As a Pediatric Dentist, Orthodontist and Mother of three children, I am passionate about educating families about the importance of maintaining a healthy, straight, beautiful smile.
New parents often ask me, "When should my child first see a dentist?". According to the American Academy of Pediatric Dentistry, every child should visit a dentist by their first birthday. This first visit is important to establish a dental home for the child early-a place where a patient can go for familiar, comfortable and compassionate dental care, especially in the case of a dental emergency. Pediatric dentists have completed two additional years beyond dental school training to care for issues unique to young patients. They are experts in guiding parents in the early stages of oral care for their child.
Let's face it, some kids are afraid of going to the dentist. Starting their visits early, though, does help reduce anxiety. 
Regular cleanings at the dentist is important in maintaining a healthy smile but brushing and flossing at home is key. A wet toothbrush does the job for infants. Once a child is two years old, use a training (non-fluoride containing) toothpaste. Young children tend to swallow toothpaste when brushing, rather than spitting it out. Only use fluoride toothpaste once the child has learned to spit out and not swallow it.
As soon as two teeth touch each other, floss between them once a day. Either regular floss or special plastic floss holders will work well. Parents should encourage young children to brush and praise them for doing so but understand that a young child's dexterity is not fully developed. For this reason, it is always best for a caregiver to brush the child's teeth until the child is at least seven years old.
Children these days, more than ever, can have a cavity-free life with advances in dental care such as sealants and improved education. Cavities occur when sugar-containing foods stay in the mouth for a long time. The bacteria in the mouth convert the food into acid that destroys tooth enamel. Saliva helps to wash away the acid between meals, but if your child is always eating, there may not be time for this acid to get washed away. Encourage brushing at least twice a day and limit snacking, especially the sticky snacks that linger on the teeth. 

Dr. Mary Ritter
Commerce Park Children's Dentistry & Orthodontics

Welcome to our COMMUNITY BLOG! Throughout the year we will feature information, updates, and resources from the people who work with our children in our community. 

This entry, all about how children learn through play, is brought to you by Gladys Lazurek, Director of  Derby Day Care Center and co-chair of the Valley Directors Network. 

I have heard parents say to me, “All they do is play.”  What they don’t realize is that a child’s work is play.  Children learn through play. 

     For example, a group of children were playing in the block area one day with the hollow blocks.  They arranged a number of blocks on the floor at random and then proceeded to stack them.  The children figured out that the longer block would not stay put on top of the shorter one unless they put another block under it.  Someone suggested they build “a carnival”.  Within minutes they were walking on the blocks, “doing tricks”.  Then the blocks became transformed into a “motorcycle”.  Two children got on to take a ride.  Another child wanted to ride.  They decided to take turns.  They pretended to go to the store.  Someone ran to get a piece of paper and a pencil to write a grocery list.  As you can see, the children were learning a number of skills. 

Through using blocks children:

• learn math concepts such as the number of blocks that fill a certain space.
• compare the height of their buildings and learn about geometric shapes (triangles, squares, and rectangles).  
• explore weight and size.  
• make decisions about how to build a structure or solve a construction problem.   
• work together and learn to cooperate and make friends.  
• develop language.

Children use dramatic play to gain a better understanding of their world.  

When children make believe they:

• develop a good vocabulary.  

• learn to cooperate with others and solve problems

• are able to think abstractly.  For example, to play doctor, the child needs to remember what tools the doctor uses, how the doctor examines the patient, and what a doctor says.  
  

 When children use toys and games such as puzzles or lego, they:

• explore how things work
• learn to be creative and use their imaginations 
• strengthen and control the small muscles in their hands
• work cooperatively and solve problems
• learn math ideas and concepts.  

At Home: 

Enjoy your child, allow them to experiment and play.  Ask them questions that cause them to think.  Toys don’t have to cost a lot; many things you already have in your house are good tools for learning.  For example, boxes make good blocks.  Collections of things such as buttons, shells, and rocks can be used to sort or to make things.  Old clothes, food cartons, and homemade play money are good for pretend play.

When you play with your child you are investing in the future.

The next time you think that “All they do is play,” remember that when children are playing they are learning.

ABC for Fitness is a program that Valley elementary schools have added to their classrooms. This program consists of doing activity bursts throughout the day allowing teachers to add physical activity without interrupting class time. Activity bursts are proven to reduce hyperactivity and increase student focus.  

Here is a link to some examples of what an activity burst looks like: http://www.youtube.com/watch?v=UjKJgvUoK28

For more VITAHLS information

Website: www.griffinhealth.org/VITAHLS

Facebook: www.facebook.com/VITAHLS

Pinterest: www.pinterest.com/VITAHLSCT

Phone:  203-732-1265, ext. 305    

Welcome to our COMMUNITY BLOG! Throughout the year we will feature information, updates, and resources from the people who work with our children in our community. 

This entry is brought to you by Jean Schoenleber, LCSW, Child First Clinical Director for the Lower Naugatuck Valley. Child First is an innovative, home-based early childhood intervention, embedded in a system of care. Child First works with the most vulnerable young children (prenatal through age five years) and families to decrease serious emotional disturbance, developmental and learning problems, and abuse and neglect.

Jean shares information in her post about different types of stress children may face and what you can do to support them.

As adults and parents we generally feel that being “stressed” is our job but not something that our children need to worry about.  After all, aren’t we the ones who carry the weight of financial stressors, work pressures, family and health concerns?  Surprisingly, it has been found that children can experience significant stress in their lives, even to the point of being seriously effected by it.

The impact of stress on children’s early development has been getting quite a lot of study recently and the findings are very interesting.  The good news is that not all stress is damaging for children! As a matter of fact, learning to cope with a certain amount of stress and adversity is actually an important part of growing up healthily.  The bad news is that certain kinds of stress can actually impact the development of young children’s brains and their ability to cope with life.  So what makes the difference?

Experts have identified three different kinds of stress that children might experience and these have been called: Positive Stress, Tolerable Stress and Toxic Stress.  The differences lie in how severe, repeating or lasting the stressful situation is for the child and in what relationships the child has that act as a “protective buffer” during or after the stressful experience.

Positive Stress, considered a normal and healthy part of development, causes a mild stress reaction for the child (which can include a faster heart rate and a mild increase in the stress hormone “cortisol” in the body). This might be something that normally occurs in life like the first day of school/child care with a first separation from a parent or going to the doctor for shots. Even starting in a new classroom for school-age children, can be stressful. Children can learn to build their coping strategies and build confidence in both themselves and those around them by coping with mild stress successfully.

Tolerable Stress is more severe and long-lasting for the child and might be something like the death of a loved one, maybe a natural disaster or a serious injury or hospitalization that the child experiences.  IF the experience is “buffered” by the child being protectively cared for, comforted and reassured by adults who have a relationship with the child, they will be able to cope and return to functioning well, though there may be some difficulties in the short run.

Toxic Stress is the term for stress children experience when they face serious adversity that they are exposed to repeatedly or over a longer period of time. We might want to call this “overwhelming” or “intolerable” stress. It is particularly difficult for children if their caretakers are not able to protect them for whatever reason.  We need to be concerned if a child is experiencing something like violence at home, physical abuse, homelessness, chronic hunger or if there is serious substance use going on at home (which almost always makes it hard for parents to be available to be the “protective buffer” for their child). 

I know that sounds very heavy but there is more good news -  parents, or other caring adults, can do a tremendous amount to make sure children’s stress experiences are positive or tolerable. You are really the most important factor and you can both protect your child from excessively stressful situations, be there for them if something does happen and help them learn positive lessons from their stressful experiences.

So…..what can you do to help your child with stress? Here are a few thoughts:

1.     Recognize that stressful situations are serious to your child, even if they seem minor to you.  Don’t minimize their concern.  Listen!

2.     Try to pay serious attention if your child is showing signs of stress either by complaining about something or – with younger children they are more likely to show stress through their behavior.  This could mean being difficult at school or home, having trouble with something that they could do before or maybe clinging to you more.

3.     Look at changes in behavior as a sign that something might be bothering your child. Children don’t generally want to be “bad” but they do often need your attention and help with whatever is underneath that difficult behavior.

4.     Prepare your child for any kind of changes in their routine – even very young children who can not yet talk.  Talk with them about what is going to happen! They can understand you and your tone of voice much earlier than you might think!

5.     Teach children ways to cope with the normal losses in life such as writing a short note to send to their teacher who they just left. Or having a play-date with a child who was in their class who they might miss. Acknowledging these losses doesn’t make it worse for your child – it actually helps them feel that you understand and care, and teaches them that we can cope with what happens in life.

6.     If they are going to be away from home or from you, like for a family visit over the summer, make sure they have special things that remind them of home and you.  Maybe pictures or favorite objects.

7.     Make time for calm, fun play with your child – never underestimate how important this can be for both of you, especially when routines change or there is more stress at home for whatever reason.

8.     Read with your child – finding books at the library on whatever topic you think is bothering your child can be a wonderful way to share time and talk about stressful situations!

9.     Teach your child to listen to their body and to take time to do some calming-down activities if too “riled up”.

10.     If your child experiences something especially frightening, remember that they will need extra reassurance from you that they are safe.  They may need to be closer to you and may need to find different ways to express their fear for some time.

11.     Take care of yourself!! This is possibly the best gift you can give your child because you can only be that “protective buffer” for them if you feel cared for yourself.

12.     Get help if you or your child need it – maybe the hardest thing to do is to realize that no one can do it all for their children and sometimes everyone needs some extra support to deal with life’s challenges or be the parent that they want to be.   Call 2-1-1 or ask at any community agency where you might be able to get help.  Programs like “Child First” and “Triple P Parenting” have helped lots of families in our community!

Resources

http://developingchild.harvard.edu/index.php/key_concepts/toxic_stress_response/

To find out more about Child First in CT please click here: http://www.childfirst.com/cf/page/connecticut 

To contact the Parent Child Resource Center/BhCare where Child First is Based in Derby, CT you can call: 203/954-0543

Here’s WHAT NOT TO DO….

* DON’T do your child’s homework. – You already know everything there is about first grade!  Your child is the one who needs to practice the skills being taught. 

* DON’T take over projects and reports. – It may not be perfect if you let your child do things on his own, but it is his own work and his own creativity that will be graded.

* DON’T hover over your child, nag or yell about homework. – I’m sure everyone has had someone hang over their shoulder while they were trying to get something done.  I’ll bet that wasn’t your best work, because you felt pressure to get it done.  Yelling and nagging only cause bad feelings and again, no one works at their best when they feel stressed.

* DON’T allow distractions during homework time. – Televisions, radios, cell phones, outside conversations can all be noisy distractions for young students.  Try to find a quiet location away from screens and busy family traffic areas so that your student can concentrate on getting the work done and doing it correctly.

  Instead, here are things you SHOULD DO…

* Review your child’s homework once completed to check that your child followed directions and completed the assignment.  You can check for mistakes, but let your child fix them.

*Set up a good work space away from TVs and games and provide the materials your child needs.

* Determine the best time to get homework done.  10 minutes before you have to be at a karate class, is not the best time to start homework.  If you are busy with dinner preparations, it is probably going to be busy, loud and chaotic in the kitchen and your attention will be on the stove.

* Help your child find the best way to study.  If using flash cards isn’t working, try making a memory game with the cards, create a hopscotch game with questions, or some other creative and fun way to help with those “boring” memory tasks.

*Let the teacher know if you had to offer a lot of help.  Jot a note to the teacher that your child struggled with an assignment so that he or she knows that more in-class practice is necessary.

* Be nearby if your child needs to ask a question (or have someone else who can help be available).

I know it is hard not to do all the correcting and directing during homework time.  We want our children to do their work correctly and to succeed in school.  Here are some things that you can say to help direct children without telling them what they should be doing…

1. Do you understand what you are supposed to do?

2. Do you need help in understanding how to do this assignment?

3. Do you have everything you need?

4. Does this answer make sense to you?

5. If you are stuck on this question, let’s skip it for now and go back to it.

6. Offer praise for trying hard, doing good work, and completing first steps.

One final note to remember when working with young students…

Learning to read is a BIG CHALLENGE and it can be frustrating to many students.  These frustrations often lead to a strong dislike of books and reading.  Keep the joy of reading a story alive in your child by reading to them regularly.  The time you spend reading together should be relaxing and enjoyable.  No child hates spending special time together with their Mom, Dad or guardian and that story time will keep their interest in reading alive while they master the skills needed to read on their own. 

Have a great school year!

If you would like to know more about ways to make homework fun, please contact Karen Hicks at ansoniadiscovery@yahoo.com.

Welcome to our COMMUNITY BLOG! Throughout the year we will feature information, updates, and resources from the people who work with our children in our community. 

In recognition of Asthma Awareness Month, this entry is brought to you by Patricia Lelas-Sullivan RN,BSN,AE-C Public Health Nurse for Naugatuck Valley Health District, Seymour, CT.    

Patricia shares some facts about asthma as well as some useful links for more information on treatment and how to "asthma-proof" your home. 

Asthma is a serious chronic (can not be cured) respiratory (affects the lungs) disease.

People with asthma have sensitive airways that may react to things (triggers) like tobacco smoke, dust, pollen, pet dander (especially cats), chemicals, pests (cockroaches, mice, etc.).

Some people might react to one or all of the asthma triggers depending on their body.

When a person is exposed to an asthma trigger, the sensitive airways become swollen and inflamed. Thick mucus is produced and starts to line the airways. The muscles around the airways tighten causing the airways to narrow and blocking the flow of air.

When this happens people may experience coughing, wheezing-(whistling sound when breathing), and tightening of the chest making it hard to breathe.

Parents of children with asthma need to know that asthma lasts a lifetime and can not be cured but it can be controlled.  Most children can and should be able to live a full active life. If a child’s asthma is not in good control, symptoms can cause parents and care givers to miss days from work, while children miss school and may require urgent visits to the pediatrician, hospital emergency room or hospital admission, and in some cases, lead to more serious consequences. Rarely, people have died as the result of a severe asthma attack.

Parents need to learn how to recognize and avoid their child’s asthma triggers, understand and use the asthma medications that the pediatrician or specialist prescribes to control and prevent asthma flare-ups and when to use the child’s rescue (used as needed) medications. It is very important that parents know what the asthma medication is and how it works. The parent must administer the medications to the child exactly as it was ordered and use any spacers or other devices properly.  Some triggers such as reflux (or GERD) and “hayfever” allergies need to be treated with medication to control symptoms that can cause asthma symptoms to flare-up.

Children diagnosed with asthma should have an Asthma Action Plan. This is a written plan informing caretakers how to manage asthma in relation to the child’s symptoms. The plan should be shared with the school nurse, daycare provider, and any other people that care for the child.

It is really simple to control your child’s asthma:

• Talk with your doctor about your child’s asthma and get a referral to a specialist;
• Create an Asthma Action Plan with your child’s doctor/specialist;
• “Asthma-proof” your home by reducing or eliminating the triggers as much as possible.

The combination of medical management and environment control can make a big difference in your child’s asthma control.

For more information about asthma management visit:

www.epa.gov/asthma/about.html , www.aap.org , www.lungusa.org ,  www.cdc.gov

 Download an Asthma Action plan to bring to your child’s doctor to complete: 

www.ct.gov/dph/asthma



 

Welcome to our COMMUNITY BLOG! Throughout the year we will feature information, updates, and resources from the people who work with our children in our community. 

This entry answers questions about the Common Core Standards, outlines the changes we are beginning to see in Connecticut Schools and what you can expect to see in future. 

The information is presented by Jenny Tropia, Coordinator for the Derby Early Childhood Council and former teacher and includes tips from Jenny Ames, Kindergarten Teacher at Bradley School, Derby on how to help your child adapt to these changes.

What are the Common Core State Standards?

They are new set of learning standards and goals that your child is expected to know by the end of each grade. All children in K-Grade 12 will be working towards these in English Language Arts and Mathematics. 

The National Center for Learning Disabilities says that the new standards "improve the quality of K–12 education and to better prepare students for college and career. They also claim the new standards are evidence-based, realistic, and practical."

According to The National PTA website, more than 45 states have adopted these standards. Which means that teachers and policy makers can support each other nationally as they share ideas for best practice. 

Will there be changes to what or how my child learns?

Yes. The curriculum is designed to be challenging. These changes are outlined by engageNY.

In English Language Arts children will now:

•   Read as much non-fiction as fiction 

•   Learn about the world by reading

•   Read more challenging material closely 

•   Discuss reading using evidence 

•   Write non-fiction using evidence 

•   Increase academic vocabulary

In Math children will be expected to:

•   Focus: learn more about fewer, key topics 

•   Build skills within and across grades 

•   Develop speed and accuracy

•   Really know it, Really do it

•   Use it in the real world 

•   Think fast AND solve problems

For more details on these changes and what they mean in the classroom and for the materials your children will be bringing home please click here: 

http://www.engageny.org/sites/default/files/resource/attachments/shifts-for-students-and-parents.pdf

Will my child be tested?

Yes. Starting in Grade 3 children will take tests in the last 12 weeks of school to assess their learning during the year.

Will the way my child is tested change?

According to the CT State Department of Education, "by the 2014 – 2015 school year, the Smarter Balanced Assessment Consortium (SBAC) will develop a system of assessments for English language arts/literacy and mathematics for Grades 3-8 and 11 aligned to Common Core State Standards.  They will replace the Connecticut Mastery Tests. Tests will be taken online.

The assessment system will include what is described as a "computer adaptive assessment" administered during the last 12 weeks of the school year. This assessment can be used to describe student achievement and growth of student learning as part of program evaluation and school, district, and state accountability systems.

The SBAC website states that based on student responses, the computer program adjusts the difficulty of questions throughout the assessment. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. By adapting to the student as the assessment is taking place, these assessments present an individually tailored set of questions to each student and can quickly identify which skills students have mastered. 

How can I help my child at home?

The National PTA website has prepared guides for each grade level to help parents understand what their children will be learning each year and how to support them.


General ways to help ensure success for your child are outlined below: 

•   Build a strong relationship with your child's teacher. Check in with them often on your child's progress.

•   Sit with your child a few times a week to see what they are doing for their homework. For younger children ensure you sit with them every time and offer support but don't do it for them!

•   Provide a quite place each day for your child to work.

Other suggestions to help your child at home come from Jenny Ames, Kindergarten teacher at Bradley School, Derby:

·      After reading books, ask your child to recall as many facts/events from the text as they can.  Also, ask a lot of questions about why a character acted a certain way, or why the author chose to include certain words in the book. 

Examples:  Why did the author use the word transform in the book about butterflies?  Why was Max angry in the story Where the Wild Things Are?

·      Read books 2-3 times for deeper meaning. 

·      Distinguish between fiction and nonfiction books. 

·      Take your child to the library and let them select books that are of interest to them. 

For more details on what your child will be learning and how to help them please click on the link and select the grade level you want. 

http://pta.org/content.cfm?ItemNumber=2909

Studies show that parental support and involvement makes a difference in how successful a child is in school. So do not hesitate to contact your child's teacher for more information on the Common Core or any of the work your child is bringing home.