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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!

Have you ever been trying to get your child or children to transition from one thing to another, say playtime to bed, and it results in tears or a tantrum? Don’t worry we’ve all been there! In this blog, we will discuss some ways you can help make transitions easier for yourself and your children but first, we must understand what a transition is. A transition means wrapping up one activity and beginning another. Take a second and think about the number of times that happens to your child throughout the day. It’s probably a lot! Between school or childcare, mealtimes, playtimes, or grocery shopping, transitions are always happening. So, what can we do to make these transitions easier for both our children and ourselves? Here are some tips and tricks to help make transitions easier for you and your child: Warnings Warning your child when a change is coming can help them prepare for the change and what is happening next. This might sound like: “Ok, in 5 minutes we are going to put away the toys and get ready for bed ,” or “Ok you can go down the slide 3 more times and then it is time to leave the park.” Make it fun! Turn a transition into a game! This might be racing to see who can pick up the most toys in two minutes or who can put on their shoes first. Turning something that might not be fun into a game will make the transition a more positive experience for both of you! Visuals Visuals can be a great tool for you and your child to use when moving from one activity to another. You might use the timer on a microwave or cellphone to show that there are two minutes left of the activity or create a visual schedule for your child to refer back to, so they know what to expect and what is happening next. Choices Some transitions are necessary and unavoidable, like going to bed or mealtimes. One effective tool you can try with your child is giving them choices. Would they like to wear the red pajamas or the blue pajamas tonight? Would they like the pink plate or the blue bowl for dinner? Providing your child with choices gives them a sense of empowerment and control and can make it easier for your child to cope with a transition. Just make sure when you give a choice the choices you provide your child are possible and achievable. Prepare, prepare, prepare! When gearing up for a transition, talk with your child! Let them know what is happening, when it is happening and what to expect. This might be you saying “I am going to drop you off at daycare and go to work. I will come back to get you around 4:00.” Similar to using a warning, preparing your child for the transitions by letting them know what will happen next and when will help them prepare themselves for it. The transitions where you and your child are separating can be the most difficult for them however, one way you might make these types of transitions easier is by having a special handshake to say goodbye or practicing these transitions at home in a fun way. While these transitions might be the hardest for both you and your child, remember that you are both strong and capable and that they will get easier with time! These are just a few tools for your toolbox, every child, family and situation might be different so tweak these tips and tricks to best support your child and family. Norwood Center offers one-on-one coaching that can support both you and your child with transitions. If you would like to learn more call 780-471-3737 or visit our website .

There are many things we can do to help reduce our family's grocery bills. Especially now as food prices are steadily increasing. Here are some tried and true methods that have helped me and that I hope will help you.  1. Don't shop hungry , you will make better choices.   2. Make a plan , it does not have to be fancy. Write a list of what dinner and lunch meals you would like to eat for a week. Breakfast is usually the simplest some examples could be: Lunches - Soup & sandwiches, pasta/ sauce with cheese or meat, Fresh veggies & sandwiches, Quesadillas you can use anything for these (chicken, beef, tofu, cheese, salsa, tomato, onion) breakfast for lunch, Wraps eggs chicken salad, Tuna melts.   Dinners  could be anything on the list above or try chicken & rice, fried rice with meat, nachos, tacos, baked potato topped with cheese sour cream bacon bits chicken or ground beef you can turn a potato into a meal by just changing up the toppings.   3. Meal Prep - bag and freeze meals in advance so on the days when you are too tired to cook you won't feel the need to order out.   4. Stay away from eating out or ordering in as much as possible, it is super expensive, generally high in salt and fat.  5. Offer healthy snacks! Children snack all day, they have small tummies, and most don't want to sit and eat a big meal, that is perfectly fine. Offer them healthy snacks throughout the day instead. I remember parents demanding children finish everything on their plate and making children sit for hours. This can cause children to develop food aversion issues and an unhealthy relationship with food.   Childrens taste buds are also still developing its ok to let them try new foods or ask them to try a bite of something but if they won't, don't get upset try again in a few weeks or months. I know it can seem easier to buy things like chips, pop and candy or fast food but eating these kinds of foods regularly will end up making your life harder overall. Causing your children to have more temper tantrums from sugar highs and lows. Worse attention spans and listening skills.   Major health issues like obesity, depression, constipation, sleep issues, impaired growth physically as well as mentally & insulin resistance (diabetes) are just a few of the issues that can come from an unhealthy unbalanced diet.     6. Protein does not need to always come from meat  – beans, lentils, Dairy options like cheese, eggs nuts/seeds and tofu are all great high protein choices.   Save money by buying less meat and purchasing a variety of other canned or dried sources of protein.  7. Try frozen fruit! Children love fruit but it ends up getting thrown out before it gets consumed or forgotten about or a child's tastes are always changing week by week. Don't get discouraged try frozen fruit a lot of children will eat frozen fruit straight out of the freezer just let it thaw a bit serve it frozen or warm it up. Top it with a little sugar if it's very tarte. That way you aren't throwing your hard-earned money out.   8. Buy all food on sale or clearance . Meat, cheese fruit and veg can all be frozen and used later. Blanching is a great technique for veggies. Cheese is fine frozen; it just doesn't slice as well after. It will crumble but is perfect in sauces or melted on sandwiches or buns.  9. Check out discount stores like No frills, H& W produce & Giant tiger they have some great deals at times. Use apps like Shoppers optimum and scene card apps. It is a pain to get used to using it but once you get used to it you can save a lot of money on groceries yearly.   10. Try the Flashfood app . It is great to use at No frill's superstores and wholesale club. This app allows you to see what items they are selling at these stores because they are almost at their expiry date. Then you can add them to your cart pay and go pick the food up that day or the next. Things go fast so check the app frequently.   BONUS: Stretch one meal into two meals. For example, turn spaghetti sauce and pasta into a lasagna-just add noodles and some cheese. Make a chicken stew and turn leftovers into a pot pie-just pour any leftover of the stew into a pie shell top with another pie shell and bake it. Use leftover ground beef or turkey/chicken, frozen vegetables, or leftover vegetables make some sauce with a packet or two of gravy and top with mashed potatoes.   At Norwood Centre our cook Karla and Program Support Team work to provide healthy meals and snacks for our participants as well as tools that caregivers can use to support their children and families wellbeing. We hear you! If you have a question or concern, please ask! 780-471-3737

May 6-12 is Mental Health Week! This year the Canadian Mental Health Association is encouraging us to explore how compassion connects us all. "We all have the capacity to be compassionate, and we know that doing so can make an enormous difference... In a world plagued by suffering, we emphasize that kindness is equally intrinsic to our humanity." -Canadian Mental Health Association What is Compassion? Researchers today define compassion as an emotional response to the struggles of others combined with a real, authentic desire to help lessen their suffering. Read more about compassion in this resource from the Canadian Mental Health Association. What are the mental health impacts of Compassion? Showing compassion to others is particularly powerful for our mental health and well-being. It can: ease depression provide a spike in happiness cause a "cascade of kindness" be a catalyst for optimism provide "selfless satisfaction" Read more about the mental health impacts of compassion in this resource from the Canadian Mental Health Association. What is "self-compassion"? Practicing self-compassion means approaching ourselves with the same kindness we extend to others such as our family and friends. The three key elements to self-compassion are: Self-kindness versus self-judgement Common humanity versus isolation Mindfulness versus over-identification Read more about self-compassion and how to practice it in this resource from the Canadian Mental Health Association. This blog post was created with resources shared by the Canadian Mental Health Association. Find out more about the organization on their website cmha.ca

From Alberta Health Services- Your baby may be ready to eat solid foods when your baby: Is about 6 months old Starts to get curious about foods Your baby may reach for what you're eating and drinking Can sit alone or with support Has good head and neck control Is able to hold small objects, such as toys or food Can move food to the back of their mouth to swallow Resources Alberta Health Services Infant Nutrition Classes This free online class is for parents and caregivers of children 0-12 months of age. Find more information or register at this link . Introducing Solid Foods to Your Baby (Alberta Health Services) Feeding Baby Solid Foods From 6 to 12 months of age (Alberta Health Services) Starting Solid Foods: 6- 12 Months (Healthy Parents Healthy Children) Feeding Your Baby in the First Year (My Health Alberta) Making Food for your Baby #youaskedweanswered 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.

Participants report it’s a struggle to pay for bills and groceries, including diapers At Norwood Child and Family Resource Centre, our daily engagement with families allows us to understand their overall experiences, and we endeavour to be responsive to emerging needs. In recent weeks families have reported that the ever-increasing cost of living leaves them having to make tough decisions with their money, and often they don’t have enough to buy diapers. “Children need clean diapers to be healthy and develop to their fullest potential.” -Laurie Fagan, executive director at Norwood Child and Family Resource Centre Hear more from Laurie about the Diaper Drive on CBC's Radio Active here. In response to the need identified by our participants, we are asking Edmontonians to donate diapers. Our diaper drive “clean where it counts” is launching May 13 and ending May 31. People can donate diapers of all sizes at: Norwood Child and Family Resource Centre- 9516 -114 Avenue NW, Edmonton Monday – Friday, 8:30am – 4:30pm Monetary donations can be made in-person at Norwood Centre, via e-transfer to payment@norwoodcentre.com or through our website here . In their first three months of life, babies need their diapers changed every 2-3 hours; in one day a baby will need approximately 12 diapers. If buying Kirkland Signature Diapers from Costco, in boxes of 192, families would need around two boxes per month, costing around $70 before tax. Imagine having to choose between $70 worth of food or diapers. Donate today so families don’t have to make that decision! Help us keep children clean where it counts. We will also be accepting: baby wipes baby formula Norwood Child and Family Resource Centre has been a community hub for children and families since 1963. Norwood Centre responds to a wide variety of family circumstances and provides free, culturally diverse programming throughout Edmonton. We nurture trusting relationships, empower families to access resources and services, and support optimal child development. Norwood Centre is a safe gathering place that brings individuals together with a focus on prevention and early intervention to support healthy, well-functioning families.

You are your child’s first and most important teacher and one of their favorite people! As their first and most important teacher, your children are always watching you and absorbing all that you do. Which is why we are going to explore role-modelling and practicing, and how it helps your child learn new skills. Role modelling is exactly what it sounds like: demonstrating or showing your child what you need them to do, as you tell them. This might look like showing them what you mean by doing it alongside them, instead of telling them “clean up”. Help them put the toys in the basket so they understand the connection between the words “clean up” and putting toys in a basket. Learning a new skill takes a lot of practice no matter the age of the individual learning the skill! Giving your child lots of time and opportunity to practice a new skill is going to help those connections in the brain get stronger. This might look like letting your child try to put on their shoes on their own. Try breaking tasks of a new skill down into small and achievable steps for your child (In this example, have your child put the shoe down, then undo the Velcro in the shoe, then put their foot in, then pull the tongue of the shoe out, then do the Velcro back up). Practice when learning a new skill is going to take a lot of patience and time. But remember, helping your child develop these skills now lays a strong foundation on which to build their brain. You (and your child!) have 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, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

1.Join a Community Garden   Community Gardens are a great way to introduce your budding gardeners to nature, they teach your child about growing your own produce, and they are a way to get involved with your community as a family. For affordable gardening supplies Dollarama has gardening tools and gloves for little hands.  Follow the link to find the community garden closest to you:  https://www.edmonton.ca/residential_neighbourhoods/gardens_lawns_trees/community-gardens     2.Check out a Festival   Did you know that Edmonton is known as Festival City; hosting about “50 unique festivals a year” . Check out websites like Explore Edmonton , todoCanda.ca ,  Familyfuncanada.ca or Edmonton.ca  to explore upcoming festivals.  3.Picnic, Parks, Spray parks and pools   Pack a Summer Go Bag  Some parks have a Green Shack Program   Check out the times that pool and spray parks are open  Look up the weather but also be prepared, it’s Edmonton the saying goes "Wait 15 minutes and the weather might change" If there is anything at the park that is broken or not supposed to be there call 311, you have the right to take your child to a clean and safe park  Park Hop  https://edmontonplaygrounds.net/  (great website for finding new parks to explore)  https://www.edmonton.ca/activities_parks_recreation/parks-river-valley       4.Going for walks around your neighborhood    Scavenger hunts can keep children involved during walks an, a simple scavenger hunt is a Colour Hunt looking for varying items of different colours I spy or variations of I Spy such as I smell, or I hear  Mixing walking with running   Looking for Nature treasures such as neat rocks or pinecones, etc.  Play games like Red Light Green Light    5.Check out your local Community Association    Did you know with community league membership you can perks, deals and discounts to local businesses, such as reduce rates for the City of Edmonton Recreation Centres through the Community League Wellness Program Each Community League runs a variety of different activities and programs.  Can connect your children to various sports leagues    Check out this link to learn about your local community association   https://efcl.org/for-the-public/      6.Edmonton Public Library   Tips for the library: Sign up for a Library Card.   When you sign up a child 36 months and younger along with their library card, they receive a book and an illustrated songs and rhymes booklet. (The library also has a electronic versions in 5 different languages)  Check out the schedule or calendar for your local Libraries and Recreation Centre  No library in your area? Check out the EPL website for their online Sing Laugh and Learn groups and the schedule for the epl2go Pop-Up .  epl2go Pop-up Library will not just have books but will have fun free activities   -here are also fun to be had at the different library locations check out https://www.epl.ca/   to learn more EPL Summer Preschooler List for 2024    7.Edmonton Recreation Centres   There are registered and drop-in programs for all ages  Check out the schedule before going  Some locations have indoor playgrounds for those rainy day  Apply for the Low-Income Leisure access pass for free access or check out your workplace benefits for discounted rates for passes   Pack a summer Go bag and adapted it for the activities (such as socks for the indoor play park)    https://www.edmonton.ca/activities_parks_recreation/recreation-leisure-centres-pools      8.Check out you closest Family Resource Centre  Check out their schedules or drop-in to a location to find out more  https://www.alberta.ca/lookup/frn-search-map.aspx    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 is important to tour the space, with your children, before making a decision. Remember that you are your child's first and more important teacher and you know them best! Questions to ask: If my child is hungry before snack time, or tired before nap time will they be able to eat or sleep? What is your child guidance policy, and can I see it? Do all of your staff have their Childcare First Aid? How is your staff retention? My child doesn’t like to play with blocks, will they have other options? What does your program planning look like? How much physical activity time do the children get every day? (45 minutes or more is recommended) How flexible is the planning and the room schedule? Is messy play part of the programming? How do the educators interact with the children during meals? Do children have the opportunity to serve themselves and make choices about what they eat? Will I have the chance to provide input on day-to-day activities? What is your policy on family involvement? Do you have an open-door policy? How do you modify your programming and play experiences for different ages, abilities and preferences? How often do you practice emergency drills? What to look for: Educators get down to children’s level when communicating. Staff give their full attention to children and families. Potential distractions are kept away such as staff’s personal phones. Expectations are positively communicated stating the expected behavior “Please keep your feet on the floor” versus “Don’t stand on the shelf”. Expectations are realistically appropriate for children’s age (Toddlers are not expected to understand the concept of sharing yet). Educators communicate with explanations to children, for example, “Please take that crayon out of your mouth, I am worried you might choke on it.,” rather than direct reactions, such as, “No. Don’t do that.” Staff engage in play with children and are not just supervising them. Artwork and samples of work are displayed at the child’s level. Children are not obligated to be all doing the same activity at the same time. Educators sit with children during mealtimes and encourage conversation between children. Bottles are not given to infants in cribs. Staff take time to learn appropriate pronunciation of children’s and parent’s names. There is easy access to outdoor or physical play space. The environment and materials are representative of the families involved in the program. The work of children shows creative expression and individuality (not all artwork is the same). Staff certification is posted in a visible space for families to see, and licensing reports are posted in an are accessible to families. Program planning reflects open ended experiences – children can make choices and decisions about the experiences they want to engage in, the materials they use and how they use them. Roll calling and head counts of children are completed regularly to ensure the safety of and account for all children in care. Materials are developmentally appropriate for the age group (i.e., materials are not a safety hazard or too small for infants or not challenging enough for preschoolers). Educators are spaced out around the environment to ensure proper supervision. Food is not used as a form of reward. Materials and toys reflect diversity (food in kitchen centre, characters in books, toys, dolls, pictures in displays, artifacts). 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.

Attachment refers to a person’s relationship with their primary caregiver during their childhood and how that impacts their ability to build and maintain relationships later in life. As your child’s first and most important teacher, building a secure attachment with them sets your child up for success in their relationships throughout their lives. There are 4 main attachment styles: 1. Secure Attachment Trust others easily Have good communication skills Little difficulty regulating their emotions Comfortable spending time alone Easily connect with others Knows how to manage conflict in a healthy way Make themselves emotionally available to people in their life Children with a secure attachment feel safe, valued, understood and comforted by their primary caregiver. As adults they will feel safe and confident in their relationships. 2. Avoidant Attachment Strong sense of independence Dismisses others easily Difficulty trusting others Uneasy when people try to get close to them Avoid intimacy Have commitment issues Children with an avoidant attachment don’t actively seek comfort from their primary caregiver and tend to avoid interactions with others in general. Children may also show no preference to their primary caregiver to a stranger. As adults they will often have a difficult time building relationships due to their fears of intimacy and will avoid or invest very little emotion into their relationships. They may have a strong sense of independence and may feel threatened when someone tries to get close to them. 3. Anxious Attachment Feel unworthy of love Sensitive to criticism Difficulties spending time alone Low self-esteem Difficulties trusting others Feelings of jealousy Fear of rejection and or abandonment Children with an anxious attachment become distraught when they are separated from their primary caregiver but don’t often find comfort when they return, and they are usually more distrustful of strangers compared to children with other attachment styles. As adults they will worry their partners and friends do not loving them, are more prone to codependency within their relationships, often have low self-esteem and need approval from others to feel validated. 4. Disorganized Attachment Difficulty trusting others Trouble regulating their emotions Fear rejection Have characteristics of both anxious and avoidant attachment styles Children with a disorganized attachment style may be confused and often fear something bad is going to happen. As adults they crave love and a sense of belonging but fear them at the same time. They frequently fall into a pattern of seeking love and then repeatedly rejecting it later on in the relationship. They will likely be inconsistent with their emotions, being emotional one day and distant the next.   How can I build a secure attachment with my child? There are a few different things you can do to build a secure attachment with your child! 1. Engage in serve and return interactions with your child - Serve and return is just a fancy way of saying a back-and-forth interaction with your child. We will be sharing more information on serve and return interactions next week so keep your eyes on our social media if you would like more information. You can also ask any member of the Norwood team when you see us in groups or in the hallways! 2. Focus on the quality of the time you’re spending with your child - Yes, we want to make sure we’re spending enough time bonding with our children but how we’re connecting with them during the time we get to spend with them is just as important. You can do this by taking an interest in their favorite activities, engaging in child-led play, and by creating your own experiences together. 3. Be responsive to your child’s needs - This includes responding to them when they are upset or need something, validating their feelings and emotions, accepting your child’s invitations to play with them and more. 4. Understand you and your child’s temperament - When you understand your child’s temperament you will be able to better predict how your child will react to new situations. You’ll also be better equipped to prepare your little one for new situations and be able to support them in the way that they need.  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.

Did you know that 90% of the brain is developed before the age of 5?! That is why every early experience, positive or negative, has an impact on a child’s developing brain.   Think of a brain as a house. The more positive experiences and connections that a child has creates a stronger foundation for the house to build on. So, as your child’s first and most important teacher, what can you do to support that development? Let’s explore! SERVE AND RETURN! SERVE AND RETURN!!! Serve and return (or back and forth) interactions are vital to your child’s development. When a child coos at you and you coo back, you are helping their brain make the connection that vocalizations, even at this very early stage, have meaning. This paves the way for language development later on in their life. Serve and return interactions also create a secure and trusting bond with your child. When you mimic or respond to what they say, when you make eye contact, or when you just talk back and forth with them, you are showing them that what they have to say has value, an important lesson that they will carry through all their years.   Early Experiences Matter! Every interaction, experience and connection that your child has creates an impact on their developing brain. Experiences, whether they be positive or negative, create connections (or synapses) in your child’s brain. This might look like when you point to and name an object, a teddy bear for example, and say “Teddy bear” or  “It is soft” , etc. your child’s brain is making the connection that the object you are pointing to is a teddy bear and that it is soft.   Types of Stress It may be hard to believe that a child could have stress, but they do! There are 3 types of stress a child may experience in their life. These are positive stress, tolerable stress and toxic stress. Positive stresses are short term stresses that a child has support through. For instance, a first day of school or starting a daycare. Tolerable stresses are stresses that could be toxic, however with the right amount of support, a child is able to navigate through the stress and develop resiliency. Think about a natural disaster for example. The confusion and unknown of that situation could be a toxic stress for the child, however, if a child has a secure and trusting caregiver to help them understand what is happening in a developmentally appropriate way, they will make it through. Toxic stresses are stresses that are long term and harmful to the brain. This is because it raises stress hormones in the brain, impacting the ability for the brain to create connections. This might be something like severe neglect or abuse.   The common theme between all of these ways to support development is YOU . Your child does not need fancy educational toys to build the skills that will support them to become a successful and thriving citizen as they grow. They only need their first and most important teacher - YOU . 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.

By Levina Chin, Registered Occupational Therapist What is the difference between self-regulation and co-regulation? Self-regulation is an individual’s ability to manage their own thoughts, feelings and behaviours in everyday situations. As put by Andrea Bell, "It is the control (of oneself) by oneself." Co-regulation is the supportive, interactive process between a caring adult and children, youth or young adults that support self-regulation development. In other words, co-regulation needs to happen so that self-regulation skills can develop. It develops throughout the lifespan. What is typically seen? In childhood, the child has some strategies for self-regulation, but it is not enough to keep them regulated throughout the day. They need and rely on lots of hands-on adult regulation support (e.g. hugs, deep breathing, rocking, choices, if/then language, consistency). By adolescence, the child has built a good repertoire of self- regulation strategies. They may have the ability to identify the problem, come up with and weigh the solutions, execute the solution and reassess if it worked or not. They start to take risks too. But they still need some adult co-regulation support to guide their thinking and decisions to support their regulation from time to time. In young adulthood, the individual now has a bulk of the self- regulation strategies to carry them through difficult situations. But again, some check-ins with their parent, or other adult might still be helpful. Key Components to Co-Regulation 1.It starts with you (the adult) Understand your own sensory triggers What tools do you have that help you calm down or wake your body up? What areas of regulation do you struggle with that you might need more strategies for? 2. Connection is key. Create warm, supportive, and responsive relationships Get down to their level Provide eye contact and an open body stance Watch and understand their body cues Validate what their body cues tell you about how they feel through verbal referencing Give opportunity to try and make mistakes Give clear choices (no more than 2) 3. Create nurturing and supportive spaces Routines are key! Make sure they are predictable and consistent Set clear expectations. Give your children 'jobs' to do Use meaningful motivators Provide a safe environment to support their regulation We all learn differently. Figure out how your child learns (visuals, hearing, physically helping them) 4. Find teaching moments Respond to every emotion with kindness and understanding. There is no good or bad emotion. All emotions are important. Model to teach regulation strategies. Model what works for you (e.g. deep breaths, asking for a break) Create visuals to support your child's learning Levina Chin is a Registered Occupational Therapist, with a Masters in Occupational Science & Occupational Therapy, and a Bachelor of Science. She works with Norwood participants and is based out of From Play To Words Inc./Learning From Play. If you have questions, concerns or would like to learn more about co-regulation contact her at fromplaytowords.com