True Parenting: 4 Things Your Baby Needs to Learn in the First 2 Years of Life

 

 

“It is easier to build strong children than to repair broken men.” (Frederick Douglas) The edification of our children starts on day one. The building of strong children begins from conception, long before we ever look into the eyes of our little one. There is nothing so important in any of our lives as the responsibility to act in ways that build strong children. Built into Frederick Douglas’s statement above is a challenge to ensure that no matter how much repair we ourselves might need, we should do all we can to stop perpetuating the cycle of broken men and women and promote health, safety and strength in our own children. We ourselves, our children, and society as a whole, will be strengthened as we head this challenge.

From the moment our children are conceived they are influenced by our thoughts, emotions and behaviors. Even before they are born we are developing our children’s brains and subsequently their potential for various predispositions, positive or negative. When our children are born, they do not formally learn in the same way they do later in life. In the first year especially, children have little to no language, and so learning comes through ideas and emotions rather than through words. Despite the fact that our newborn and infant children are not reading books and solving math equations, they are indeed doing some of the most important and impactful learning of their whole lives. In the first 2 years of a child’s life, they are literally laying down the neural pathways that help them later establish skills of emotional regulation, self soothing, empathy and so many other essential skills for happy, healthy living.

I recently attended a training where the instructor reminisced about parents that advocate for “Cry it out” methods, spanking or other harsh punishments. A parent’s reasoning for these methods often goes something like the following: “They need to learn to self soothe, to calm down on their own, or to listen.” The instructor then went on, “Children also need to learn to do laundry, but not at a year old.” Parents often worry about “spoiling” their children. Society often tells us that we need to “teach them a lesson” even at very young ages. It is always important to maintain healthy boundaries and to establish order in our homes, but we lay the foundation for strong teaching and relationships in our homes by providing kind responses and gentle guidance to our infants.
There are a few things that our kids need to learn in their first 2 Years of life. If we teach them nothing else in those first couple years of life, teach them these:

The 4 lessons your infant needs to learn:
1. Their primary needs are met: Just like anyone else, babies need food, shelter, comfort and security. Unlike everyone else, they are completely helpless to get it for themselves. They depend on us to provide the basics of life to them. There will come a time when your child will need to learn to wait. They will need to learn that they cannot have everything they want, when they want it. Infancy is not the time to teach that. Infancy is the time to feed them when they need to be fed, hold them when they need comfort, and change their diaper when it is needed. I’m not suggesting that if you do not hold them the moment they start to cry that they will be scarred for life, but I am suggesting that our children need to know that when they cry, they are heard and their needs are met. Some parents choose to wear their baby, while others choose simply to keep them close. I don’t think that one is right and the other is wrong, simply that our infant children need to know that we are close and will respond to their needs. Seek to observe and understand your child and their needs and then be vigilant in responding appropriately.

2. They can trust you and the world around them: We are our children’s first contact with the world and we act as a “prototype” for what they can expect from the world. Children that have parents that are dependable and trustworthy are more likely to have a healthy interest and trust in other relationships. Trust is the foundation of every healthy relationship. Safety and security are essential to our infant children. Make routines and schedules as reliable as possible. Respond to their needs and identify specific ways that you can display patience and compassion to your baby, even when it’s hard.

3. What empathy and self-regulation looks like: The foundation of our children’s ability to self-regulate starts with us regulating our own emotional reactions. In the first 18 months of life children have little to no biological ability to regulate their own emotions. The structures in the brain are not yet developed enough to manage their own emotions and reactions. The act of “self-soothing” is not a matter of motivation but rather a matter of lack of neurological capability. This brain development occurs through positive modeling, as well as positive contact and external soothing that we provide to them. As I stated in the introduction of this article, in the first 18 months of a child’s life, we are literally laying down the neural pathways that help them later establish skills of emotional regulation, self soothing and empathy.

4. That you love them: This seems to go without saying and yet we can sometimes allow stress and details of life to get in the way of showing genuine feelings and expressions of love. We share our love with our babies in the tone of our voice, the touch of our hand and even the look in our eyes. Babies are actually very good at picking up on our emotions and stress levels. It is important to be positive and expressive with our faces when we interact with our baby. This may be the single most important thing an infant needs to learn in their first couple years of life. It lays the foundation for their self concept, relational and social development and even has significant influence on the development of their overall brain function.

It’s easy to get wrapped up in the little things from day to day. It’s easy to think, “He needs to learn to eat his peas, to keep his hands to himself or to comply. He needs to know he doesn’t always get what he wants. He needs to learn to self soothe and stop the tantrums.” It’s easy to think of our infant’s unfamiliarity with life as “bad behavior,” but it is not. It is rather exploration and practice for them to solidly establish the 4 lessons outlined in this article. These 4 lessons help to equip their brains with the foundation for healthy behavior, habits and patterns. They also establish a parent/child relationship that leads to incredible influence. When they are able to internalize these 4 lessons in their hearts and minds, our jobs as parents will be easier and happier later on and our children will be more successful in navigating the world in a happy and healthy way.

Fonte: http://truparenting.net/4-things-infant-needs-learn-first-2-years-life/

William James: The Parent's Tao Te Ching: Ancient Advice for Modern Parents

“Do not ask your children
to strive for extraordinary lives.
Such striving may seem admirable,
but it is the way of foolishness.

Help them instead to find the wonder
and the marvel of an ordinary life.

Show them the joy of tasting
tomatoes, apples and pears.

Show them how to cry
when pets and people die.

Show them the infinite pleasure
in the touch of a hand.

And make the ordinary come alive for them.
The extraordinary will take care of itself.”

~William Martin, The Parent's Tao Te Ching: Ancient Advice for Modern Parents

Abundant Life Children: 4 Small Changes To Enrich Your Journey with Young Children

Two weeks ago, I sat with a group of child care professionals just entering the profession, and everyone felt overwhelmed.  Whether parenting or working as an early care practitioner, the task of accompanying a human being in the first years of life is daunting!  And it can seem like if you don’t dedicate an entire facility to child-sized furniture, pursue the latest and greatest in curriculum and materials, or spend every spare moment reviewing current research about proper technique, supporting adequate growth is impossible!
Thankfully, there is incredible power in small changes.  Today, I offer four simple changes we can all begin right now that will have lasting impact on our relationship with children over a lifetime.

Simple Change #1: Say “You did it!” instead of  “Good job!”  Back in my student teaching days, a master teacher observed me with a group of middle school math students.  When we sat to review her assessment of my work, she told me that I should use the phrase “you did it” instead of “good job.”  I nodded obligingly, and promptly wrote the suggestion off as inconsequential and assessed the difference in phrases to be negligible.
After more than a decade, gobs of professional development hours, and three books by Alfie Kohn (and others), I’ve changed my tune.
Consider the difference: good job is an evaluation.  Your good job to my picture of a mountain tells me you approve, and you think it’s worthy of good.  It ignores my opinion; after all, whether or not I was pleased with the finished product doesn’t matter with good job.  With good job, I learn to value your opinion more than my own and discount my personal feelings about the things I do.  Good job keeps me focused on others for their opinions of me.
You did it tells a different story by placing the pride for my work squarely where it belongs: with me.  You did it recognizes my effort and grows in me a sense of pride.  You did it affirms that I am capable and eliminates unnecessary evaluations.  You did it removes the pressure to preform for the evaluation of someone else.
Simple Change #2: Tell a story.  Literacy development roots itself in a child’s early years, long before formal schooling begins.  Supporting a child’s love for books is something parents and educators do naturally: frequenting libraries, wearing the edges of favorite picture books through repeated readings, and incorporating books into daily routines.  But one of the skills that research tells us is foundational to reading is the art of storytelling.  Storytelling requires an understanding of the different elements present in a story like characters, plot, conflict, resolution, and setting.  Telling a successful story also requires that the narrator establishes enough context to enable the listener to follow along.
Practice storytelling with the children in your lives.  Our meal tables often transform into storytelling spaces.  As the children eat, I don my storytelling hat and weave language into real and imaginary adventures.  Frequently, I solicit character ideas from my table companions, and often, children request repeats from days before.  As friends finish eating, they assume the role of storyteller and practice the art for their audience.  The most successful stories are told with lots of facial expressions, vocal inflection, and energy – so channel your inner dramatic soul and nurture this key emergent literacy skill.
Simple Change #3: Ask, “How can I help?”  Children learn far more from our modeling than our instructions, so one of the surest ways to foster children who are helpful is to show helpfulness.  Often our desire to nurture responsibility appears to stand in conflict with our desire to grow helpfulness.  Take clean up time, for example.  A child who makes a mess should be responsible for cleaning it up, right?  After all, it was little Suzie who, in her overly energetic morning rampage, dumped out every basked of toys in the space.  If she gets help cleaning it up, she won’t learn to take car of her things, right?  After all, I didn’t make the mess.  I shouldn’t have to help clean it up.  So goes the standard mantra.  Our standard mantra is in serious need of an upgrade!
If I resist the urge to saddle the mess-makers with the responsibility, and instead join in the process, I find an immediate response from the whole crew.  Helpfulness breeds helpfulness.  If I see a child working, I enter alongside and ask, “How can I help?”  If I see a child overwhelmed with a large task, I announce, “Help, help! Who can help!”  (A line from one of our favorite books, One Duck Stuck.)  After all, who likes do manage an overwhelming project alone?  Children will remember the feeling of being helped and readily accompany a needy friend in the future.
Simple Change #4: Think inside the box.  Open-ended play materials hold the secret to preserving a child’s creativity, imagination, wonder, and love of learning.  With no prescribed or “right” way to play, open-ended materials foster cognitive flexibility and persistence.  There’s a reason why children would rather play with the box than the toy it came in!  Check out fellow educator Denita Dinger for some wonderful open-ended ideas in your work with young children.
Giving your children a box nurtures their development in rich and meaningful ways.  Try one or several boxes.  Keep your eye out for many different sizes: small ones can be stacked and larger ones function as hiding spaces.  Babies and toddlers love to load things into boxes and push them around while older toddlers and preschoolers incorporate boxes into dramatic play.  By simply adding a box to your playspace, you open an opportunity for children to grow some of the critical skills they need for lifelong learning.
What small changes do you think are important?  I love your thoughts – leave me a note in the comments below!

References:
Curtis, D., & Carter, M. (2008). Learning together with young children: a curriculum framework for reflective teachers. St. Paul, MN: Redleaf Press.
Kohn, A. (1993). Punished by rewards: the trouble with gold stars, incentive plans, A’s, praise, and other bribes. Boston: Houghton Mifflin Co.
Pasek, K., Golinkoff, R. M., & Eyer, D. E. (2003). Einstein never used flash cards: how our children really learn–and why they need to play more and memorize less. Emmaus, Pa.: Rodale.
Whitehurst, G., & Lonigan, C. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.

Fonte: http://abundantlifechildren.com/2012/09/17/4-small-changes-to-enrich-your-journey-with-young-children/

Abundant Life Children: Phrases that Nurture Respect, Confidence, and Community

 

A friend asks her injured companion, “What would be helpful?” and responds by kissing a

wound.

A reader asked if I would compile a list of my go-to phrases that are useful in my daily work with young children.  She mentioned that in reading my blog, she finds herself writing down phrases that she can keep on hand for when life picks up the pace.
I thought it was a marvelous suggestion!  Keeping a list of phrases in your mental “back-pocket” can come in handy in any occasion.  I have included a list of phrases below with lots of links if you are interested in more of the why behind each phrase.
Each of these phrases originated in its own way: some, suggestions from friends and colleagues, others, the result of conferences I’ve attended or readings I’ve done.  Still others have grown organically out of my personal interactions with young children.  I am indebted to the entire early childhood community for its collective wisdom, especially voices found here.  Many phrases on this list were shared with me by Kelly Matthews and the young children in her in-home program, A Place For You Child Development Home (she now works as a consultant and is available for superb trainings through her business with the same name).  My language around problem solving was heavily influenced by Dan Gartrell’s The Power of Guidance and Barbara Kaiser and Judy Sklar Rasminsky’s Challenging Behavior in Young Children.
And now, the list:
===================================

• What would be helpful?  When a child is sad, hurt, lonely, or angry, this phrase serves to keep the child in charge of her process.  Respect for the child’s body is one cornerstone of my work.  No kissing away a hurt without permission!
• What’s your plan?  Useful when two children disagree, when a child and I are at an impasse, or when a child is working to solve a problem on his own, this phrase helps a child verbalize a course of action.
• You feel strongly.  When someone is in the middle of a meltdown, these three words are emotionally cathartic.  They reflect back to the child her inner emotional reality which helps as she learns to connect with her feelings.  Also, “you feel strongly” respects a child’s right to define her emotional experience.  “You’re feeling sad” or “You’re really angry” – while possibly accurate, short-circuits the child’s chance to learn how she feels.
• That was helpful/friendly/generous/gracious/etc.  The more specific our language with children, the more they can learn “life rules.”  We tend to casually drop guidelines without definitions.  Instead of: be kind, I need helpers, or share your toys, specific language supports the child’s growing knowledge of what it means to be a friend, to be helpful, or to be generous.
• I see a problem.  I see two friends who both want ____.  What’s your plan?  I say it so often that I don’t often make it past the first sentence before children offer suggestions.  Allowing children the power to negotiate in the face of disagreement builds extraordinary confidence.
• You wish you could ___.  I understand.  This phrase offers a basic empathetic connection with a child who feels strongly.  You wish you could play with the grasshopper.  I understand.
• I will keep you safe.  Whenever I have to intervene with a child who is acting aggressively, I step in with as little physical restraint as necessary (blocking a hand from hitting, for example) and use this phrase.  Children need to know that we will help them when they feel out of control.
• I remember when you couldn’t ___ and now you can!  Everyone is learning!  This phrase allows children to see their progress over time and celebrates the victories as they come.  One of our crew recently learned how to untie her shoes from a double knot.  I offered: I remember when you couldn’t untie your shoes and now you can!  Everyone is learning!  I glimpsed a face so full of pride it could not be contained without a joyful little dance.  Musician Tom Hunter has a song by this title and is the source for this insightful language.
• You are in charge of your body.  I don’t want to paint!  No problem. You are in charge of your body.  I don’t want to eat my peas. No problem. You are in charge of your body.  I’m not tired.  No problem.  You are in charge of your body.  (Followed by, You can rest while your friends sleep.)

Now, for all the readers who would like a quick reference sheet, I created this just for you (from scratch, with my limited Photoshop skills…golf clap, everyone)!   If you would like to print a copy, right click on the image below and save it to your desktop.  I hope this is helpful!

 Fonte: http://abundantlifechildren.com/2012/10/05/phrases-that-nurture-respect-confidence-and-community/

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Positive Parents: Creating an Environment for Children to Thrive

Children have been compared to flowers often as the similarities are evident - they are beautiful, they are unique, they require tender, loving care, they bloom in their own time. Often we focus on changing our child rather than changing their environment, but changing the environment has a big impact on how our children grow. If we consciously tend to our gardens, our flowers will blossom.

The Physical Environment

1. It's hard with small children, but try to keep the clutter to a minimum. Simple, neat spaces are more pleasing and soothing than cluttered and crowded spaces.

2. Subtle décor can have a big impact. Fresh flowers on the table, light-hearted wall hangings or beautiful art all add to the feeling of your home.

3. Pleasant scents lift moods. Did you know that the human sense of smell can identify thousands of aromas and is 10,000 times more precise than our sense of taste? Find what scents energize your children and what scents soothe them.

4. Provide toys and activities that children can reach/do independently without the help of an adult. Put as much on their level as you are comfortable with, including healthy snacks, books, puzzles and games, cups/plates/utensils, etc. Provide a mirror at your child's level. Have stools available at sinks.

5. Let the sunshine in! Open shades and windows. Research has proven that natural lighting helps people be more productive, happier, healthier and calmer.


The Mental Environment

1. Protect your children as best as you can from things which are not age appropriate. This means mature television shows, video games, or movies with themes their young minds may not be ready for.

2. Be a role model! As much as you can show them how to live joyfully, laugh loudly, bounce back, show compassion, be optimistic, positive, and happy is as much as they will be able to do the same.

3. Ensure your child gets the proper nutrition, sleep, and exercise as these affect mental health.

4. Love, security and acceptance should be at the heart of your family life.  Children need to know that your love does not depend on his or her accomplishments.Confidence grows in a home that is full of unconditional love and affection.

5. Nurture your child's confidence and self-esteem. Encourage them, Be their cheerleader. Give healthy praise. Set realistic goals. Avoid sarcastic remarks.

6. Let them play! Free play, messy play, exploring, and unstructured play time are great for children. Most of it comes off in the shower!

7.  Ensure a positive, safe school environment. Work closely with your child's teachers. Always advocate for your child when necessary. Keep lines of communication flowing so that your child feels he or she can discuss problems with you.

8. Build competencies. Children need to know that they can overcome challenges and accomplish goals through their actions. Achieving academic success and developing individual talents and interests helps children feel competent and more able to deal positively with the stresses of life. Social competency is also important. Having friends and staying connected to friends and loved ones can enhance mental well-being.

9. Create a sense of belonging. Children need to feel connected and welcomed, and this is vital to their developing sense of self and their trust in themselves and others. Greet your child warmly every morning and after school. Include your child in on family meetings. Creating warm and memorable family traditions will build a sense of tradition and closeness in the family unit. Help your child develop positive relationships with outside family members, teachers, clergy, coaches, and peers.

10. Teach your child healthy mental boundaries. Explain that they have a choice in choosing peers who bring out the best in them and in staying away from people who don't. Show them how to set and enforce limits with others and be assertive. Role play how to handle multiple situations in which their values and limits may be tested so that they feel empowered in dealing with this when it arises.


The Emotional Environment

1. Ensure each child feels safe to express his/her feelings.

2. Keep family drama away from the kids. It's okay for the children to see parents argue as long as no one is verbally abusive and it ends peacefully as this can model positive skills, but if you can't keep from shouting and insulting, keep it away from the kids.

3. Sibling squabbles are to be expected, but make sure it doesn't get out of hand. If a sibling is feeling bullied or being hurt physically or mentally, you need to step in.

4. Avoid comparing your children to each other and to other children.

5. Respect your children. Listen to them and take them seriously. Make them feel like a valued member of the family unit.

6. Accept all feelings and teach children how to manage their emotions.

7. Create and respect healthy boundaries. Verbal and physical abuse obviously violates their boundaries. Additionally, children’s property, space, and privacy should be respected.

8. Allow children age appropriate decisions, responsibilities, and independence.

9. Be fair and reasonable in your discipline. Do not give consequences when you are emotionally charged.

10. Allow them to be who they are and nurture and love the child you have.

 

 

Fonte: http://www.positive-parents.org/2014/06/creating-environment-for-children-to.html

Positive Parentes: What's the Deal with Consequences?

 

Whether you're new to positive parenting or a seasoned veteran, the issue of consequences can get your head spinning. Logical versus natural versus imposed. Then there are positive and negative consequences. What is the difference between them all?

I'm going to attempt to simplify this whole consequence dilemma by giving you one secret tool.

Throw the word "consequence" entirely out of your vocabulary and replace it with the term "problem-solving."

Do you see how this changes the whole concept in your mind? Now it's not about coming up with something to do to your child, but it's about working with your child to find a solution. Having your child involved in the problem-solving process will not only teach him valuable lessons and instill self-discipline, but it will leave his dignity intact, and he'll feel good about himself and his relationship with you.

Because I like to give actual examples instead of leaving you guessing, I'll start with a little personal story. My oldest son was barely 4 years old at the time we went to the bank where I used to work for a visit with some friends. Sitting in my friend's office, he began spraying the compressed air duster on everything. I asked him to please put it down, which he did briefly, but he couldn't resist for long (that stuff is pretty fun to spray) and he ended up emptying out the whole can.

Now, you might be wondering why I didn't just get up and take it from him, and the answer is because I saw an opportunity here to teach him a valuable lesson. When we got back to the car, I kindly explained to him that we had to respect the property of others. I did not lecture, I was just matter-of-fact about it. I said "We really need to get a new can for the bank to replace what you used. How are we going to fix this? He thought for a moment and said "I could do chores to earn the money!" I told him that was a great idea and that I was proud of him for thinking of a solution. When we got home, I let him wipe off the kitchen table and the sink, and I gave him $1. The next day, we stopped by the bank, and he took the money to my friend and told her he'd earned the money himself to give back to her to buy more air duster.

*Edited to add: Keep in mind this was just one day, one instance, one lesson. We teach many, many  lessons throughout everyday interactions. He knows it's not OK to waste things and act selfishly because I've taught him that in many other interactions with him. In this particular scenario, the lesson I wanted to teach was that of responsibility and righting wrongs. I made the call to do so because wasting an air duster can is a fairly harmless act and the consequence (earning the money to pay for it) was small. Also, this was a good friend of mine and she was in on the lesson. I explained to her that he'd be earning it back and would bring the money back to her to pay for it, and when he did so, she encouraged his responsibility. Had I not known this person, had it been a slightly different scenario, I would have held my limit and put it out of his reach. However, parenting is a series of  choices, and in this instance I decided to let him experience the consequence of his choice to not listen to me.*

Why was that not a punishment? Because I didn't make him feel bad about himself, he came up with the solution, he willingly did the chores, and he felt proud of himself when he took the money back to her.

If I would have said "Shame on you! You did exactly what I asked you not to do! Now you're going to do chores and give her back the money!" he would have felt ashamed, angry, and resentful. That would have been punishment. Make sense?

Let me give you just a couple more examples of problem-solving instead of imposing consequences.

Note: Because problem-solving is a cortex (pre-frontal) function, the child probably won't be ready to be involved in the problem-solving process until at least age 4. However, you can certainly let your younger-than-4 children hear you problem-solve. Talk it through with them. "You wanted Emma's doll, so you took it from her, but now Emma is crying. You both want the doll. Hmm. How can we solve this problem? How about you and Emma take turns with the doll?"

Scenario
Your 5 year old son gets upset at Grandma's house and yells "I don't like you!" to her. Grandma tells you about when you pick him up. Instead of telling him he was rude and taking away his tv for 2 days, involve him in making it all better.

Ask him what happened at Grandma's. Hear him out. You might say "I understand you got upset. Everyone gets upset sometimes, but we have to be careful with words because they can hurt. Do you think those words hurt Grandma's feelings?" Ask him "How can we make Grandma feel better? Can you think of something?" He may decide to pick her some flowers or make her a card or write her an apology note. If he doesn't come up with anything on his own, offer him a few suggestions like I just listed and let him choose. When he chooses, help him carry out his solution by taking him outside to pick the flowers or giving him supplies to make a card and tell him how much better he will make Grandma feel. Let him surprise her with it! He'll probably be smiling ear-to-ear.

Scenario
Your 13-year-old has math homework due the next day, but she wants to go to a movie with her friend. You remind her of the homework, and she says "I hate homework! I want to go to the movie!" Resist the urge to make her sit down and do it "this instant!" and give her the opportunity to problem-solve. You might say "Well, I'd rather watch a movie than do homework too, but I wonder what your teacher will say if you don't have your homework?" Lend an empathetic ear to what she has to say. If she doesn't begin to come up with a solution, you can coach her. "What time does the movie start? I'll bet you can get the homework done in time and still make the movie and have your homework ready for your teacher tomorrow."

Obviously every scenario can go a hundred different ways, but the idea is to involve your child in the process. Let your child come up with as much of the solution with as little prompting from you as possible, but do offer coaching if he's young or having a difficult time problem-solving himself. There should be no shaming, blaming, or anger in the problem-solving process. If you're child is upset, or if you are upset, wait until everyone is calm to begin the process. The keys to successful problem-solving are:

1. Your child feels GOOD about it afterward.

2. YOU feel good about it afterward.

3. The problem has been solved.

I hope this helps you solve the problem of figuring out consequences!

 

 

Fonte: http://www.positive-parents.org/2011/06/whats-deal-with-consequences.html

iMissio: O mistério de crescer

Mentir a uma criança é ensiná-la a mentir. Perdoar é ensiná-la a amar. Mas é bom que saibamos que, em muitas matérias, devíamos ser nós a seguir-lhes o exemplo…

 

Cada homem é um mistério que se vai descobrindo ao longo de toda a sua existência. Todos somos chamados a crescer, do primeiro ao último dia. Largar as antigas seguranças e partir em busca de novas e mais fortes esperanças… mas que nunca são as definitivas. Ser homem é crescer sempre.

 

Todos somos crianças e jamais se perde o dever de o ser. Cumpre-nos não deixar de querer saber e perguntar, de olhar e ver, de sonhar e fazer, de responder, de ajudar, de tentar sempre, mesmo quando julgamos não ser possível.
 
Uma criança enche qualquer casa e qualquer coração. As crianças são amor feito carne e osso. Vida transbordante, imensa vontade de viver. Encontram universos inteiros numa folha caída, sorrisos nos rostos humanos mais tristes. Aos olhos de uma criança o infinito está… em cada coisa.
 
Mais do que admiração pelo que são, merecem o respeito por aquilo que estão a construir em si, pelo que serão. Pelo mundo que será o seu, mas talvez já não o nosso.
 
Com o tempo aprende-se que não é bom incomodar os adultos com perguntas, menos ainda com boas respostas, como se o mundo dos crescidos fosse um império de pedras intransponível; como se não fosse melhor partilhar; como se fosse possível ser feliz sozinho…
 
Devemos ser autênticos, a fim de ensinarmos aos herdeiros do mundo a grandeza de um homem que assume as próprias imperfeições. Mais do que críticos e implacáveis avaliadores, as crianças precisam de modelos, de carne e osso, com talentos e falhas. A essência da educação é o exemplo. É a nossa vida que ensina. Não são as palavras nem os sonhos.
 
Mentir a uma criança é ensiná-la a mentir. Perdoar é ensiná-la a amar. Mas é bom que saibamos que, em muitas matérias, devíamos ser nós a seguir-lhes o exemplo… a maior parte delas pode ensinar-nos a ser felizes. Sem grandes dificuldades. Afinal, no mundo, o mais importante é que podemos contar uns com os outros… e, quem sabe, entrarmos no céu juntos (ninguém disse que não se pode esperar à porta!).
 
A vida é feita de escolhas. Nem tudo está ao nosso alcance. Um sim é, em si mesmo, muitos nãos. Cada decisão concreta implica a renúncia de todas as possibilidades que havia. Mas decidir não é negar, é dizer sim a um caminho e começar a percorrê-lo. Deixando o lugar onde se estava e seguindo adiante. Tendo sempre presente o que se vai ganhar e não o que se perdeu. É bom pensar como as crianças, longe de preconceitos, do passado e do futuro. Viver o presente que a vida é.
 
Amar é escutar. É estar atento ao outro, ser honesto e paciente, permitir-lhe que seja quem quer ser, e que cresça, que cresça sempre, todos os dias… pois que ninguém deve ser hoje o que foi ontem.

As crianças não nos pertencem. Ser humano é ser livre. Sempre. Mesmo quando todos os sonhos parecem impossíveis. Mesmo quando todos parecem querer decidir por nós. Mesmo quando nos julgamos condenados.
 
Só conhecemos quem nos conhece. Quantas vezes a melhor forma de conhecer alguém é contar-lhe um segredo nosso e observar o que essa pessoa faz com ele?
 
Importa dar aos outros o amor de os ouvir. A criança ama quem for capaz de se partilhar com ela. De lhe dar o que é, sem cuidar de exigir nada em troca. Os nossos melhores amigos são sempre crianças.
 
Parece que quanto mais tempo passa pela nossa vida, menos sabemos olhar o mundo…
 
Por mais que custe, é sempre tempo de voltar a ser criança!

José Luís Nunes Martins

Fonte: https://www.blogger.com/blogger.g?blogID=1331031780029511874#editor/target=post;postID=6235546515192594754

Observador: Cinco livros que tem de ler aos seus filhos

Um ensina a tolerar a diferença, outro a superar os obstáculos e os medos. E há um que sensibiliza as crianças para ajudarem nas tarefas domésticas. Pais e mães, já escolheram o livro desta noite?

Lembra-se de ser criança e lhe lerem um livro antes de dormir? Se há hábitos que passam de geração em geração, este parece não ser um deles. Para as crianças de hoje, um jogo no tablet ou na consola é o companheiro mais provável na hora antes do sono. Contrariando a tendência, os portugueses elegeram uma livraria infanto-juvenil como a melhor livraria de 2014, no habitual estudo da APEL (Associação Portuguesa de Editores e Livreiros).

 

Os responsáveis da livraria Cabeçudos não se podem queixar de falta de leitores pequenos e graúdos. “Há coisas que são difíceis de fazer perceber às crianças. Chegam aqui muitos pais que procuram um livro que as ajude em determinadas questões”, explica Raquel Salgueiro, responsável do espaço. “O medo do escuro e a dificuldade em explicar a morte são dois exemplos”. Raquel trabalha diariamente rodeada de exemplares de literatura infantil, mas prontifica-se a desmistificar algumas ideias: “Atenção: os livros infantis são para pequenos e grandes e é na leitura partilhada que ganham pais e filhos”.

Da aprendizagem de valores para a vida aos problemas do dia-a-dia. Os livros podem ser uma solução para muitos desafios na educação dos mais novos, refere Raquel Salgueiro. Os benefícios começam no próprio ambiente familiar: “Se lhes lerem uma história antes de dormir, instala-se uma tranquilidade incrível em casa depois da confusão do dia. É um momento afetivo, tranquilo e único com os pais.”

Ao afeto somam-se consequências positivas no desenvolvimento da criança. “O campo lexical vai aumentar muito rapidamente e o discurso melhora, porque vão conhecendo cada vez mais palavras e expressões”. E não há que ter medo de livros que tenham palavras muito difíceis, acrescenta.

“Quando os miúdos não sabem o significado de uma palavra, costumam perguntar. São muito curiosos. É preciso alimentar essa curiosidade, essa descoberta.” Ao mesmo tempo, com as infindáveis distrações a que os mais novos estão sujeitos diariamente, “os benefícios no campo da concentração são imensos, eles estão focados enquanto lhes estamos a ler porque a imaginação está a trabalhar a grande velocidade”.

Em jeito de incentivo aos educadores, Raquel Salgueiro afirma: “os miúdos que leem desde muito novos vão ser melhores adultos, com mais opiniões e espírito crítico”. Perante o tom convicto, pedimos à responsável da livraria preferida dos portugueses em 2014 que escolhesse cinco livros essenciais, consoante a mensagem que contêm. Desde a tolerância à diferença, à superação dos obstáculos e à sensibilização das crianças para as tarefas domésticas, eis as sugestões de quem trata os livros infantis por “tu”:

• Orelhas de borboleta – Luísa Aguilar e André Neves
• O rapaz que tinha medo - Mathilde Stein
• O livro dos porquinhos – Anthony Browne
• O coração e a garrafa – Oliver Jeffers
• Un et sept – Gianni Rodari e Beatrice Alemagna

Fonte: http://observador.pt/2014/08/07/cinco-livros-que-tem-de-ler-aos-seus-filhos/

Barrigas de Amor: Como entender o comportamento? Os 6 pressupostos fundamentais!

 

 

Quando praticamos Parentalidade Consciente não olhamos para o comportamento das crianças como algo a corrigir, olhamos para o comportamento como algo a entender para depois poder fazer as mudanças que achamos necessárias (sejam elas relacionadas connosco ou com a criança ou ambos)! Muitas vezes, principalmente quando não estamos habituados a esse processo de reflexão, pode ser desafiante entender. A boa notícia é que, como sempre, quanto mais praticarmos, mais fácil fica!

 

Quero-te apresentar alguns pressupostos que, pessoalmente, acho útil ter presentes no processo de entendimento do comportamento e na procura de soluções para lidar com o mesmo.

1. Todo o comportamento existe para satisfazer necessidades.
 

Eu acredito que tudo o que faço, faço porque quero satisfazer algum tipo de necessidade. Tudo que tu fazes, fazes porque queres satisfazer algum tipo de necessidade. Tudo que o teu filho faz, faz para satisfazer algum tipo de necessidade!

 

É fácil observarmos necessidades como fome, sede ou sono. A satisfação ou insatisfação destas necessidades, como todos certamente já sabemos, podem originar conflitos. Existem também outras necessidades mais profundas, e de observação mais subtil, que vale a pena explorar.

 

Quando escrevo este artigo faço-o porque tenho uma necessidade de contribuir para melhores relações entre pais e filhos e também tenho uma necessidade de ser ouvida e reconhecida.
 

Quando lês este artigo se calhar é porque tens uma necessidade de saber lidar melhor com os conflitos que tens com o teu filho.
 

Quando o teu filho faz uma grande birra porque não quer vestir a roupa que escolheste se calhar é porque ele tem uma necessidade de ter mais influência sobre a vida dele.

 

Portanto, uma pergunta chave é; qual a necessidade que a criança está a procurar preencher através do seu comportamento?

 

2. O mapa não é o território
 

Quando tens dificuldade em pensar em possíveis intenções e necessidades por preencher a melhor coisa que podes fazer éassumires a posição do teu filho. Quando utilizas o pressuposto de que o mapa não é o território entendes também que não háuma verdade ou realidade absoluta. A nossa realidade é completamente subjetiva e para encontrarmos soluções para eventuais conflitos é essencial perceber que a realidade do teu filho é diferente da tua.
 

A pergunta a fazer é: Qual o mapa do meu filho?

 

3. A intenção de um comportamento é sempre positiva.
 

Este ponto pode ser desafiante aceitar. Mas convido-te a fazer o exercício de aplicar também este princípio. É bom lembrar que ”o mapa não é o território” e a intenção é positiva do ponto de vista do mapa da criança.

 

Quando uma criança bate noutra, na superfície, não parece nada positivo. Mas se utilizarmos os pressupostos apresentados aqui vamos olhar além do que está visível. Se calhar a criança que bate tem uma necessidade de maior contacto. Se calhar tem uma necessidade de ser vista e reconhecida. Se calhar tem uma necessidade de sentir mais calma e harmonia. Não estou a dizer que a estratégia escolhida é a estratégia certa (além disso a estratégia de uma criança é praticamente sempre escolhida inconscientemente), mas olhando para as coisas desta forma temos a oportunidade de encontrar estratégias alternativas, e mais positivas, para satisfazer a mesma necessidade.

 

Ou seja quando procuras a intenção do comportamento, nunca pode ser ”ele quer chatear” ou ”ele quer magoar”… se notares que chegas a essas respostas, tens de pensar mais um pouco, ”Mas porque é que ele está com vontade de chatear? Qual a intenção positiva deste comportamento?”

 

4. Existem sempre várias formas/estratégias para satisfazer cada necessidade.
 
Quando apenas digo à criança que está a bater que ela não pode bater, ou se a puser de castigo porque bateu, o que ela vai perceber é que a necessidade dela não pode ser preenchida, que o que ela está a sentir não tem valor. O que muitas vezes leva a mais conflito, porque a criança continua a ter a mesma necessidade.

 

Imagina que a criança na situação em cima em vez das necessidades propostas tinha fome, ou seja a necessidade de se nutrir, e a outra criança tinha um pão. Ou seja, a primeira criança bate na segunda porque quer o pão. Provavelmente o teu único foco não seria repreender a criança porque bateu, também ias procurar satisfazer a necessidade de nutrição.

 

Consequentemente, terás de fazer a pergunta: Que formas/estratégias existem para satisfazer a necessidade em questão?

 

5. Com flexibilidade posso satisfazer as minhas necessidades e as necessidades do meu filho.
 

Sim, é mesmo possível, desde que não tenhas a crença que tem de ser sempre à tua maneira e quando tu queres.

 

Imagina que estão a chegar a casa após um dia longo de trabalho. Antes de começar com a logística do jantar estás com vontade de ficar sentado na sala a conversar um pouco com o teu parceiro. As crianças estão cheias de energia e começam com brincadeiras elaboradas e em alto som na sala. Uma situação que facilmente leva a conflito…

 

Se olhares primeiro para as necessidades presentes, tanto as tuas como as das crianças consegues ver que tu tens necessidade de calma e eles estão com necessidades de contacto e diversão. Quando sabes isso, pergunta; que tipo de soluções podem existir para satisfazer as necessidades de todas as pessoas envolvidas? 

 

Se calhar as crianças podem ir brincar noutro sítio da casa ou lá fora.
Se calhar tu e o teu parceiro podem ter a conversa noutro sítio. 
Se calhar tu e o teu parceiro podem dar um pequeno passeio.
Se calhar podem todos dar um passeio.
Se calhar as crianças estão dispostas a fazer uma brincadeira mais calma.
etc.

 

Se utilizares uma solução que não funciona, então provavelmente quer dizer que ainda existem necessidades por satisfazer. Em minha casa por exemplo muitas vezes se eu e o meu parceiro vamos para outro sítio, as crianças vêm atrás…. o que provavelmente quer dizer que existe uma necessidade de ligação e contacto connosco. Então temos de pensar noutra solução. Será que dá para termos a nossa conversa ao lado de uma brincadeira um pouco mais calma? Será que podemos todos ver televisão durante um pouco? Será que podemos entrar na brincadeira durante 15 minutos para depois poder ter um pouco de calma? Será que podemos falar durante 15 minutos para depois participar na brincadeira?

 

6. Resistência é sinal de falta de conexão.

 

Se a criança continua a resistir à tua mensagem ou à tua pessoa, essa resistência impede a solução da situação. Quando o teu filho continua a resistir é sinal que  ainda não conseguiste gerar o nível de confiança suficiente para que a tua comunicação seja apreciada sem ruído.

 

Quando utilizas este pressuposto utilizas a pergunta ”O que posso mudar na minha comunicação para gerar mais conexão?”
São estes os 6 pressupostos que te convido a explorar. As únicas coisas necessários para realmente explorar os pressupostos são curiosidade, paciência e presença. E vai correr tudo bem, com certeza!

 

Mikaela Ovén

 

Fonte: http://barrigasdeamor.iol.pt/como-entender-o-comportamento-os-6-pressupostos-fundamentais/

GiggleFamília: Piquenique em família no Porto

 

Os locais perfeitosClaro que o segredo para que este programa corra bem está na escolha do local. Jardins e espaços ao ar livre há muitos, mas nem todos são ideais para um piquenique e jogos. Preparámos para si um roteiro dos sítios ideais; agora só tem que escolher um próximo da vossa casa ou, porque não, partirem à descoberta de novos espaços que não conhecem na cidade.

O Parque da CidadeUm clássico... sempre bem-vindo! Trata-se de um jardim único, com vistas deslumbrantes, sejam para o mar ou para espaços verdes, com lagos e patos. Espaço para estender uma toalha e depois fazerem uma partida de futebol não falta.

Jardins do Palácio de Cristal
Trata-se de um espaço verdadeiramente mágico, onde irá encontrar imensos jardins diferentes dentro de um jardim. Plantas e flores bonitas não faltam, mas atenção pois estas não são para serem apanhadas! Têm o jardim das plantas aromáticas, o Jardim Emílio David, o Jardim dos Sentimentos, o Bosque, e muito mais. Existe mesmo um espaço com mesas para um piquenique e miradouros com vistas lindas sobre o rio Douro.

Parque da Pasteleira
Um parque com sete hectares muito bem mantidos, onde cada um poderá encontrar algo para se entreter. Existe um parque infantil, percurso de manutenção, espaços para jogar à bola... diversão garantida.

Passeio das VirtudesO ponto forte deste local são as fantásticas vistas. Não há muito espaço para correr à vontade, mas há muitos recantos para estender uma toalha. Se procura sossego e beleza, este é o local de eleição.

Jardim da Cordoaria
Espaço bem bonito com direito a lago e tudo; tem pormenores históricos bastante interessantes. Foi um dos primeiros jardins públicos do Porto e que quase foi destruído por um furacão. Qual é única grande árvore que ficou de pé? A árvore da forca, assim conhecida pelos enforcamentos que ali eram feitos...

Jardim Arca d água
Um espaço muito giro com características bem engraçadas. O nome deve-se ao reservatório de água que alimentava a cidade e que ali se localiza. Aqui não falta nada: pontes, espaços verdes, lagos, patos, um coreto, estátuas e até uma gruta artificial.

Parque de São Roque Não é dos mais conhecidos, o que se torna um bónus, pois este espaço é demais. Localizado ao lado do estádio do Dragão, tem árvores lindas, fontes antigas fantásticas, espaço para correr, pular e saltar. Para finalizar, não falta um parque infantil e até um labirinto onde podem brincar até mais não.

Quinta do CoveloTrata-se de um lugar idílico para fugir aos dias de muito calor, pois este espaço tem uma grande quantidade de castanheiros que proporcionam sombras deliciosas. Pela grande quantidade de árvores, é um lugar ideal para um jogo de escondidas.

Jardim da CorujeiraUm lugar fantástico que conjuga árvores enormes com mesas de piquenique, áreas específicas para a prática de desporto e um parque infantil. O dia vai passar a correr com tanto entretenimento!

Jardim do Carregal
É conhecido como o último jardim romântico do Porto, e é verdade que os românticos vão encontrar aqui um verdadeiro paraíso. A começar pelo lago com ponte até chegar às árvores com várias tonalidades.
Vai ser ou não um dia fantástico?

Fonte: http://gigglefamilia.clix.pt/2010/04/piquenique-em-familia-no-porto.html

Abundant Mama: 5 Questions to Ask Yourself Before You Yell At Your Children

 

What is most important right now?

This question is by far my go-to question for just about everything but in a challenging moment with kids it almost always grounds me and centers me to make a more rational decision. Ask yourself what your family needs most right now.

Is this really a big deal?

Ouch. This question hurts, right? Because when we stop to really think about some of the infractions that happen in the grande scheme of life … they really are pretty small and inconsequential. This question helps put it all into perspective. Usually, the act itself is not at all the big deal but the fear we hold about it is definitely a big deal — and also totally fabricated in our minds. Ask yourself if this will matter in a week or a month.

 

 

Can they work this out on their own?

So often the conflicts in a home are around the dynamics between two or more children who are mid-squabble. At our house there are about 3.5 arguments a day. Asking this question before jumping to conclusions has helped leave the mom referee hat off for a while. Even if it’s not a sibling fight, a child is often more capable of working out their own conflicts on their own, with love and patience rather than being forced. Ask yourself how your role would benefit the situation, if at all.

What do I want my child to do differently?

As soon as I started stressing the positive actions I wanted my daughter to demonstrate, she responded with more interest than she had to any punishment. Turns out, she just needed to know what was the right thing to do. It can be confusing to be a child with so many rules and expectations. Sometimes we just have to say what we need to happen differently and wait for them to do it. Ask yourself what actions do I want my child to take to avoid this in the future.

How can I make this situation right?

I write so much about choosing kindness because I have witnessed so much unkind parenting in my life. And this question really takes you to the heart of the matter. When we put ourselves in our child’s position — no matter their age — we step into life as they see it. That’s when we begin the problem-solving role of healer and nurturer rather than the commander-in-chief. Ask yourself what can I do to bring a peaceful resolution to this problema.

Fonte: http://www.abundantmama.com/5-questions-ask-yell-at-your-children/

Science Daily: Help your infant or toddler cope with stressful events

Help your infant or toddler cope with stressful events

18-month-old "Karla" was playing on the slide at the park in her neighborhood, her mother sitting on a nearby bench chatting with her friend. A loud screech was followed by a crash and the sound of car alarms going off. In a flash, Karla was swept into her mother's arms and both were shaking as they saw people running and heard sirens coming toward the scene of a car crash in the street next to the park.

"Hailey," age 11 months, had just learned to say "da da" when her father had to leave town for three months to work on a job out of town. Hailey was very attached to her father, who was always the one to tuck her in for bed and make her favorite oatmeal with bananas for breakfast. She keeps looking for him, jumps up whenever she hears someone at the door, and she cries when it is time for bed.

How stress impacts young children and babies
Infants and toddlers face stressful events in their everyday lives, just as adults do. Many people think that children younger than three years won't be as impacted by stress because they "won't remember" or don't understand what is happening. However, we now know from research on brain development and toxic stress that even tiny babies are impacted by stress. Even if they can't put words to their distress, they are impacted by feeling their heart racing, the sight of their mother's tears, or scary sounds of community violence.

The good news is that while you may not always be able to shield your child from stressful events, your relationship with your child is the buffer that protects from their effects.

Help your child overcome their stress
As a clinical psychologist and lead of the Early Childhood Mental Health Program at Children's Hospital Los Angeles, my team and I provide therapy to about 400 infants, toddlers, and preschoolers and their families each year, many of whom have been impacted by traumatic or stressful events. Here are some strategies you can use to help buffer your young child from the toxic effects of stress:

Do provide your reassuring presence. Staying close to your child, and letting your child stay near you, helps your child feel safe.

Do talk in soothing tones about how you are keeping your child safe. Give simple explanations of what is happening; this is reassuring even if your child does not understand your words.

Karla's mom could say, "That was scary when the cars crashed, but we are ok now. The doctors are taking care of the people in the cars." Hailey's mom could say, "We miss Daddy. He is thinking about us. He will come home when his job is done. Let's look at his picture together." Don't have adult conversations about stressful events in front of your child. Even if children can't understand the words, they hear the worry in adults' voices. Do help your child play about what happened.

Karla might play about cars crashing. Her mother can play a rescue vehicle coming to help the people in the cars, or a doctor helping them feel better. Hailey's mother can help her play about an airplane flying away with Daddy and then coming back home to her.

Do tell your child when you are leaving, and when you are coming back. Make sure they have a familiar person to stay with them when you have to leave. It might be tempting to "sneak out" to avoid upsetting your child, but this makes children more anxious about separations. Instead, even very young children need to hear, "Mommy's going to work now. You can play with Nana while I'm gone. I'll be back for dinner." If a child cries at separating, narrate their feelings and help them transition: "You're sad because Mommy's going. I'll be back soon." A goodbye ritual can help your child learn to say goodbye; you might have a special goodbye song or hug that you do each time you leave. You can also try giving your child something of yours to hold onto while you are gone.

Do remember that if your child acts up with tantrums, hitting, whining, or other behaviors, they might be reacting to stress or trying to tell you something. Help them put their feelings in words, while setting limits. "You're mad. It's okay to be angry, but it's not okay to hit."

Fonte: http://www.sciencedaily.com/releases/2014/07/140729115106.htm?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+sciencedaily%2Fmind_brain+%28Mind+%26+Brain+News+--+ScienceDaily%29

Buzzfeed: 33 Activities Under $10 That Will Keep Your Kids Busy All Summer

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1. Put colored tape on the carpet to make roads for your kid’s toy cars.

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The tape comes up easily when you’re done.

2. Tape can also be used to create a fun outdoor board game.

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the36thavenue.com / Via apartmenttherapy.com

Learn more here.

3. A couple sponges and a box of chalk are all you need to turn your driveway into a bull’s-eye target game.

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4. You can also use chalk and some of your kid’s old clothes for this bit of summer fun.

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5. Exploding Paint Bags turn your sidewalk into a work of art.

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These are totally kid-friendly and can be made with items you likely already have in the kitchen.

6. Paint on wet glue with food coloring.

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Save lids to cottage cheese, butter, or Cool Whip for “canvases.” Learn more here.

7. Use leftover bubble wrap to make Stomp Paintings.

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Kids will get a good laugh while exploring their artistic side.

8. DIY a throwing tarp.

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Tarp, rope, scissors, marker, tape… Play ball.

9. Build a tower out of cut-up sponges.

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It’s either a quiet indoor activity or wet outside game — you decide.

10. Make a river in the backyard out of tinfoil.

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11. Tape a paper towel roll to the wall to keep toddlers busy.

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Toddlers will drop the pom-poms into the bowl over and over, and develop their fine motor skills in the process.

12. Some pipe cleaners and a colander will also keep toddlers occupied.

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13. Burlap (from a gardening center) can be used to make a preschooler-appropriate sewing station.

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This one is great for developing fine motor skills too. Find the how-to here.

14. Preschoolers can also continue to learn how to draw letters with this easy-to-make sugar-writing tray.

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15. Have a campout indoors.

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Kids will have fun crafting their “campfire” too.

16. Experiment with water marbles.

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Buy a 2-ounce pack for $7.99 here.

17. Make alien bubbles with this cool science experiment.

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familylicious.com

Dry ice and bubble solution (along with some stuff you likely have around the house) are all you need.

18. Another super-cool science experiment lets kids extract DNA from strawberries.

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thehomeschoolscientist.com

Learn more here.

19. Super-fun balloon rockets also teach an important science lesson.

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Kids learn the concept of “action and reaction” while having a blast.

20. Pencil erasers and a marble make a surprisingly addictive at-home bowling game.

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Find the how-to here.

21. Well-placed yarn is all you need to let your kids get their Mission Impossible on.

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22. Play “Escape the Volcano” to teach kids about color recognition, shape names, counting, and more.

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Find instructions and templates here.

23. Put a bar of soap in the microwave to make soap clouds.

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24. Make a bowl of popcorn and challenge your kids to play the Popcorn Olympics.

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Find a list of popcorn games, like “straw blow” and “distance throw,” here.

25. Paper plates, Popsicle sticks, and a balloon are all you need to play Balloon Ping-Pong.

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keepingitsimplecrafts.com

The best part is that this fun indoor activity can be enjoyed without breaking anything in your house. I should say, “Probably without breaking anything.”

26. Painter’s tape and some balled up newspaper are all you need for this “sticky spiderweb” activity.

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27. Turn an old box into an indoor slide.

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This one needs lots of parental supervision, obviously.

28. Make a Rainbow Bubble Snake from materials you undoubtedly already have around your home.

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29. DIY a giant bubble wand.

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funcraftskids.com

Learn how here.

30. Fill balloons with Play-Doh to create a brand-new toy experience.

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playcreateexplore.org

31. Crayons and sandpaper are all your kids need to add their own design to a white T-shirt.

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alphamom.com

Find out how here.

32. Cut a pool noodle in half to make a marble track race.

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myhomespunthreads.blogspot.com

Find the tutorial here.

33. Pool noodles can also be used to make a backyard obstacle course.

        

 

learnplayimagine.com

Find more fun and safe ideas for pool noodles here.

 

 

Fonte: http://www.buzzfeed.com/mikespohr/activities-that-will-keep-your-kids-busy-all-sum?sub=3235568_2929536