Terrible two, have you heard of them? My way or scream fits is how how young toddlers communicate. Demanding and receiving attention through crying has been the routine these past few years. My young toddler is learning words to express himself. Sometimes i understand what he is saying. He drops his head in frustration at the times i don't understand him and i try not to pretend talk to him. i inform him that i don't understand what he is trying to communicate and we have an easy move forward or a tantrum. Depending on what he is trying to relay to me.
Adorable he is, thinking he can do whatever he wants whenever he wants. When crossing the street i will tell my grands to run across the street. My young toddler now feels that he is to tell me, "Run Nanna, run Nanna" tickles me, Sometimes i run sometimes i don't. He wonders for a second when i don't, then runs to the pavement.
A toddler's headlong quest for independence can be charming, entertaining
, and often hilarious. But sometimes his antics can challenge even the most easygoing mom or dad. So it's important to remember that when a 1-year-old exhibits Jekyll-and-Hyde-like mood swings, or a 2-year-old's every other word is "NO!" or the derring-do of a 3-year-old has you wondering if he'll survive preschool, he's not trying to be so trying: It's all part and parcel of this particular stage of childhood. Most important, your toddler will eventually outgrow it.
The above descriptions is typical for young toddlers. So why does my young toddler have an Individualized Family Service Plan, or IFSP? i researched early intervention to learn more and prepare for a visit with the service coordinator. Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents’ consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth through the third birthday (and sometimes beyond).
http://www.parentcenterhub.org/repository/ei-overview/#delay
What my grandson doesn't have developmental delays or disability. He has been labeled developmentally delayed by BrightSide Academy inexperience staff and lack to provide an appropriate learning facility. How many of our young toddlers are being misdiagnosed? How are these resources abused in such a way? What should parents look for when seeking quality childcare?
The therapist came to my home and observed my grandson for an hour or so. He stated that when he visits my grandson at Brightside Academy all my grandson does is run and scream around the room. He wants to visit my grandson in my care from now on and recommends that i provide care for my grandson versus the daycare center. my conclusion is the environment at Brightside Academy creates a young toddler acting out because he is surrounded by strangers who are not trained to reach him. i went to pick my grandson up from the daycare and noticed there was no outside exploration, just wood chips for the toddlers to run over, a blue chair and a dead squirrel.
So now we are talking disconnections from his mother not allowing me to care for him in the first place to the lack of quality professional child development at Brightside Academy at 21st & Diamond Street. Willie Lynch aka rape culture in living color.
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| trying to get a photo, and my young toddler having a fit because he doesn't want to pose. |
Adorable he is, thinking he can do whatever he wants whenever he wants. When crossing the street i will tell my grands to run across the street. My young toddler now feels that he is to tell me, "Run Nanna, run Nanna" tickles me, Sometimes i run sometimes i don't. He wonders for a second when i don't, then runs to the pavement.
A toddler's headlong quest for independence can be charming, entertaining
, and often hilarious. But sometimes his antics can challenge even the most easygoing mom or dad. So it's important to remember that when a 1-year-old exhibits Jekyll-and-Hyde-like mood swings, or a 2-year-old's every other word is "NO!" or the derring-do of a 3-year-old has you wondering if he'll survive preschool, he's not trying to be so trying: It's all part and parcel of this particular stage of childhood. Most important, your toddler will eventually outgrow it.
Meanwhile, it helps to understand why toddlers do what they do. A guide to the hallmark quirks of the 1- to 3-year-old set.
to the hallmark quirks of the 1- to 3-year-old set.
From the Parenting Guide to Your Toddler, by Paula Spencer, with the editors of Parenting, published by Ballantine Books, a division of Random House, Inc.
mood swings
One minute your child has all the presence of a prince and the patient wonder of an explorer. Then -- bang! In the nanosecond it takes you to say something as innocuous as "Here's your juice," he reverts to the angry inflexibility of a dictator. To a toddler, there's only the here and now. The block-tower crash that was so distressing five minutes ago may seem like ancient history, as he's moved on to the delightful sight of a cement mixer outside the living-room window, or the discomfort of a dirty diaper. Take these whims in stride. When feasible, shift your attention along with your child's. A predictable routine can minimize his upsets, but won't eliminate them. Just don't take personality morphs personally.
has all the presence of a prince and the patient wonder of an explorer. Then -- bang! In the nanosecond it takes you to say something as innocuous as "Here's your juice," he reverts to the angry inflexibility of a dictator. To a toddler, there's only the here and now. The block-tower crash that was so distressing five minutes ago may seem like ancient history, as he's moved on to the delightful sight of a cement mixer outside the living-room window, or the discomfort of a dirty diaper. Take these whims in stride. When feasible, shift your attention along with your child's. A predictable routine can minimize his upsets, but won't eliminate them. Just don't take personality morphs personally.negativism
"No" is a powerful word. "No, we can't stay at the park any longer." "No more cookies." "No biting." Little wonder that a toddler loves to say the word herself -- a lot. It's emphatic. It bears the indelible stamp of one's personal opinion. And it implies control, a precious resource at this stage.
Many toddlers use "no" indiscriminately -- even when they mean "yes." They may just like the sound of the word. Sometimes, in the frustration of being misunderstood, "No! No!" is the only thing that comes to mind while a child is struggling to get her desires across. So that it's not echoed back more often than you'd like, reserve "no" for real danger -- such as when she's grabbing a hot pot on the stove or tottering toward the top of the stairs.
rigidity
Stubbornness can turn into inflexibility: Your daughter insists on wearing dresses only, or your son demands that his bedtime ritual follow a specific order, and if you say goodnight to Godzilla before Elmo, all hell will break loose. The child understands that by standing firm, he can (sometimes) make others do as he wishes.
The best course: Indulge such behavior whenever it's not really a big deal. Your child derives a sense of security from these extremes. For instance, Sarah Pierce, of Seattle, says, "At bedtime my twenty-three-month-old son, Adam, says goodnight to the characters in the pictures on his wall. He'll say 'Night-night, bellhop' to one and 'Night-night, llama' to another. Then he's ready to sleep."
If the request is unreasonable or inappropriate -- your child wants to watch television during dinner, for example -- refuse calmly but firmly. You may have to weather some tantrums. But ultimately, when it comes to your child's welfare, you're the boss.
clinginess
All parents find a toddler firmly attached to one of their legs at some point. It's both endearing and frustrating. Clingy spells are common for 1-year-olds; often they're a physical demonstration of anxiety triggered by a stressful situation, such as a birthday party or a new childcare arrangement. Working parents may experience such exaggerated shows of affection at the end of a long day as their child attempts to reconnect.
Whatever the source of your toddler's clinginess, your role is to provide the reassurance he craves while not babying him to his own detriment. After all, a child can't do much playing and exploring while attached to your knees, koala-style. So make sure you give him plenty of attention.
If you have to leave your tenacious toddler for a moment, say "I'll be right back," and don't be long. Even when you need to get something done that requires more time, like cooking dinner, reassure him with your voice. Caress his head as you pass by. Or let him follow you around. Find simple ways he can help, which will distract him from his need to physically hang onto you. Say, "I have to fold this laundry now. Can you put all the white clothes in a pile for me?"http://www.parenting.com/article/understanding-your-temperamental-toddler |
| My young toddler, autistic niece and self |
http://www.parentcenterhub.org/repository/ei-overview/#delay
What my grandson doesn't have developmental delays or disability. He has been labeled developmentally delayed by BrightSide Academy inexperience staff and lack to provide an appropriate learning facility. How many of our young toddlers are being misdiagnosed? How are these resources abused in such a way? What should parents look for when seeking quality childcare?
The therapist came to my home and observed my grandson for an hour or so. He stated that when he visits my grandson at Brightside Academy all my grandson does is run and scream around the room. He wants to visit my grandson in my care from now on and recommends that i provide care for my grandson versus the daycare center. my conclusion is the environment at Brightside Academy creates a young toddler acting out because he is surrounded by strangers who are not trained to reach him. i went to pick my grandson up from the daycare and noticed there was no outside exploration, just wood chips for the toddlers to run over, a blue chair and a dead squirrel.
Research continues to point out that young children learn best through meaningful play experiences, yet many preschools are transitioning from play-based learning to becoming more academic in nature. A preschool teacher recently wrote to me: “I have preschoolers and even I feel pressure to push them at this young age. On top of that, teachers have so much pressure to document and justify what they do and why they do it, the relaxed playful environment is compromised. We continue to do the best we can for the kid’s sake, while trying to fit into the ever-growing restraints we must work within.”
As parents and teachers strive to provide increasingly organized learning experiences for children (as I had once done), the opportunities for free play – especially outdoors is becoming less of a priority. Ironically, it is through active free play outdoors where children start to build many of the foundational life skills they need in order to be successful for years to come.
In fact, it is before the age of 7 years — ages traditionally known as “pre-academic” — when children desperately need to have a multitude of whole-body sensory experiences on a daily basis in order to develop strong bodies and minds. This is best done outside where the senses are fully ignited and young bodies are challenged by the uneven and unpredictable, ever-changing terrain.
Preschool years are not only optimal for children to learn through play, but also a critical developmental period. If children are not given enough natural movement and play experiences, they start their academic careers with a disadvantage. They are more likely to be clumsy, have difficulty paying attention, trouble controlling their emotions, utilize poor problem-solving methods, and demonstrate difficulties with social interactions. We are consistently seeing sensory, motor, and cognitive issues pop up more and more in later childhood, partly because of inadequate opportunities to move and play at an early age. https://www.washingtonpost.com/news/answer-sheet/wp/2015/09/01/the-decline-of-play-in-preschoolers-and-the-rise-in-sensory-issues/?postshare=6211463401072221&tid=ss_fb
So now we are talking disconnections from his mother not allowing me to care for him in the first place to the lack of quality professional child development at Brightside Academy at 21st & Diamond Street. Willie Lynch aka rape culture in living color.
- family
- community
- policy makers
Because of the disconnect we are easily taken advantage of, pulled apart one generation at a time. Looking forward to this visit. (Not)
Once a child feels he can’t live another minute without a desired item, the feelings run high. He has lost his sense of closeness and the safety that brings. He feels hurt, or even frightened. He tries to “fix” the feeling of hurt that comes when connection breaks by filling that sense of need with a blue shovel or a green balloon. But of course, blue shovels and green balloons don’t meet the core needs of a child. He may cling to the item he wants, but it doesn’t do his aching heart any good. When a child gets what he wants, he may look OK on the outside, but he often remains brittle on the inside—easily upset and either defensive or unhappily passive when someone else’s turn comes.
Children cry easily at this point, because they need to. They often actually set up chances to cry about something they want, hoping their parents will know that they need to dissolve the hurt that comes from disconnection. Crying, tantrums, and laughter are the main ways children recover their sense that all’s right with the world.
When an adult can set a helpful limit, and offer warmth and caring while feelings are high, a child can regain his sense of perspective. When he’s done, he knows once again that life is OK with the yellow shovel, or that he’ll eventually get some time with the green balloon. http://www.handinhandparenting.org/article/help-your-child-learn-about-sharing/
