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Positive communication is extremely important, especially with children, for many reasons: Supports language and communication skill development It sets the foundation for children to speak with their caregivers as they grow up Helps build and strengthen relationship by building trust and creating opportunities for bonding Encourages positive behaviours and promotes emotional regulation skill development Communication is often the best place to start when trying to address concerns caregivers have while caring for and raising children. The goal of communicating with another individual, child or not, is for the other person to understand what you are trying to tell them. Here are a few strategies we can use with children to support this: Get their attention: Make sure you are in the same space as your child - You need to be close to your child so they can hear you and so you can make sure you are keeping their attention while speaking with them. This is very important especially for younger children as they are easily distracted by things around them. You should not have to raise your voice and should avoid yelling from across a room to try and get your child’s attention. Use their name and, or, gently put your hand on their shoulder so they know someone is trying to get their attention. Be careful not to startle them if your child may not be aware you are near. Get down on their level and make sure you have eye contact before you start talking or giving them instructions. Use child friendly language: Use simple, clear, and age-appropriate language – this will help ensure your child is able to understand what you are telling them. The language you use with children will expand as they continue to develop their vocabulary. Be direct and specific -- tell your child exactly what you need/want from them. Tell your child what you want them to do rather than telling them what not to do. Children don’t know the other options they have in most situations because they are still learning them so when caregivers tell them to not do something Eg. “please get ready so we can leave for school” versus “please put on your coat and shoes so we can leave for school” Eg. “stop running in the house” versus “we use walking feet when we are inside” Eg. “stop hitting your sibling” versus “we use gentle hands when playing with others” Avoid giving too many or too few instructions at once -- the younger the child is, the less instruction they are able to follow at one time and the more information they need to be able to successfully complete out a task. Make sure you are giving your child enough information to be able to complete the task you are asking them to but not so many that they forget things or get confused. You can split tasks up into smaller chunks for younger children; to do this you will break down a task into its individual steps and give them to your child one at a time: Eg. Asking your child to “get ready for school” versus “put your dirty dishes in the sink and get dressed” For younger children tasks can be broken down even further: “get dressed” versus “put on a shirt” and offering assistance if needed before instructing them to put on the next article of clothing and repeating this process until they are fully dressed. This helps children learn Keep it short and sweet – long explanations can lead to loss of interest and confusion for little ones. Be direct and specific: Clearly state what you want from your child Tell your child what you want them to do rather than what you want them to stop doing Be patient and calm: Plan ahead of time for the activity/task you will be doing with your children Take a few deep breaths before you talk to children Practice self-care At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Routines build self-confidence, curiosity, social skills, self-control, communication skills and more . Routines create manageable expectations that allow children to build emotional resilience, such as saying goodbye to parents or carers each morning at drop-off.  Routines give children a sense of security and control over their environment . When life is organized and consistent at home, children feel safe, secure and looked after, especially during stressful times or during difficult stages of development.  Routine can significantly impact a child's cognitive development. Repetitive actions help form neural connections, enabling the brain to process information more efficiently . As children engage in daily activities, they improve their memory, problem-solving abilities, and critical thinking skills.  In other words, routines help integrate children's learning with an “organized connection.”   When children are involved in a good routine not only do they feel confident and in control, they also learn to develop positive social skills as well as a sense of satisfaction in being able to do things for themselves.  A regular routine brings comfort and consistency to a child’s life.      Creating a routine can help support a child and caregiver through difficult and often stressful transitions. Creating routines for transitions such as mealtimes, bedtimes, going to the grocery store or even getting ready to get out of the house, especially in the wintertime, can reduce anxiety and stress.  Routines need repetition and consistency to work.     Daily routines look different for every family. The most important aspect is creating a routine that works for you and your family.   When you are beginning to create routines at home, begin with creating small, attainable, and sustainable goals.  Samples of routines: Health Benefits of having routines for the whole family: Manage stress more effectively : Stress can put you at higher risk for heart disease and negatively impact your overall health. An effective routine can help reduce stress, which can lead to better mental health, more time to relax and less anxiety. Sleep better: Routines like your sleep schedule and bedtime habits affect your mental sharpness, emotional well-being and energy. Maintaining consistent times for waking and going to bed can help you get better rest. Eat healthier: Without scheduled time for grocery shopping, it is easier to have an unhealthy diet by ordering fast food or snacks since they are often a convenient option. Taking the time to plan trips to the grocery store gives you the opportunity to think about what healthy foods and meals you can incorporate into your everyday life. Get active: It is easier to exercise regularly when you make time for it. A daily routine can help you stay active, and an exercise schedule or program can help you budget your time. Resource: A “first-then” board is a visual tool that is based on the principle that a child’s motivation to complete a less preferred activity is increased when it is followed by a more preferred activity. Using a first-then board will provide the child with a visual means of introducing routines, new tasks, activities, or events in a manner that the child understands and may be more motivated to complete. This tool assists with creating a structured and predictable environment for children. It helps children to become independent while mastering a routine set at home.  At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Step 1: Ask yourself, is your child ready? And it is good timing? Readiness:   Do your child show interest in the toilet?  Do they tell you when they have to go or when they are wet?  Are they independent, and able to control the urge to go?  Timing:   Is your child healthy and happy?  Are you in the middle of transition? (Welcoming a new baby, changing places, transition to daycare)  Seasonal aspects? (Is it easier to pull down shorts or snowpants, and layers of clothes!)  Preparation:   Clothing (Loose fit clothes, letting children choose clothes for themselves so that they are motivated not to soil their clothing)  Environment (Is your home setting a prepared space for accidents to happen, do you have toilet training tools)  Preparing yourself (Toilet training takes a lot of time, patience and efforts, are you prepared for it)  Choose reward system (Rewarding children boosts their self-esteem, and child gets motivated) (Trip to their favorite store, stickers, or their favorite snack)  Step 2: Ready for training? Here are the next steps: Introduce your child to the routine. Modelling. Give them plenty to drink. Keep reminding them and encouraging them to use the toilet before and after transitions. Do not confuse them by putting them in diapers for your own comfort’s sake. Activities: Potty training songs, Scavenger hunt for potty training items, make it a science experiment (food coloring, potty seek and find game, potty training race). FAQ: How long does potty training take? Once toilet training starts it can take 3-4 weeks for some children to be mostly dry, but other children may take several months. It is important to be consistent and follow the same toilet routine every day.  What do I do if my child refuses to sit on the toilet? Do not insist on toilet training. If it becomes upsetting or your child refuses to do it, wait for a few weeks and try again. What should I do if my child has an accident? Stay calm. Go to the bathroom and clean up, but do not talk or make cleaning up a fun time. Remind your child of toileting steps. Be patient if they are sick or their usual routine is disrupted. Take a break if necessary. Tips to prevent an accident: make the potty or toilet easily accessible check-in to see if they have to use the toilet encourage them to use the toilet while on outings keep diapers or pullups on at night until they usually stay dry by morning ask them to sit on the toilet before going to bed Tips for boys and girls It may be helpful to teach boys to sit down to pee, at first. Once sitting has been mastered, you may like to have a safe, male family member show your child how to pee while standing. Don't forget to teach your child to wash their hands! At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

1. Plan ahead Ask yourself: Where are you going? How long is the commute time? How long is the walk time? Timing of the bus and route? How many stops are along the way? Where you can get off is there is a bathroom emergency? When is a good time? Tip: avoid disturbing your child's usual sleeping or eating routines and go when your child is well rested Consider your child's needs when it comes to: teething, potty training, transitioning to school or day care, getting introduced to new routines, or some changes in the family dynamics. Be Mindful of Sensory Overload: The transit can be full of noise, be sure to always consider sensory sensitivities. Bring comforting toys, blankets, and/or accessories such as noise-canceling headphones, and even sunglasses to help create a soothing environment for the child during transit. Let children have enough rest before traveling. This is because they will need more energy when the day of the trip arrives. Especially if you bring small children. Make sure the child also gets enough rest before the trip.   Planning tools: Edmonton Transit has an app called Transit that shows the timings of the bus as well as the LRT trains There is also an automated phone line, and a Text & Ride information serve Go to ETS Trip Tools for information on all services that are available for planning trips. Google Maps will show the bus route if you add address and click on the transit, both apps will show how long will it take to reach to the bus stop along with the directions to bus stop or bus stop to the destination The apps will also show the exact time of bus arrival as well as how long it will take to reach the destination The apps will provide information about if you need to change buses and how many stops will come in the way What to pack: Snacks and water for children Books, quiet or sensory toys based on children’s age Basic supplies such as diapers, extra pair of clothes, first aid kit, phone charger, baby wipes, sanitizer Keep an address and phone number card in children’s pocket Comfort items to create a soothing environment (e.g. favourite blanket or stuffie) Activity ideas: Let children take in sight and point out what interests them. Have conversations with them about what they are seeing around. eye spy colouring following the trip on a simple map count the stops read a book sensory toy rock paper scissors 2. Practice the trip Practice travelling with children prior to the trip. Walk with them to the bus stop. Tell them we will be taking the bus from this stop. Try to go on a short trip to let the child experience the transit trip (e.g. take the bus and get off at the next stop). 3. Go on short trips at first 4. Remind your child of your expectations State the simple and clear instructions, for example: Hold my hand all the time. We sit down on the seats. We use quiet voices while using the transit or waiting for the transit We keep our hands and feet to ourselves while sharing space Be sure that the expectations are age appropriate. To learn more about setting expectations check out our Parent Education Group Setting Boundaries and Limits with Children. Talk about safety. Ask if they remember the rules (praise them if they remember or calmly remind them if they forgot). If there were problems last time, calmly describe that particular rule (Last time we were walking to the bus stop and you forgot the rule about holding hands and walking, let us see today if you can hold my hands and use walking feet). Planning and going over safety is very important, however more important is letting children have fun. Let them lead the experience by: letting them add the money or scan the card, pushing pedestrian buttons while walking, choosing to sit on the window side or the other side, pulling down the cord on arrival. 5. Talk about rewards and consequences Rewards: Stickers, make their favorite meal, snack, trip to the park or their favorite playground, prepare a travel behavior chart and they can tick mark or add stickers to it after a successful trip. After a certain number of successful trips, they can get a reward. An empty jar and buttons, after every successful trip they get to add button to the jar, after certain number of buttons they can get a reward. Reward can be a verbal praise, “I am so proud of you, you did a good job following rules).   Talk to your child about consequences.   The consequence should be age-appropriate, timely (in the moment), and appropriate for the situation. For example if you set the expectation with your child that they have to sit in the seat, and they are standing and will not sit down, the consequence could be that they now have to sit on your lap. 6. Celebrate success! Day of Travel Checklist Check the transit app, routes and times Backpack ready for the transit ride Planned activities While on the bus, find a comfortable and safe seat. Usually, public transportation provides priority seats for families with children. So, prioritize sitting in these chairs. You can also ask the driver for help if needed. Try to keep the child occupied with games, or toys that you have packed Go over the trip with your child before you go and review it when you get back Such experiences are new as well as exciting for children, give them time and be patient while they are learning. At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

It’s that time of year again to prepare children for the first day of school. A part of that preparation is buying school supplies. Below are some resources, at other locations in Edmonton, to help when money is tight.  *As more information and resources become available, we will add them to this list! Kicks for Kids Know a child who can use a new pair of shoes for back to school? Contact Kara Family Resource Centre at 780-478-5396. Tools for Schools Program  The Tools for Schools Program is a program through the United Way.   If a student in your life needs to access the Tools for School program, we ask that you contact the student’s school and let them know the student requires a Tools for School backpack.   If the student’s school is not participating in the Tools for School program, please have the school contact us. If you are a principal or teacher looking for backpacks for your students, email us at inkind@myunitedway.ca     For more information visit: Tools for School - United Way Alberta Capital Region ( myunitedway.ca ) We're Here For Ya Day 2024 What: backpacks with school supplies, nutritious food hampers an get a haircut. When: August 25, 2024, 10am - 6pm Where: Shadified Salon & Spa12222 137 Ave, Edmonton, AlbertaT5L 4X5 *Photo or other ID required. Supplies limited. About: For twelve years, Can Man Dan and his partners have been supplying thousands of low-income children and their families with all of the basic necessities for the back-to-school season, which is traditionally a struggling time for families on a limited budget.  This year, free backpacks filled with school supplies, nutritious food hampers, and high-quality haircuts will be made available to families and children who are in need.  Food Bank  Did you know when requesting food from the Food bank you can specifically request snacks for children to take to school. There is no guarantee that snacks will be included in a food hamper. It’s based on availability.   Alberta Works and AISH  Did you know that Alberta Works provides parents with extra funding in September to help families with school expenses, based on age and grade? Age 4 or 5 and in kindergarten - $56   Age 6 to11 or in grades 1 to 6 - $110   Age 12 or older or in grades 7 to 12 - $190  For more information go to: https://www.alberta.ca/income-support-what-you-get   http://www.humanservices.alberta.ca/AWOnline/AISH/7263.html    At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

There are many types of stress es that an individual might go through on a day-to-day basis. These include toxic stress , tolerable stress  and positive stress .   Toxic stress  is harmful to the developing brain. Toxic stress  can weaken synapses (or connections) in the brain and can have long term implications on your child’s physical and mental health throughout their life.  Some examples of toxic stress can include but are not limited to: Witnessing violence Experiencing abuse, violence, and or neglect Family hardship (eg. financial instability, food insecurity, houselessness, etc.) Caregiver’s mental health Exposure to substance abuse Tolerable Stress  is a response to serious stress ful events, such as a natural disaster or loss of a parent, that a child has the support of an adult through. These types of events are not positive, but because of the support of a loving and responsive caregiver they are able to make it through the stress  and become more resilient.  Positive Stress  is a short-lived stress  that is essential to healthy and robust development. This may include your child being left in the care of someone new or the first day of school.   Stresses are an everyday part of life, but the one thing that a child needs for a stress  to go from toxic to tolerable is a responsive and supportive caregiver to help them navigate the stress .      How can you support your child through trauma and big life events?   Parents can build resiliency skills by being responsive caregivers. For caregivers we understand how stressful some of these life events can be; it’s important to know that these situations have more of an impact on children even if we don’t realize it. Children can sense stress in adults present in their lives, they are constantly observing their caregivers’ behaviours and actions because you are their first and most important teacher. So how can caregivers support children to cope with stress when they are also trying to navigate the situation?   First, it’s important to know that these negative life experiences don’t always result in long term impacts. In reality, children develop their problem solving and emotional coping skills which they will use later in life when they are supported by their caregivers through these stressful life events. When parents and caregivers are there to support children through these negative life experiences, they are able to turn situations that would typically result in toxic stress into ones of tolerable stress which helps builds your child’s resiliency skills.   So, what does that actually look like in the home?   This looks like taking time to time to play with your child, supporting them to regulate their emotions when they are experiencing big feelings, and being responsive to their needs and invitations for connection.   Children have been shown to thrive in environments where caregivers provide a safe and predictable environment, as well as a consistent routine. Caregivers can also promote the development of resiliency skills by encouraging children to engage in their social environments and in risky play. This will support the development of their social and problem-solving skills as well as help them learn their limitations and boundaries, so they know when they need to ask for help. Moreover, when children engage in their social environments, they not only develop their social skills but also their natural support system outside of the family home. Building a community of support is valuable not only to children but also for caregivers. When caregivers have a network of natural supports they are able to relieve stress by relying on those around them, thus lessoning the stress children feel as a result of the family situation.   For more information, please check out our blog posts on brain development in children , Science and early childhood as well as our FREE Parent Education groups . At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Screen time has an impact on your child’s development in the early years, and beyond. Help your child develop healthy screen time habits by monitoring screen time and teaching them to use media safely.  Screen time includes time spent in front of computers, TVs, videogames, smart phones and iPads/tablets.   The Canadian Paediatric Society recommends:  0-2 years old – no screen time  2-5 years old – less than one hour a day  5+ years old – less than two hours a day    Find resources about managing screen time and creating healthy screen time habits here:    Canada’s Centre for Digital Media Literacy   MyHealth.Alberta     For ratings of media such as TV Shows, Movies, Books, Games, Podcasts and Apps, go to:  Common Sense Media     Instead of screen time, see this link for at home activities that will support your child’s development.  At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Imagine this, you are at the grocery store grabbing milk from the shelf and you turn back to your child and see them running down the aisle because they spotted their favourite kind of cookies. Or you are walking down the street and your child spots a cute dog and bolts across the street to pet them. In both situations your child is unknowingly putting themselves at risk. For the sake of this blog post, let’s say in both situations you manage to catch up with your child and nothing bad happens to them. But it is still scary, and you want to prevent it from happening again. Here are some tips: Set expectations for the situations ahead of time. For example, before you leave the house to walk to the bus stop, talk to your child about how they will walk with you and how they will sit beside you on the bus. If you have time, practice! Follow through on the boundaries and expectations you discussed. For example, if you tell your child that if they cannot keep their hat on at the park then park time will have to be over, make sure you follow through and go home if they take their hat off. Explain why. Children learning “why” they must do a certain thing helps them develop an understanding on safety, risks and boundaries. For example, you might say “If you don’t wear your hat you might get sun burned or get sick because of the heat and I want to keep you safe and healthy.” Be consistent. For example, if your child has to stay close to you at the grocery store once, have them stay close to you at the grocery store every time. It is also important to keep consistency between caregivers as well! Supervise and position yourself to keep your child safe. For example, if there is a fence on one side of the park, and no fence on the other, perhaps you position yourself between your child and the street. Set your child up for success. Pick a time of day when you are most likely to get the behaviour you need for a successful outing. Choose a park that is fully fenced or walk down a street with less distracting dogs. Stay calm if something doesn’t go as planned. Yelling after your child will often cause the behaviour to escalate. Keep calm and get down to their level. For more information about safety, communication and setting boundaries try our Parent Education Group: Setting Boundaries and Limits . Read more about the group and put your name on the Interest List for an upcoming session. At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

The Edmonton forecast is calling for more heat! Heat is especially dangerous for infants and young children. Here is some information from Alberta Health Services and federal government about keeping your children cool, staying healthy in the heat and sun safety. Symptoms of Heat Illness: changes in behaviour (sleepiness or temper tantrums) dizziness or fainting extreme thirst nausea or vomiting headache rapid breathing and heartbeat decreased urination with unusually dark urine How to manage the heat and stay healthy Avoid exposing your child to extreme heat. reschedule or plan outdoor activities during the cooler parts of the day (check the hourly forecast, but typically before 11am and after 6pm) check the Air Quality Health Index in your area before heading outside - air pollution tends to be at higher levels during extreme heat check the UV Index before heading outside - if the index is 8 or higher do not stay out in the sun for long, if it is between 3 and 7 take care NEVER leave children alone in a parked vehicle dress your child in loose-fitting, light coloured clothing, made from breathable fabric wear a hat use broad-spectrum SPF30 or higher sunscreen and follow the instructions Stay hydrated. Dehydration is dangerous, give plenty of cool water, before your child feels thirsty. make it fun - leave a colourful glass by the sing and remind your child to drink water after every hand washing make it healthy - provide extra fruits and vegetables as they have high water content make it routine - encourage your child to drink water before and after physical activity Keep your home cool. if you have an air conditioner with a thermostat keep it to the highest setting that is comfortable (between 22 °C and 26 °C) prepare meals that don't need to be cooked in the oven block the sun by opening awnings and closing curtains or blinds during the day if safe, open windows at night to let cool air into your home If your home is extremely hot: take a break from the heat and spend a few hours in a cool play such as a tree-shaded area, swimming pool, spray park, or an air-conditioned spot such as a shopping mall, grocery store or public library bathe your child in a cool bath until they feel refreshed, always supervise your child in the bath use a fan, but keep it a safe distance from the child and aim the air flow in their direction At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Sending your child off to kindergarten is a big step! And with so many different schools in the Edmonton area, it is hard to know what type of program or school would be best for your child and family. Our biggest piece of advice is to attend open houses or visit the school to get the feel of it. Attend more than one so you can make an informed decision about what type of program you are looking for.  As you are at the open house, here are some things to ask or consider: Bussing: Is the school near where you live? If not, does the school offer bussing? Type of program: Is it a full day or a half day? What works best for your child and family? Does the school offer any specialization, such as target programs (such as art, nature, science or sports), language opportunities or religious or cultural teachings? Does the school offer a breakfast or lunch program? What level of parent involvement is expected or allowed? If you require childcare, does the school offer before and after school care? If not, is there childcare nearby that could transport your child to and from school? What is the school's vision and mission, and do they align with your family’s? What are the class sizes? How many adults in the classroom?   Some important skills for your child to be developing prior to kindergarten include: Social Emotional skills. Can they navigate being in a group setting? Can they problem solve with peers? Can they follow the routines and expectations of the classroom? Can they ask an adult for help when needed? Resiliency! Can your child bounce back from a stressful situation? How do they cope when faced with disappointment? Self Help skills. Can your child attempt to dress themselves? Can they follow a toileting routine independently? Other tips or things to consider! Ask your neighbors with children about the school their child(ren) attends Some schools operate on a lottery system. See the public or Catholic school websites for more information (see below!) You will need documentation when registering for school! Be sure to bring your child’s birth certificate or proof of citizenship (Permanent Resident card, visa, etc.)    Check out these websites to see the options: https://epsb.ca/schools/findaschool/fast/ https://www.ecsd.net/locate-a-school    Remember YOU are your child’s first and most important teacher! You know what type of program would fit best for them and your family! Don’t be afraid to speak up and ask questions or advocate for your child as they begin this new stage of their learning journey!   You’ve got this! At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, including the topics of Social Development, Physical Development, Language Development, Intellectual Development, Creative Development and Emotional Development. Find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

A question that we hear a lot within the halls of Norwood is “How do I get my child to listen?!” . Parenting definitely has its challenging moments, and with all the different strategies, resources and ideas out there, it can be hard to know which one is most effective or “right”. Now, we recognize that you, as your child’s first and most important teacher, know them best, but as we head into the hustle and bustle of the busy holiday season, here are some tools for your toolbox to make those tough parenting moments just a little easier. Choices, Choices, Choices Giving your child choices when asking them to do something empowers them to be part of the decision-making process, often making them more willing to follow through. This might sound like “It’s time for bed. Would you like to wear the red pajamas or the blue pajamas tonight?” or “It’s time to clean up the toys. Would you like to pick up the blocks or the stuffed animals?” . Just make sure that both choices are possible and positive for both you and your child. Warnings Giving a child a heads up when a transition is coming helps them mentally prepare for the change that is about to happen. This could sound like “In 5 minutes it’s going to be time to leave the park” or “I will read one more story and then it’s time to go to bed” . Consistency Children thrive on routine and knowing what is coming next. Keeping a consistent routine helps them understand what is happening and what will come next. Consistent boundaries and expectations for the child also helps the child create those connections in their brain (last time I pushed someone at the park, we had to go home. I better use my words this time) . Age-appropriate expectations Keeping your expectations in line with your child’s age and development is crucial. Age and development appropriate expectations will look different for every child, but again, as their first and most important teacher, you know them best and know what they are capable of! Are you curious what age-appropriate expectations and development look like? Check out these developmental checklists from the CDC broken down by age here: CDC’s Developmental Milestones | CDC While each child develops at their own pace and rate, these will give you a general idea of the milestones. At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, including the topics of Social Development, Physical Development, Language Development, Intellectual Development, Creative Development and Emotional Development. Find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Risky play activities are movement experiences that are usually fun, exhilarating, and evoke a sense of urgency. This can be climbing up high in a tree, standing on top of the monkey bars, jumping from couch to couch in the living room, wrestling with a sibling or friend, or riding a bike at top speeds down a hill. The name says it all and there is a potential risk to your child’s safety during this type of play. However, risky play is great for your child's development. Keep reading to learn ways you can support your child during risky play and ease some of the anxiety that comes with it. Benefits of Risky Play Risky play is an opportunity for your child to build new skills and learn new things about themselves. As your child challenges themselves physically, they are building their self-confidence, learning what they are capable of, and testing gross motor skills such as balance and coordination. Your child is learning to think critically and creatively as they figure out their next steps while discovering what their boundaries are and how to recognize and cope with feelings of stress, anxiety, and fear. Some other benefits of risky play are that these experiences can be fun, exciting, and can be good for your child’s mental health. Plus they provide opportunities for teamwork and social interaction with other children! Without ever having opportunities to take risks, your child could become fearful of all risks, or the opposite and potentially start seeking adrenaline-inducing experiences to the extreme. How Can I Support My Child During Risky Play? Has your child ever climbed up something tall in the park and you yelled out “Be careful!" Don’t worry, we’ve all done it. But did you know that telling your child to be careful tells them there is something to fear? Even if your child has confidence in their abilities and has no fear when climbing that ladder, yelling out “Be careful” can push your child to withdraw from the activity and fear it. So, what can you do to ensure your child’s safety? Remember the three P’s! - Proximity - Planning - Praise Step 1 is proximity . When your child is trying a new risky activity, make sure your body is close by. This can help your child feel safe to try new things and can also help ease your anxiety since you are closer by if something goes wrong. Step 2 is planning . Instead of yelling out “Be careful,” ask your child what their plan is. “What is your next step?” or “What are you going to do if you get stuck?” By asking these questions, you are providing your child with the opportunity to think out loud and problem-solve with you. They may not know the next step, so maybe you can offer some suggestions. If they feel your support and can come up with a plan to stay safe, this will build their confidence and reduce both you and your child's stress. Step 3 is praise . As your child navigates a physical challenge, encouragement can help support their success. Saying things like “One more step!” “You’re almost there!” and “You’re so strong!” will help instill confidence throughout their entire journey. Once your child has made it to the top or completed their activity, you can say things like “You did it!” or “Wow, you did it all by yourself!” “You are so brave!” The more confidence your child builds in their abilities, the more successful their next adventures will be! Easing Your Anxiety Easing your anxiety when your child is trying something new and risky can be easier said than done. Just know, you are not alone. It is not easy to think about, let alone watch our children risk their safety. However, the benefits that come with this kind of play are immense, so here are some ways to check in with yourself before you think about intervening in your child’s play: 1. Ask yourself, “Is my child scared? Or am I scared?” Usually, the answer will be that your child is perfectly happy with what they are doing, and you are the one thinking of all of the ways they can hurt themselves. 2. Is the environment safe and controlled? Check-in with your surroundings. Is there a road nearby? Are you close to a body of water? Are there lots of people around? Do you have a phone with you in case of an emergency? These are some questions you can ask yourself when you feel your anxiety heighten. Usually, the answer will help you see that your child is playing in a safe environment and can reassure you. Simple, but effective. 3. Use the three P’s: proximity, planning, and praise. Stay close to your child, offer a helping hand, stand behind them if they are climbing, and support them to come up with a plan for their next steps. Not only will this help your child feel confident to complete their task, but it can support you too. Hearing that your child knows what they are doing and that they feel safe can help reduce anxiety. Remember, you are not alone. Feeling stressed during these activities is not uncommon, it's actually very normal. Hopefully, knowing the benefits of risky play combined with some anxiety-reducing tips can help support you through it, and feel more confident for the next time your little one wants to challenge themselves – because with your support they will want to go higher, faster, and longer. Your child's got it... and so do you!