounds in two languages. Regularly exposing the child to nursery rhymes and short story readings from videos will help sustain this ability until a better option becomes available through a relative, community support, or child care. This is especially important for parents who emigrate to a country where the second language is the mainstream one.

Fact: Children who are exposed to two languages simultaneously learn to differentiate the two speech systems. It is not necessary for each parent to just stick to one language when communicating with the child. Research has not found that separating the source of languages is more beneficial. Bilingual children may take longer to learn the specifics of the two languages but they are processing all the sounds.

Recommendation 2: In bilingual families, it is important to provide exposure to both languages in sufficient amounts and in many contexts. Children might advance more in one language than another but with sufficient time and exposure, they will master both languages.

Fact: Sequential bilingualism is a term used when a second language is introduced some time after the first language. The rate in which children acquire the second language will depend on the context of the second language and the frequency of exposure. Children might go through a period of silence when receiving the language prior to expressing the new sounds.

Recommendation 3: When a second language is introduced, it is important to speak clearly to the child and to relate the language to concrete objects and explicit behaviours. The child might respond to a request in the second language through pointing or taking an action. This will show that the child understood the message. Expect the child to delay speaking the second language.

This series focus on children’s development in the first year; however, it is worth noting that the issues related to second language learning seem to be similar regardless of age. With sequential bilingualism, there is agreement that reception will precede expression in the second language.

Note: Click to access Part 1 or Part 3.

References:

Berk, L. (2013). Child development (9th ed.). Pearson.

Hoff, E. (2104). Language development (5th ed.). Cengage Learning.

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