Parents Center: Tooth Care (age 5 to 8)

What's the best way for my child to brush her teeth?

Have her use a soft nylon-bristle child's toothbrush. Keep in mind that if your child is younger than school age she may swallow toothpaste, so she should only use a pea-sized amount. Have her gently brush the teeth on both the outside and inside surfaces twice a day. Try to encourage her to brush her tongue as well, to dislodge the bacteria that can cause bad breath. Replace the toothbrush as soon as the bristles start to look worn or splayed out.

When is my child ready to start brushing her own teeth?
As soon as she is willing and able, it's a good idea to let her try to brush her own teeth. Kids usually get the hang of it by school age. Until she does, brush your teeth while she's doing hers, and then "check" each other's teeth to see if they're clean. If her teeth sparkle and reflect light, she's done a good job. If not, tell her you think she "missed a spot" and finish the job for her. Most children do not have the coordination to brush their teeth adequately until they have mastered using a knife and fork.

What should I do if my child won't brush?
If your child fusses every time it's time to brush, it might help to buy her a toothbrush or paste with a special cartoon character on it. According to Liz Birka White, a mother of three in Diablo, California, this worked well for all of her children: "Adam, my firstborn, really hated brushing until I bought him an Elmo toothbrush. From that day on, he couldn't get enough. It was just the ticket I needed to interest him in brushing." You can also let your child have several brushes in different colors so that she can choose the one she wants when it's time to brush.

When does my child need fluoride and how can I tell if she's getting the right amount?
Developing teeth can certainly benefit from a little fluoride. This mineral prevents tooth decay by strengthening tooth enamel and making it more resistant to acids and harmful bacteria. Most municipal water supplies are fortified with fluoride. (Call your local water authority or ask your dentist about yours.) If it isn't, or if you get your water from a well, consider buying a test kit from a hardware store to determine the fluoride level in your water supply. If it's less than .3 parts per million, ask your pediatrician whether you should give your child a supplement. He can prescribe a fluoride supplement in the form of drops or chewable tablets. The recommended dosage per day is .25 milligrams for children under 3, .5 mg for kids 3 to 6, and 1 mg for kids over 6.

A little fluoride is a good thing for your child's teeth, but swallowing too much of it over time can lead to a condition called fluorosis that can cause white spots to show up on her adult teeth. If you live in an area with fluoridated water, your child is most likely getting plenty of fluoride. Bottled water and fruit juices may also contain fluoride, although the amount is rarely listed on the label.

When should I start taking my child to the dentist?
The American Academy of Pediatrics and most pediatric dentists say it's a good idea to bring your child to a dentist around the time she turns 1. If you haven't yet taken your child to the dentist, make an appointment soon, especially if you notice any signs of tooth decay such as mouth pain, particularly while eating.

source from http://parentcenter.babycenter.com

Parents Center: Tooth Accidents ( age 5 to 8.)

What should I do if my child falls and hits a tooth?
Your child is bound to fall on his face once in a while as he plays and tests his physical prowess. Occasionally he may hit a tooth.

First you'll want to make sure that he has no other injuries (to his face or head, for example) that need emergency treatment. If he does, call 911.

If his gums are bleeding, apply pressure with a piece of wet gauze for few minutes (or until the bleeding stops). A frozen juice pop can limit the swelling and has the added benefit of taking your child's mind off the pain. Over the next week, watch for signs of infection, such as fever or swelling and tenderness, and call the doctor or dentist immediately if you see anything unusual with your child's gums or teeth.

Should I take my child to the dentist if he hits a tooth?
If your child's teeth and gums look just fine and he doesn't seem to be in any pain, he should be okay without a dental check. If a tooth seems out of place, though, you'll want to have a dentist look at it to evaluate whether it needs to be repositioned.

If a tooth is badly chipped, take your child to the dentist right away. Bring the piece of tooth along if you can find it. (You may also want to apply a cold compress to your child's mouth to prevent swelling.) Even if the chip is small and it doesn't seem to be bothering your child, you'll want to schedule an appointment with a dentist. She can evaluate whether there are underlying cracks or other damage you can't see. She can also repair the tooth by filing it or by patching it with bonding material.

What should I do if my child knocks out one of his teeth?
If he knocks out a baby tooth, don't worry — a permanent tooth will eventually grow in its place. Baby teeth are important because they help your child eat and speak and because they hold a spot in your child's mouth for his permanent teeth to come in properly. See the dentist to make sure that no underlying teeth were damaged and that the permanent tooth will have enough space to grow in properly.

If your child loses a permanent tooth, find the tooth if you can and rinse it gently in water. (Don't scrub it or you may remove important tissue fragments and roots.) If possible, insert it back in your child's tooth socket and hold it there. Then go to the dentist's office. (If it's after hours, call the dentist's emergency number to find out where to go for emergency dental treatment.) If you can't get the tooth back in your child's mouth, put it in milk and take it with you. Not sure if it's a baby tooth or a permanent tooth? Proceed as if it's a permanent tooth, just to be on the safe side.

Will the dentist be able to put the knocked-out tooth back in?
The quicker you get to the dentist (hopefully less than 30 minutes), the better the chances. The dentist will clean your child's mouth and try to put the tooth back in place. She may also put a splint on the tooth to keep it in position until the root takes hold. During this time, your child may need to be on a soft diet, at least initially, and he may need to take an antibiotic. The dentist will take another look at the tooth in a week or so to see if the splint can come off, and she'll continue to evaluate the tooth periodically. If the root doesn't take hold, sometimes a special kind of root canal can help.

How can I keep my child from hurting his teeth?
You can't completely prevent accidents, but you can help a lot by taking these precautions:

• Childproof your home.

• Make sure that your child wears a mouth guard when he plays contact sports.

• Teach your child to use caution when drinking from water fountains — it's easy to bump a tooth on the metal water jet.

• Teach your child to play safely onoutdoor equipment, giving other children plenty of room. Tell him not to stand behind swings, for example, and not to pass other children on climbing equipment or water slides (two-thirds of water-slide injuries result in oral trauma).

• Always make sure your child is buckled up properly in his booster seat or seat belt.

• If your child has front teeth that protrude, have them evaluated by your dentist or an orthodontist. Teeth that protrude are more vulnerable than those that don't.

• Teach your child not to run with hard objects (like a lollipop or a toothbrush) in his mouth.

source from http://parentcenter.babycenter.com

How To Help Your Intermediate Reader Become A Fluent Reader (grade 1 to 2)

As your child masters the mechanics of reading at school, you can help him grow as a reader at home. Here are 13 things you can do to keep him turning pages:

Let your child pick out books. Don't worry if your child isn't interested in the classics. Indulge his taste for books about planes or trucks — comic books are okay, too. Your responsibility is to instill a love of reading.

Model good behavior. Your child wants to be just like you, so read around him whenever you can. Don't wait until after bedtime to dive into your novel. When you're reading mail, shopping lists, notes, even catalogs, share what you're reading with your child.

Get to know the librarian. Go to the library as often as you can or as often as your child wants to go. Have your child get to know the librarian so she can help pick out interesting books that relate to your child's interests.

Encourage your child to read alone. Not all the time, of course, but developing readers can master some books on their own and need to do so to become fluent readers. Mix it up: Read a few difficult books to your child, and then let your child read an old favorite by himself.

Read aloud with expression. You'll not only make reading more fun but also teach your child about punctuation, sentence structure, and the flow of a story. Get silly. Make animal noises. Be loud and soft and everything in between. Sing part of the book if you're in the mood. Ask your child to do the same when reading books to you.

Set aside quiet time for reading. Thirty minutes of quiet time for reading before or after dinner, for example, reinforces the idea that reading is part of the daily routine. Have everyone in the family participate; this is an activity for all ages. If possible, after reading time discuss everyone's books for a few minutes.

Write notes to your child. You'll teach your child to appreciate reading and writing as a form of communication with a note as simple as "I love you." Put a note in a school lunch, for example. Use words your child has seen or words you've read in favorite books.

Introduce chapter books. Developing readers are ready for longer books that feature multiple characters and events. Have your child read a chapter or part of a chapter each night. Recapping previous chapters will train him to recall past events.

Talk about a book as you read it. Help build comprehension skills by asking questions beforehand: "What do you think this book is about?" Discuss the title, the cover, and the author. As you read the book, stop once in a while to talk about the story. "What do you think will happen next?" "Do you like the character?" "What do you think he should do?" When the book is over, ask your child what he liked or didn't like about it.

Read everywhere you go. Your child is probably beyond reading simple stop signs, but there are plenty of other things to read from a car window. Ask your child to try to read street signs, movie posters, billboards — they're all fair game.

Keep the flow going. Don't labor over mistakes and difficult words. "Let it go," says reading specialist and first-grade teacher Cindy Pfost. "Don't correct every mistake. If they say, 'The bear went to his house' and the page says, 'The bear went to his home,' that's okay. They're getting the meaning, and that's what's important."

Lighten up. Don't make reading an assignment or require an hour of read-aloud time a night. "Reading time should last as long as the child is interested," Pfost says. "Don't overdo it."

source from http://parentcenter.babycenter.com

How To Help Your Beginning Reader Learn To Read (k to 1)

Beginning readers need more than a few phonics lessons to learn to read. In addition to reading aloud every day and surrounding your child with books, here are 13 things you can do to help your beginning reader master the basics:

Read poetry and word pattern books. The same books you read to your preschooler are good choices now. Books with repetition, rhymes, and patterns such as One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss are always hits, as are books that repeat the same words and that stress word similarities with rhymes and patterns such as Bill Martin Jr.'s and Eric Carle's Brown Bear, Brown Bear, What Do You See?

Get to know the librarian. Go to the library as often as you can or as often as your child wants to go. Encourage your child to get to know the librarian so she can help pick out interesting books or books that relate to your child's interests.

Talk about pictures. New readers use pictures as clues to help understand a story. Ask your child questions about the pictures and how they relate to the words on each page.

Model good behavior. Your child wants to be just like you, so read around him whenever you can. Don't wait until after bedtime to dive into your novel. When you're reading mail, shopping lists, notes, or catalogs, share what you're reading with your child.

Let your child pick out books. Don't worry if your child isn't interested in the classics now. The goal is to make reading fun and to get your child turning the pages — reading a comic book or a book about Barbie is okay.

Read aloud with expression. You'll not only make reading more fun but also teach your child about punctuation, sentence structure, and the flow of a story. Pick out fun books such as Where the Wild Things Are by Maurice Sendak and just get silly. Make animal noises. Toot and make chug-chug sounds when you read The Little Engine That Could. Be loud and soft and everything in between. Sing part of the book if you're in the mood. Ask your child to do the same when reading books back to you.

Point to the words as you read aloud. New readers are learning the very basics: that print runs left to right, that words represent our spoken language. Emphasize all of these ideas by following the words you read with your finger.

Find books that relate to your child's interests. Show your child that reading can provide information about anything: dinosaurs, cars, fairy godmothers, movie stars and rock stars, magic tricks, etc. Help your child find exciting books. If the book seems too difficult, read it to your child.

Write simple notes to your child. Your note can have just three words: "I love you" or "Have fun today." Use words your child has seen or words you've read in favorite books.

Talk about a book as you read it. Help build comprehension skills by asking questions beforehand: "What do you think this book is about?" Discuss the title, the cover, and the author. As you read the book, stop once in a while to talk about the story. "What do you think will happen next?" "Do you like the character?" "What do you think he should do?" When the book is over, recap the story and ask your child about it.

Read everywhere you go. You'll show your child that reading is an important part of everyday life. When you see a stop sign or other familiar sign, read it out loud: "S, T, O, P. That says stop!" Read store signs, menus, and street signs. Encouraging your child to "read" familiar signs will reinforce your child's sense of mastering reading.

Lighten up. Don't make reading an assignment or require an hour of practice every night. Be aware of your child's attention span, and make sure your child is engaged in the books you're reading.

source from http://parentcenter.babycenter.com

How To Tell When Your Beginning Reader Needs Extra Help (k to 1)

Children learn to read at vastly different rates. Some will be able to read independently in kindergarten; others need a full year or more of instruction to build vocabulary and phonetic skills. The best way to tell if your child has a problem is to observe your child reading, keeping in mind that your beginning reader won't be able to read through books smoothly or be able to sound out every word. Your child may need extra help if she:

• Shows no interest in books. "A lack of interest could be avoidance," says Susan Glazer, director of the Graduate Program in Reading Language Arts at Rider University.

• Becomes moody and frustrated while reading.

• Doesn't grasp the basic structure of a book (cover and back) and left-to-right movement of text.

• Can't finish basic word patterns (what's next in the series big, little, big, little...).

If your child seems to have trouble learning to read, don't blame yourself or your child. Your child's struggle could be rooted vision or hearing problems, a teacher's teaching approach, or reading material that's too advanced for his age. "I never say the child fails," Glazer says. "What I say is that the book has failed the child. Maybe the reading series is wrong for the child."

Here are six steps you can take to identify and correct the problem:

Watch and listen to your child read. Note problem areas: Is he having trouble recognizing familiar words? Does he frequently mispronounce the same word over and over again? Does he spend a lot of time guessing? Try not to correct him, you goal is to observe.

Talk to your child without sounding too worried or frustrated. You don't want to scare your child away from books. Ask your child about school. Does the teacher move too quickly during class? Are the books too difficult? Try to get information without comparing your child to other kids in class. Don't say, "Does everyone else read faster than you?" Instead ask, "Does the teacher separate the class into reading groups?"

Arrange to speak to your child's teacher or to a reading specialist. Prepare questions before you go, and share whatever problems you've observed at home. Something you think is a problem might be a typical difficulty for a beginning reader. Ask the teacher about the school's reading curriculum and any reading assessments that have been given to your child. The teacher will be able to tell you your child's reading level, discuss any problem areas indicated by those tests, and offer help.

With the teacher, try to identify the source of the problem. Consider the obvious first: Have you checked your child's eyesight and hearing? Vision problems could mean your child has difficulty reading the board during vocabulary and reading exercises or has trouble deciphering letters on a page. Hearing problems can seriously affect a child's ability to read, because many new words are introduced orally during the first few years of school.

As you work on the reading problem, praise your child's progress. Many children are nervous about reading and keeping up with their classmates, so try to help your child feel as if she's mastering reading. If you're out shopping and you see a sign your child knows such as McDonald's or Toys R Us, ask your child, "Can you read that sign?" Write down your child's name or the names of everyone in the family, and ask your child to read them. "Let them see themselves as readers," says reading specialist and first-grade teacher Cindy Pfost. Find a copy of the book When Will I Read? by Miriam Cohen; it reassures children who are having trouble.

Don't discuss your child's reading problem with other adults and friends in front of your child. It's best to keep the problem between yourself, your spouse, and the teacher or reading specialist.

source from http://parentcenter.babycenter.com

How To Choose The Best Books For Your Beginning Reader (k to 1)

Children's sections in libraries and bookstores can be overwhelming, especially when your child is just beginning to read. How do you decide which books are best for your new reader? Here are six suggestions from reading experts, teachers, and experienced parents:

Find rhyming and word pattern books. Beginning readers will enjoy the same books you've been reading to them for the past five years: books with short, rhyming sentences and predictable structure with word patterns that are easy to memorize, such as "One fish, two fish, red fish, blue fish." Some suggestions: nursery rhymes, counting books, alphabet books, and poetry books. Books by authors such as Dr. Seuss, Eric Carle, and the poet Shel Silverstein are good choices.

Look for winners. Ask your librarian for a list of annual Caldecott and Newbery award winners. Caldecott awards are issued for illustrated picture books, Newbery for writing.

Share your childhood favorites. Winnie-the-Pooh, Make Way for Ducklings, and Go, Dog, Go!: Yes, they're still around! Browse through the library or bookstore and look for the books you loved when you were starting to read. Find out if your parents still have your first books packed away. The classics never go out of style.

Pick books with vibrant illustrations. Early readers need pictures that match the text and help tell the story. Look for books that include pictures directly related to the words — for example, a picture of a yellow sun on a page that says, "yellow sun."

Find books that match your child's interests. Don't worry too much about the level of difficulty or whether they qualify as classics. If your child loves spaceships, buy spaceship books. If your child loves Arthur or the animated character of the week, buy the book. The idea is to develop a love of reading, not a love of reading a certain kind of book. Take your child along with you to the library or bookstore and don't restrict your child to one age group or subject. With reading, anything (within reason!) goes.

Ask the school for a reading list. Most school districts approve a list of books for early elementary classrooms. You might also be able to meet with a reading specialist at the school to discuss which books your child would enjoy.

source from http://parentcenter.babycenter.com

How To Tell When Your Advanced Reader Needs Extra Help (age 2 to 3)

Children learn to read at vastly different rates. Some will be reading independently and smoothly by early 2nd grade, others will be well into 3rd grade before they can read chapter books on their own and enjoy longer books with fewer pictures. The best way to find out whether your child has a problem that needs attention is to spend time watching her read.

She may need extra help if she:

• Shows no interest in books. "A lack of interest could be avoidance," says Susan Glazer, director of the graduate program in reading language arts at Rider University.

• Becomes moody and frustrated while reading

• Has difficulty keeping up with school assignments

• Regularly misunderstands basic words and / or sentence meanings in assigned reading

• Refuses to read in front of you or with you

• Shows interest only in simple books and still relies heavily on pictures to help tell the story

• Dreads book reports and assignments that require reading

If your child seems to be far behind other kids in 2nd and 3rd grade, don't blame yourself or your child. Her struggle could be rooted in anything from vision or hearing problems to a teacher's teaching approach to inappropriate reading material. "I never say the child fails," Glazer says. "What I say is that the book has failed the child. Maybe the reading series is wrong for the child."

Here are six steps you can take to identify and correct the problem:

Watch and listen to your child read. Note problem areas: Does she mispronounce the same words over and over? Does she spend a lot of time struggling to sound something out? Try not to interfere. Simply observe.

Talk to your child without sounding too worried or frustrated. You don't want to scare your child away from books. To start the conversation, ask your child about school. Does the teacher move too quickly during class? Are the books boring or too difficult? Try to get information without comparing your child to other kids in class. Don't say, "Does everyone else read faster than you?" Instead ask, "Does the teacher separate the class into reading groups?"

Arrange to speak to your child's teacher or a reading specialist. Prepare questions before you go, and share whatever problems you've observed at home. Something you think is a problem may not be. Ask the teacher about the school's reading curriculum and any reading assessments that have been given to your child. Most teachers will be able to tell you your child's reading level, discuss any problem areas indicated by those assessments, and offer help.

With the teacher, try to identify the source of the problem. Consider the obvious first: Have you checked your child's eyesight and hearing? Vision problems could mean your child has difficulty seeing the board during vocabulary and reading exercises or has trouble deciphering letters on a page. Hearing difficulties can seriously affect a child's ability to read, because many new words are introduced orally during the first few years of school.

As you work on the reading problem, praise your child's progress. Many children are nervous about reading and keeping up with their classmates, so try to help your child feel as if he's mastering reading. If you're out shopping and you see a sign your child knows, such as McDonald's or KMart, ask your child, "Can you read that sign?" Write down your child's name or the names of everyone in the family and ask your child to read them. "Let him see himself as a reader," says reading specialist and 1st grade teacher Cindy Pfost. Find a copy of the book When Will I Read? by Miriam Cohen, and let your child read it. It reassures children who are having trouble.

Don't discuss your child's reading problem with other adults and friends in front of your child. It's best to keep the problem between yourself, your spouse, and the teacher or reading specialist.

source from http://parentcenter.babycenter.com

Parents Center: How You Can Help An Adnanced Reader

If your child is reading independently and fluently, you should continue to encourage reading for fun and for information. Here are ten ways to help your child continue to grow as a reader:

Model good behavior. Your child wants to be just like you, so read around her whenever you can. Don't wait until after bedtime to dive into your novel. When you're reading mail, shopping lists, notes, or catalogs, share what you're reading with your child.

Let your child pick out books. Your job is to make reading fun and to instill a love of the written word in your child. Don't worry too much if your child isn't interested in Madeline L'Engle's Wrinkle in Time or other classics yet. If your child wants to read comic books, that's okay.

Get to know the librarian. Go to the library as often as you can or as often as your child wants to go. Encourage your child to get to know the librarian so she can help pick out interesting books or books that relate to your child's interests.

Read to your child. We're never too old to be read to. Read an interesting magazine article to your child. Go to a poetry or book reading at a bookstore or library. Let her pick out an advanced "chapter book" that will take a while to complete, and read a piece of the book every night. Elaine McEwan, reading specialist and author of How to Raise a Reader, recommends the following books for advanced readers: Strawberry Girl by Lois Lenski, From the Mixed-Up Files of Mrs. Basil E. Frankweiler by E.L. Konigsburg, and Old Yeller by Fred Gipson.

Select books that convey information. Introduce your child to nonfiction and instructional books. Read about a city before you visit, learn how machines work, or ask her to read about a holiday tradition and share that information with the family over holiday dinner.

Set aside quiet time for reading. Thirty minutes of quiet time for reading before or after dinner, for example, reinforces the idea that reading is part of the daily routine. Have everyone in the family participate; this is an activity for all ages. If possible, after reading time discuss everyone's books for a few minutes.

Find longer chapter books. Advanced readers can handle a thicker book and grasp intricate story lines. If necessary, review earlier parts of the book each night with your child. You might even want to read the same book yourself to keep up with the story. Introduce your child to books you loved when you started to master reading: Charlotte's Web, Charlie and the Chocolate Factory, The Secret Garden, and Island of the Blue Dolphins are favorites.

Keep the flow going. When your child is reading aloud to you, don't labor over mistakes and difficult words. If your child loves Harry Potter books and the vocabulary seems too difficult, don't stop to look up every unknown word. Let your child enjoy the story. Your child can mark unknown words and later look up definitions and write them in a homemade dictionary.

Lighten up. Don't make reading an assignment or require a certain amount every night. "Reading time should only last as long as the child is interested," says elementary school teacher and reading specialist Cindy Pfost. "Don't overdo it."

source from http://parentcenter.babycenter.com

How Your Child Learns To Read

Learning to read is a process, one that requires mastering three basic skills. These skills are syntax, semantics, and phonics. Syntax (grammar and punctuation) is the way words, phrases, and clauses go together to create sentences and paragraphs. Semantics is the way words and sentences in a group relate to one another. Phonics refers to the sounds letters make and the relationship between written and spoken words, or comprehension.

As your child learns to read, he will develop these cue areas as a group, not one at a time. Most children, however, start understanding syntax and semantics before phonics; that is, your preschooler will learn that sentences in a book run from left to right before he understands what the letter combination sh sounds like. The best thing you can do to help your child grow in all three areas is to expose him to books and reading every day, whether by reading aloud at bedtime, going to story time at your local library, or simply reading a recipe for making cookies.

About syntax
A child who grasps syntax has an awareness of written language; that is, he understands the grammatical structure and the relationship of words to each other. Syntax skills begin with an understanding of the structure of a book and the words and sentences within it. For example, when your child was a baby, he held books upside down, gnawed on them, or used them as a mat to sit on. As a toddler, he started to understand that a book has a cover and a back, that words are read from left to right, and that the book progresses page by page. Once your child grasps the structure of a book, he'll begin to understand what's inside: words, sentences, paragraphs, and, eventually, chapters. As your child tackles new books, he'll begin to understand the stops and starts and pauses in a sentence and the purpose of punctuation.

Here are some ways to develop syntax skills with early readers:

• Read rhyming and word pattern books aloud. Authors such as Dr. Seuss are great for beginning readers. Books with repetitive word patterns such as Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr. and One Fish, Two Fish, Red Fish, Blue Fish by Dr. Seuss are good choices.

• As you read a book with your child, follow the words with your finger. This will show your child how a sentence progresses, that a period represents a stop in the flow of the story, and other relationships between written and spoken language.

• Write a letter with your child. Emphasize the parts of the letter: introduction, sentences, paragraphs, closing.

Here are some ways to encourage and develop syntax skills with intermediate and advanced readers:

• Continue to work on syntax skills with poetry. Try reading aloud books by poet Shel Silverstein.

• Read aloud with expression. Stop at all the stops, emphasize exclamation and question marks, pause at commas. Exaggerating these cues will help your child develop an appreciation for syntax.

• Practice sentence tenses. Take a favorite book and try to change the tense of the sentences. For example, change the text from "Today we're going to the park," to "Yesterday we went to the park." This technique will highlight grammatical structure.

About semantics
Semantic skills include an ability to recognize and define words, to predict the plot of a story, understand the characters, and talk about the meaning of a whole paragraph or section of a book, and to discuss a book after reading it. Once your child masters semantics, he will grasp the meaning of long blocks of text and understand synonyms and antonyms. He will be able to substitute words ("bucket" for "pail," "cup" for "glass") and differentiate words with similar meanings.

Here are some ways to encourage and develop semantic skills with early readers:

• Read books that tell stories. "I call them paragraph books," says Janet Dynak, reading specialist and dean of the school of education at Westminster College in Salt Lake City. "Look for books with meat to them, books where the narrative is a story." Good choices for early readers include fairy tales, Stellaluna by Janell Cannon, Madeline's Rescue by Ludwig Bemelmans, and The Story of Babar by Jean De Brunhoff.

• Talk about the book as you read it. Ask your child to predict the end of the story. Ask, "How do you feel about what's happening? What do you think will happen next?"

• Keep the flow going. If your child is learning to read aloud, don't stop mid-sentence to labor over a difficult word. If your child is stuck, say the word, explain the meaning, and then move on with the sentence. This encourages comprehension of the sentence and the rest of the story. Go back and review the word another time.

Ways to encourage and develop semantic skills with intermediate and advanced readers:

• Again, read books that tell stories. Encourage developing and advanced readers to read longer books, especially ones that must be read over the course of a few days or weeks. Longer books encourage children to remember what was read (characters, events) and to predict what might come next. Less advanced readers might need to review material before they move on to a new chapter.

• Talk about the books as you read them. Even if your child is reading independently, discuss the book before and after story time. Ask your child to predict the end of the story and to explain the theme or moral. Ask, "How do you feel about what's happening?" "What do you think will happen next?" If your child is reading a chapter book gradually, you might want to review the material in each chapter before moving on to the next one.

• Create a personal dictionary. If your child has trouble with vocabulary, write down unknown words in a homemade dictionary as your child reads a book. Look up the words together later, write down the definition, and encourage your child to review the unknown words.

• Read to your child. No child is too old for this. Read part of a longer book aloud and with expression. Discuss the story at the end of each chapter, and encourage your child to ask questions about the story as you read, especially if your child doesn't understand a certain word. Or you can take turns reading: you read one page, your child reads the next.

About phonics
Phonics is the mechanical part of the reading process — your child's ability to understand the sounds letters make in relationship to each other. Phonics ability includes being able to sound out words; recognize word families such as ph words, -at words, and th words; differentiate like words such as "big" and "bag"; and distinguish words with different letters but similar sounds such as "four" and "phone." Phonics skills also include an understanding of roots, prefixes, and suffixes (for example, knowing what non- or un- does at the beginning of a word) and differentiating homonyms, for example, "their" and "there" and "way" and "weigh."

Here are some ways to encourage and develop phonics skills with early readers:

• Go through rhyming books, nursery rhymes, chants, and songs with your child. With each rhyme, point out like words and discuss the difference (how is "cat" different from "hat"?).

• Use alphabet books to discuss words that are the same and different in their beginning and end.

• Write down the names of family members and friends, and sound out each name with your child. Group the names, for example, by first letter (Grandma and Grandpa, Mommy and Me, John and James).

Here are some ways to encourage and develop phonics skills with developing and advanced readers:

• Introduce your child to new reading material daily, such as newspapers and magazines. Use phonemic skills to sound out words and semantic skills to figure out meaning based on the context of the sentence or paragraph.

• Have your child read to you. When he comes across new or difficult words, pronounce and define them for him, and then let your child read the sentence. Keep a mental note of any recurring problems.

source from http://parentcenter.babycenter.com

How To Raise A Child Who Loves Music (age 5 to 8)

Want to raise a child who loves and appreciates music? It's easier than learning to play "Chopsticks." You don't have to be a virtuoso. All you need to do is create a music-rich environment. Here are some tips on orchestrating the beginnings of a lifelong love of music:

• Sing songs both to and with your child. Whether you're doing a solo or chiming in with the radio or CD player, you're setting the stage. And don't worry about performing an aria or the full score from the Lion King — just one song, like "Hakuna Matata" (making up lyrics as you go along, if need be), is music to your child's ears. Don't worry if you're a tad off key. "Singing in tune is not a requirement," says Wendy Sims, professor and director of music education at the University of Missouri-Columbia. "What's important is that you interact with your child musically, which shows your youngster that you value music." Also, if you feel insecure about your voice, it's best to avoid negative statements such as "I can't carry a tune." You're trying to develop a positive attitude toward music, and children aren't the harsh music critics that many adults are. They'll love singing with you no matter how you sound.

• Strike up the band. Click on the radio, pop in a tape, insert a CD. With a flip of a switch or the push of button, you can make music an integral part of your child's everyday life, and thus help him develop an interest in music. "Just as you'd get a child excited about reading by reading to him, you get a child excited about music by listening to music, dancing to music, doing just about anything musical," says Pamela Shaw, director of the Oklahoma City University Performing Arts Academy.

• Play an assortment of music. Young children are receptive to all kinds of music: jazz, classical, pop, African, Latin, and so on. By playing a variety of artists, composers, and styles, you create a stimulating musical environment — a home filled with the sounds of different instruments, languages, and rhythms. Also, the sooner you introduce a child to the different styles of music, the better. "As children get older, sometime around 8 or 9, they're likely to pick a favorite type of music and only want to listen to that particular style for quite some time," says Patricia Shehan Campbell, author of Songs in Their Heads: Music and Its Meaning in Children's Lives and professor of music at the University of Washington in Seattle. "So before children decide on their favorite style, you want them to be aware of the incredible array available." Keep in mind that although all different kinds of children's music are available — everything from the classical CD Beethoven Lives Upstairs to African, Caribbean, and Zydeco — it doesn't have to be music specifically for kids.

• Play "Finish That Tune." Sing, hum, or whistle the first few notes of a song that your child knows — for example, "This land is my land..." — and then stop. Chances are that your child (or anyone else in the room) will finish the line. It's also a fun and effective way to wake up a child in the morning. Poke your head into your child's bedroom, and sing a few notes of a song — for example, "Tomorrow" from the musical Annie: "The sun'll come out..." and stop. After a few tries, you might hear your increasingly alert child sing out "tomorrow."

• Attend concerts. Many symphonies perform children's concerts, like Peter and the Wolf, at which the different instruments are highlighted. And communities often present concerts in the park — a wonderful setting for children because they can listen and move to music in a setting they already associate with having fun.

• Check out musically minded books. Reading stories like Mozart Tonight by Julie Downing or Gabriella's Song by Candance Fleming is another easy way to introduce your child to music.

• Enroll in children's music programs. Kindermusik, a popular, national music program, is geared for children up to age 7. The classes are designed around developmental stages, and the children learn about music through activities such as singing, moving to music, and playing games and simple instruments. The program also offers parents an opportunity to participate with their child.

• Dance to the music. Kids love to dance, so crank up the tunes and twist and shout.

• Perform. If your child is learning to play the piano or another instrument — even the pots and pans — why not put on a show? See our articles on playing musical instruments. Make it casual, but special. For your budding Liberace, you might place a candelabra on the piano, or maybe you'd like to jam along with your little drummer boy. You could even videotape the show as a gift for Grandma and Grandpa.

source from http://parentcenter.babycenter.com

Cookbooks For Feeding Fussy Eaters (age 5 to 8)

Your child may prefer to live on chicken fingers and American cheese slices, but you'd feel better if she were eating a more balanced diet. Unfortunately, just because you manage to get all the food groups onto a plate at mealtime doesn't mean they're going to make it into the hungry mouth of your little one. If you've got a fussy eater, consider one of these kid-tested cookbooks below. Some even offer recipes that your youngster can help you make.

One Bite Won't Kill You
By Ann Hodgman and Roz Chast, illustrator. (1999, Houghton Mifflin Co., $15. Reading level: Adult)

The title of this book is a promise kept by the fun recipes inside. Author and mother of two fussy eaters, Ann Hodgman delivers comforting foods that will satisfy kids' finicky palates and save tired cooks by relying on ready-made ingredients like canned soup or muffin mix. Packed with recipes, anecdotes about teaching kids to broaden their culinary horizons, and hysterical cartoons and illustrations by New Yorker cartoonist Roz Chast, one look at this book will make it a favorite.

Pretend Soup and Other Real Recipes: A Cookbook for Preschoolers & Up
By Mollie Katzen and Ann L. Henderson (1994, Tricycle Press, $17. Reading level: Ages 4 to 8)

Inviting your child into the kitchen to help prepare meals is one way to quell the demands of a finicky eater. Vegetarian foodie Mollie Katzen (author of The Moosewood Cookbook) and educator Ann Henderson have teamed up to create a kid-friendly, nutritionally mindful, and parent-perfect book. Each of the 19 recipes starts with individual instructions for both the adult and child, is illustrated with cute animals, and includes insider reviews from kids who have tried the recipes and give them a thumbs-up. Kids will love the easy-to-follow step-by-step illustrations.

Brown Bag Success: Making Healthy Lunches Your Kids Won't Trade
By Sandra K. Nissenberg and Barbara N. Pearl (1997, John Wiley & Sons, $10. Reading level: Ages 9 to 12)

There you are, carefully crafting brown bag lunches for your children, and just a few hours later, they're picking them over and discarding the contents. Written at a level kids can understand, the book offers plenty of recipes for fun, packable lunches, like cheese and flour tortilla triangles and ham and cheese pinwheels, along with nutritional tips and hints on getting out the door in the morning with minimal stress.

Healthy Snacks for Kids
By Penny Warner (1995, Nitty Gritty Cookbooks, $9. Reading level: Adult)

If your child's appetite seems to surge without warning, this book will help you produce tasty, fun, and nutritious snacks in a snap. Recipes like Corny Pudding and Monkey Bars sneak healthy ingredients into foods that will keep your kids happy, too. Warner also includes a food pyramid for each recipe with main ingredients highlighted to make nutritional choices easy.

source from http://parentcenter.babycenter.com

Weaning (12 to 24 mo.)

What does it mean to have weaned a child?
When your child stops nursing and gets all his nutrition from sources other than the breast, he's considered weaned. Although children are also weaned from the bottle, the term most often refers to when a child stops breastfeeding.

Weaning, when it's the mother's idea, usually requires a lot of patience and can take time, depending on your child's age and how well and how quickly he adjusts. The experience is different for everyone.

Weaning is a long goodbye — emotional, sometimes painful, and freeing at the same time. But weaning needn't signal an end to the intimacy you and your child have established through breastfeeding. It just means you have to replace breastfeeding with other nourishment and nurturing activities. If you've often nursed your child for comfort, find other ways to make him feel better. Read a book or sing a song together, or play outside instead.

How do I wean?
Proceed slowly, regardless of the age of your child. Experts advise that you not abruptly withhold your breast, which can be traumatic. A weekend away from your toddler with your partner, for example, is not a good way to end the breastfeeding relationship. Try these methods instead:

Skip a feeding. Skip a feeding and see what happens. Offer a cup or bottle of milk instead. As a substitute you can use your own pumped milk, formula, or cow's milk. If you reduce feedings one at a time over a period of weeks your child will have time to adjust to the changes. Your milk supply will also diminish, without leaving your breasts engorged or giving you mastitis, a breast infection.

Shorten nursing time. Start by cutting the length of time your child is actually on the breast. If he usually nurses for five minutes, try three. Follow the feeding with a healthy snack like unsweetened applesauce or a cup of milk or formula. Bedtime feedings may be harder to curb — they're usually the last to go.

Postpone and distract. Try postponing feedings if you're only nursing a couple of times a day. This method works well if you have an older child you can reason with. If your child asks for the breast, say you'll feed him later and distract him. Instead of nursing in the early evening, you could tell him to wait until bedtime.

What to do when weaning becomes a struggle
If you've tried everything to wean your child and nothing is working, maybe the time isn't right. Have you recently gone back to work? Your child may still be adjusting to this new development. Has your child been sick? Often children who aren't feeling well will want to nurse more often — in fact, breastfeeding may be in a sick child's best interest.

Has your household gone through a major life change, such as a move or a divorce? Events such as these will also make weaning more difficult. Even going through a new developmental stage can make it hard to wean. Try again in another month. Sooner or later, it'll happen.

source from http://www.babycenter.com