Social - Emotional Archives - The Parenting Cafe

8 Ways to Enjoy Messy Play at Home

May 13, 2020/in 1 - 3 Years, 3 - 5 Years, 4 - 12 Months, Intellectual, Language, Motor Developement, Social - Emotional /by Sonja Preston

How many of you breath a sigh of relief, when the Playgroup or Kindergarten your child attends does Messy Play – I mean it gets you off the hook right? No paint at home, no playdough on the carpet, no glue stuck to the table – phew!

Have you ever asked yourself, why the Playgroup teacher/ co-ordinator seems to be so keen on providing messy play for the children?

Educators know that children learn through all their senses, of touch, taste, smell, sound, and sight. We aim to provide activities which stimulate the senses – know as Sensory Play. Messy play is one type of sensory play.

It is particularly important for young children’s development, as it allows them to explore a variety of mediums; to develop their tactile skills; and in some cases also their fine motor muscles. It also allows an opportunity for language development (words such as rough, smooth, crunchy, cold, slimy etc) and for the child to expand their thinking skills.

Sensory activities facilitate exploration, and encourage children to learn while they play, create, investigate and explore the materials provided.

Here are some easy Messy Play activities to do at home to assist your child to grow and learn even more: Read more

Go to Bed! – How to Get Children to Stay in Bed

April 27, 2020/in 1 - 3 Years, 3 - 5 Years, Intellectual, Language, Social - Emotional /by Sonja Preston

Okay, so you’ve read three stories, tucked them in, kissed them goodnight and switched off the light.

Just as you settle into the comfy chair with a cuppa… “Mum, I’m thirsty” or “Dad, I just need to tell you something” or even little footsteps coming down the hall!

How do we get children to stay in bed once you’ve completed the bed-time routine? (As a reminder, a routine generally is something like… Bath, milk, teeth brushing, toilet, stories, kisses and cuddles.)

Basically the answer is consistency. Once a child is put to bed, with the established bed-time routine, then you follow through with consistency. If a child gets out of bed, you take their hand, walk them back to bed, tuck them in, saying “It’s bed-time”. If they get up again, you repeat. And repeat as many times as is necessary. Once you try to rationalise (“you’ll be tired in the morning”; you’ve already had a glass of milk”; “you should have eaten more dinner”) – then you have opened the door, for the child to engage in a conversation. They will feel the need to justify how hungry they are, or how important it is to tell you something – which then leads you to reply, and so it goes on.

Parent or Friend?

March 9, 2020/in 1 - 3 Years, 3 - 5 Years, 4 - 12 Months, Birth - 3 Months, Parents, Pre-Natal, Social - Emotional /by Sonja Preston

Over the years of being a Parenting Consultant, I’ve spoken with may parents about what they see as their role, and what they want for their children. So many parents have said, that they want to be their child’s friend.

I believe that when you gave birth, you became a parent, and that is your role!

Over their lifetime, your children will (hopefully) have many friends – some short term, some long term, but they will only ever have you as parents – that is your role!

All children need parents to guide, teach and encourage them – and that is your role.

Telling Stories

March 2, 2020/in Language, Social - Emotional /by Sonja Preston

As parents we know of the importance of reading to our children regularly, to encourage our children’s love of learning, and excitement about what books have to offer.

We also know that books can be a part of the night time routine, to help settle children down with quiet time before bed.

Reading to children is also useful when children have to sit whilst waiting at the Doctors, where they need to be quieter for a while.

Children often grow to love stories and books, via our enthusiasm and by the tone of our voice when we read to them.

Another thing which children grow to love is when you actually tell them stories. Read more

Man and Woman hugging their young daughter

What Do Children Need from their Parents?

February 24, 2020/in 1 - 3 Years, 3 - 5 Years, 4 - 12 Months, Birth - 3 Months, Intellectual, Language, Social - Emotional /by Sonja Preston

We all know that children need food, clothing and shelter to ‘survive’, but besides the basic needs, how do we truly grow them into curious, strong, resilient children?

When your baby cries, s/he is telling you something – eg I’m hungry, I’m tired, I’ve have wind. As parents our response determines what message the child gets. For example if the baby cries because they are hungry, and you feed them, they learn that you will give them what they need. As you consistently do this, they learn that they can trust you to continue to meet their needs, and this is called building Secure Attachment. When you do this, it also creates new ways of understanding for the baby in his/her brain, ie new brain cells (known as neurons) are formed.

How are you Spending your Time?

February 3, 2020/in 1 - 3 Years, 3 - 5 Years, Social - Emotional /by Sonja Preston

As parents we often feel time poor. We can feel that we are always rushing – rushing to appointments, rushing to work, rushing the kids to get ready and rushing to get dinner on the table.

The reality is that life can be a busy time, torn between our roles of parent, worker, partner and family member. We can feel that we never quite make it!

There are many books written about effective time management and they offer practical solutions about organising your time effectively. Today I will focus on how to ensure the well-being of yourself, your partner, children and the family through a balanced approach to shared time. Read more

How do I Help my Anxious Child?

January 13, 2020/in 1 - 3 Years, 3 - 5 Years, 4 - 12 Months, Birth - 3 Months, Parents, Social - Emotional /by Sonja Preston

I was recently asked by a parent of a 6 year old, ‘How do I help my child who worries a lot. He’s anxious, but won’t always tell me what’s going on?’ First thing – give him regular hugs and tell him how much you love him – that’s always a good start!

The following will give you some ideas on how to assist your child if they have a tendency to worry or be anxious.

Where did the anxiety come from?

It’s always useful to look at the background of the child… the parents, the home and the past experiences. Sometimes there is an overly anxious parent who constantly gives children messages to: ‘be careful’, to ‘watch out’, or ‘you might get hurt’. When children are told this often enough, they start to believe that their world isn’t safe. In regards to the home situation – has there been a trauma? eg a death, a serious accident, or parents separating, where there’s been a lot of heightened emotions – some children tend to make this mean that’s there’s immediate danger to them or those around them – they fear ‘bad stuff’ will happen to them. There are also children who have been affected by alcohol or drugs when in utero. When a woman uses these during pregnancy, they can affect the developing foetus, and may cause brain changes, which can affect a variety of functions, including being anxious or lacking impulse control. Obviously we can’t change what has already happened in the past, so let’s look at what we can do now, and also in terms of building resilience in children.

Whinging Kids – What Do I With Them?

December 16, 2019/in 1 - 3 Years, 3 - 5 Years, Intellectual, Language, Parents, Social - Emotional /by Sonja Preston

Nerida asked via our Facebook page:
What do I do with my whinge-y 2 year old son?

We’ve all had those days as parents where it’s seemed like a battle field at home, with tears and tantrums all around and that can be from the parents as well as the child – when it all gets too much and you want to run away!

The first thing – and this may seem blunt – is to remember that you are the adult here! If you are struggling to deal with this physically and emotionally, and you’re an adult – then imagine how hard it is to feel so overwrought and at 2 you don’t have the capacity to self regulate.

Self regulation is the ability to feel stressed emotionally, and yet be able to manage it rather than lash out, eg when a driver in front of you keeps cutting in, changing lanes without indicating, and is gesturing at you and other drivers. We may feel enraged by this, but generally we’ve learnt that the best thing is to give them space and let them get away. If we react, it may be detrimental! This is self-regulation.

All I want for Christmas is…

December 2, 2019/in 1 - 3 Years, 3 - 5 Years, 4 - 12 Months, Birth - 3 Months, Intellectual, Parents, Social - Emotional /by Sonja Preston

So want do you say to yourself at this time?

Yahhhh I love Christmas;
It’s so expensive;
I can’t want for it to be over;
I love watching the kids faces on Christmas morning;
Family disagreements – no thanks;
I love family get togethers, especially Christmas;
I love the excitement and special treats.

Which ever sentiments you have about Christmas, the reality is it is approaching fast! What can we do to make it a pleasant, positive experience for children and families? Here’s some ideas…

The TERRIFIC Two’s

November 25, 2019/in 1 - 3 Years, Intellectual, Language, Motor Developement, Social - Emotional /by Sonja Preston

How often do you hear people saying: “She’s in the Terrible Two’s” when they are rationalising their child’s behaviour? It’s a statement which is often heard.

Imagine for a moment… If I was your close friend, and I told you that you were going to have a bad day tomorrow, with the weather, the traffic, phone calls etc. Your brain would automatically go onto ‘red alert’ – you would enter the day, prowling for problems, ready for action. You would notice every little thing that was wrong with the day – the postman was late, the weather man got the prediction wrong, the coffee wasn’t as hot as it should be etc. When we ‘pre-condition’ our brain to see problems, we become almost like an expert in finding them – it’s as if we are wearing special ‘problem’ glasses which enable us to see all the problems in our day, and to hardly notice the things which go well, as we’re too busy looking for what’s wrong.

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