Welcome to parenting. This new journey is often filled with many questions. This site provides answers to some commonly asked questions by new parents. Additional resources and links are provided below.
The short answer is: "No." Physical punishment isn't an effective way to change a child's behaviour. Research has shown that it doesn't work, and it may even be harmful (Joint Statement on the Physical Punishment of Children and Youth, 2004). Even parents who don't mean to can hurt a child by spanking.
Spanking can lead to anger and resentment and can cause children to lose trust in their parents. Spanking teaches that hitting others is okay. In the long run, spanking makes children's behaviour worse, not better.
The goal of discipline should not be to punish children. Rather, it should be to change their behaviour, help them develop self-control, and foster their self-esteem. Discipline or guidance will be most effective if it's given with respect and love, and in ways that are consistent and reasonable.
Just as parents teach children how to throw a ball or ride a bike, they should also teach children what kind of behaviour is expected from them. That way they'll know how to respond and act in different situations.
So how can you discipline your child? What works will depend on a child's age, developmental stage, and of course his unique temperament. Here are some general guidelines:
Discipline doesn't begin until children are old enough Never shake or spank a baby. |
Despite your best efforts as a parent, there will still be times when nothing seems to work. When that happens, try to stay calm. If you can, take a few minutes away from the situation (be sure your child is somewhere safe). Take a few deep breaths. Consider calling a trusted friend, neighbour or family member for support. If you think you might lose control, call someone for support.
Effective discipline for children. Canadian Paediatric Society, Psychosocial Paediatrics Committee. Paediatrics & Child Health, 2004; 9(1): 37-41.
Joint statement on physical punishment of children and youth. Coalition on the Physical Punishment of Children and Youth. April 25, 2003. Available at: http://www.cheo.on.ca/english/pdf/joint_statement_e.pdf.
How children grow and develop in their early years is a powerful determinant of health. More and more evidence is being found showing that prenatal and early childhood experiences have a more powerful and long-lasting effect than researchers had previously understood on:
Evidence also shows that these three factors are strongly linked with adults' ability to cope with problems and stress, and their sense of identity. |
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Optimum early childhood development also has a biological component, specifically when it comes to how the brain matures. Various studies show that the period from conception until age five is a sensitive time that is critical to how their brain develops.
During this time children develop the ability to:
If children do not have the very best conditions for development during this time, their developing brain will be physically different from that of children who have had these conditions.
Moreover, the infant brain contains many more neurons at birth than the mature brain. Then during infancy and early childhood a very rapid process of pruning occurs. The brain is wired (or not) based on the kinds of stimulation it is or is not exposed to. Some periods during certain phases of development are especially sensitive. If these sensitive periods pass without the right kinds of stimulation, the full potential is lost.
Infants and young children need affectionate touching and an environment rich in stimulating experiences. These conditions will help them to grow brains that have lots of neural connections (the connections between brain cells).
Conversely, children who are exposed to insecure, violent or chaotic environments can end up with an adult brain that secretes excessive stress hormones when faced with stress. This hinders that adult's ability to cope well with difficult situations, and also makes it harder for their body to physically fight disease.
As parents, we want to make sure that our children are healthy and safe. We also want to help them become responsible, caring, happy adults. There are many things that we can do, with the support of our families, friends and communities, to help our children make good lives for themselves. We can meet their basic needs, help them become responsible and caring, and encourage their ability to bounce back when life gets tough.
All children, and adults, have basic needs. Making sure these needs are met leads to healthy development and builds a strong foundation for adulthood. These needs include:
Growing up surrounded by parents and other adults who are honest, respectful, tolerant, caring, enthusiastic and hard working sets an example that children can understand and copy. It also provides children with concrete, positive experiences and qualities. To become capable, responsible and caring adults, children need:
No matter how well you meet your child's needs or give them the tools for life, they will always have to face some challenging and difficult situations. Bad things happen. But some children seem to be able to bounce back from life's difficult experiences. You can encourage your children's ability to bounce back, or be resilient, by:
Parents and other key adults can help children develop into caring and responsible adults with small acts of interest, support and encouragement. Here are some ideas to get you started.
Bullying is a common problem in many schools. Bullying happens more often in the lower grades, but it's also a big problem in high school.
Types of bullying
You may be a victim of one or more of these five types of bullying:
All kinds of bullying are upsetting and painful. Bullying can happen in school, in your community, even on your street. It can lead to many problems, including:
You should know that ...
What can you do?
Talk to your parents or an adult you trust, like a school counsellor, the school nurse or a teacher. It's not a sign of weakness to get help. You can't solve this problem by yourself. The bully is usually not alone, and that's what makes them look powerful. The bully has an aggressive behaviour problem. Someone who bullies needs adult and professional help.
If bullying happens at school, you or your parents should talk to your teacher or the school principal. It is the school's responsibility to take action against this form of harassment.
It could be useful to talk to a counsellor or a psychologist if you're really upset or depressed or if you need to talk to someone about how you feel.
You can also “bully-proof” yourself.
You and your parents can also make sure your school has a no-tolerance policy toward bullying and that they enforce it. It's up to the school, the adults in your life, and yourself to make sure your environment is safe.
For more information and help:
Kids Help Phone (1-800-668-6868)
Kids Help Phone is Canada's only toll-free, national telephone counselling service for children and youth. This site offers a forum for kids: experiencing violence, either at home or in their communities; struggling with alcohol and/or drug abuse; dealing with issues related to suicide; being bullied. Tips for parents are featured.
Deal
A site designed with the Royal Canadian Mounted Police that provides information on problems facing youth.
Anyone who's ever been a victim of bullying never forgets what it feels like. And the thought that it could be happening to our own children is a huge concern to many parents. But as long as there are kids there will be bullies, so it's important for parents and children to become educated about it. Why? The effects of bullying are not just short-term. Not only does bullying put a child at risk physically, as well as for emotional problems, school anxiety, lowered self-esteem and more, but, as study after study shows, both bullies and their victims are at greater risk for problems later in life. Among the possible long-term effects: depression, anxiety, unemployment and criminal involvement.
What is bullying?
It seems obvious, but it isn't always. Bullying comes in many forms. What it's not, as parenting expert Barbara Coloroso noted in her 2002 book The bully, the bullied and the bystander, is light-hearted, well-meaning teasing by a friend who has no intention to hurt feelings (even though this might sometimes happen). True bullying can be physical, emotional, sexual and/or verbal. A victim may be excluded from games, have rumours spread about them, be called names or have racist remarks made about them. They may be physically hurt or pushed around. They may be the recipients of unwanted sexual contact. There may be Internet smear campaigns used against them. Girls may bully differently than boys. While they can be physically violent, more often girls will be verbal or emotional bullies-excluding a child or saying and doing things to make the child feel bad about herself.
How would you know if your child is being bullied?
Even in a family with good, open communication, children may feel reluctant to discuss what's happening. Why? For one thing, they may feel scared about getting into deeper troubles with the bully. Or they may feel what's happening to them is somehow their fault. Or they may feel you won't take the problem seriously. What's more likely to happen is that you'll notice your child becoming more reluctant to go to school (or to wherever the bullying is happening), developing trouble with schoolwork, becoming more withdrawn, anxious, angry or depressed.
What can parents do?
It's always good to ask a child pointed questions about his or her day (otherwise the answers are vague, at the best of times). If, over the course of conversation, you start to feel as if your child might be having trouble with bullies, don't brush off or minimize the problem. Let your child know he or she is believed and supported by you. Then you can develop your own plan and start to give your child some coping strategies.
A great deal of information exists about bullying, and about what parents and kids can do. The first step is for parents to assess the situation as much as they can by determining exactly what is happening to their child, how often, who is causing the problem, who if anyone is witnessing the actions and whether or not the child has taken action against the bullies. That way you will have all the information when you discuss the problem with school authorities or other members of your community. In addition:
What can kids do?
Most likely, you've seen or been part of bullying in your own lifetime. Bullying isn't just limited to playgrounds; it can happen in the workplace, in your neighbourhood or inside a family. Unlike children, adults have more life experience to help them counter-act bullying behaviour. For this reason, it is important that we teach children how to build relationships and deal with bullying before they become adults who bully or who are victims.
What is bullying?
Bullying is "a conscious, willful and deliberate hostile activity, intended to harm". It is a serious concern that can have lasting effects on a child.
Bullying isn't just teasing on the playground. Forms of bullying can include:
What are some of the impacts of bullying?
If someone is being bullied, or is a bully and the situation isn't being dealt with, there can be far-reaching consequences, such as:
Who is involved in bullying?
Surveys show that up to 30% of children in school have been bullied and 10% bullied relentlessly. Bullying peaks at the 11-12 age group, although the incidents get worse with age. Bullying usually starts off small and escalates.
There are three groups involved in most bullying incidents:
Bystanders help bullies by encouraging or rewarding the bully for the behaviour by laughing, participating or acting as an audience and not trying to stop the bullying.
What can I do about bullying?
It is very important to take a proactive stance against bullying. Bullying often happens when adults aren't around. Here are some examples of things you can do to help prevent bullying:
References:
Related resources:
http://www.talk-helps.com/Toddlers have small stomachs and they eat small portions. Your child may be getting plenty to eat, even if it doesn't look like much. And if he's eating a variety of foods from the four food groups, he's probably getting enough nutrients for growth and development. Still, there are lots of things you can do to make mealtime an experience you'll both look forward to.
Make food interesting
Make mealtimes fun and relaxing
Related resources
Health Canada
Canada's Food Guide
Canadian Child Care Federation
Children's Healthy Eating (Resource Sheet #54)
Dietitians of Canada
Healthy Eating for Playful Toddlers and Preschoolers
Coochie, coochie, coooo!
Here's your tum tum.
Who loves you? Mama loves you!
This type of speech pattern, crooned to babies may make some people cringe. However, a parent who uses baby talk—or what experts call infant-directed speech - is giving their child a great start on the road to speaking, reading and writing.
A gradual process of emergent literacy
We used to think that children developed language and literacy skills during the first years of school. But many experts now agree with a theory called emergent literacy. According to this theory, children start to learn about language and literacy from the moment they hear their first word. They continue to build on these skills throughout their childhood and into adulthood.
From birth, infants are programmed to pay attention to the sounds of speech and to process language. "Babies are born with millions of brain cells, and those brain cells make trillions of connections," explains Dr. Alyson Shaw, a paediatric consultant with the Children's Hospital of Eastern Ontario and principal author of the Canadian Paediatric Society's (CPS) position statement, "Read, speak, sing: Promoting literacy in the physician's office." "The connections that are stimulated frequently through early experiences - particularly experiences with parents - are strengthened. The connections that are not stimulated or used frequently are pruned away and lost."
Literacy is good for your health
Being able to read and understand written materials easily will have a positive impact on your child's future health and well-being. Low literacy is linked to:
Teaching babies to love language
That means that as you talk, listen, read and expose your child to words, language and print, you are building a strong base love their parents and they love the attention and the warm laugh and all the things that are associated with story time together."
As babies become toddlers and preschoolers, they begin to experiment with literacy by using nonsense words, pretending to read by holding a book and vocalising, or by pretending to write by scribbling on paper. While it may not look like it to you, they are building important literacy skills.
If you don't speak English at home, you don't have to worry that your child is losing out. Learning to read and write in a first language supports success with reading and writing in a second language. Also, continuing to use the first or home language is just as important as learning English because it strengthens a child's cultural identity and their ties with family.
Parents and caregivers plant the seeds for language and literacy
Just by looking at your child, singing to her, reading to her and listening to her stories, you can plant the seeds of future language and literacy skills. Skills that will make a big difference to her future health and quality of life.
"Parents and caregivers have such an opportunity to foster growth," says Jennifer Starcok, Managing Director of the Canadian Language and Literacy Research Network (CLLRNet). Recognizing the importance of the early years, CLLRNet and the Canadian Child Care Federation
(CCCF) have created a resource kit
for caregivers, early childhood educators and parents. "It is so important," says Starcok, "to get the research findings about early literacy and language development into the hands of the people who can truly make a difference with kids—every day."
Listen. Talk. Look. Read.
But where do you start? Both Dr. Shaw and Ms. Starcok agree that you start at the very beginning, by making language, words and books a natural part of playtime and daily activities.
And don't forget to sing and play!
Music, songs, rhyme games and rhythm make it easier for babies and children to join in and to remember words and sounds. And its fun! Find a family literacy program in your community that will help you learn new songs, bond with your child and meet other families in your community.
Computers are great for learning and they're fun. They get children to think and help hand-eye coordination. They open up a whole new world and even teach skills for future work. Although there are some problems and dangers that go with using computers, especially for children, if you pay attention to what they are doing and set some rules you'll have less need for worry.
There are some problems you can watch out for when your child uses the computer, especially if they have internet access. Some possible problems are:
There are some things you can do to make sure your children are safe and using the computer in a healthy way.
Talk with them about using the computer
Be interested
Play the games your children play. Join in their computer activities. If you know what they are doing, you can feel more comfortable about what they are learning. It will also help you see warning signs before things become a problem.
Limit computer hours
Work out computer times and limits that you both can agree on. Using the computer too much can take away from other positive activities like playing with friends, participating in sports, reading and hobbies. Since being inactive is a huge problem for today's children, parents need to limit the amount of time their children spend in front of the computer (as well as the TV).
Put your home computer in a public room
Related resources:
Managing Media Use in the Home
Canada Safety Council (visit the "Internet Safety" section)
Children at Computers
Bulletin for Parents: Kids Take on the Media
Media Awareness Network (Section: for parents)
Many parents are concerned about whether their child will develop a peanut allergy. A severe allergic reaction to peanuts or other nut products can be very serious, even life-threatening.
While some food allergies, like milk and eggs, are likely to disappear as children get older, peanut allergies tend to last for many years. Compared with other food allergies, peanut allergies can also be more serious.
Children who are allergic to peanut products can have a serious reaction called anaphylaxis. Anaphylaxis is when the body's systems overreact to something, in this case a food that triggers an allergy. It can involve swelling, difficulty breathing, stomach cramps, vomiting and diarrhoea. An anaphylactic reaction can cause a coma or even death.
It's important that children who have a life-threatening allergy to peanuts avoid peanut products completely. Many schools and child-care settings have banned peanut products. This is recommended when there are children who have peanut allergies.
Children most at risk of having a peanut allergy are those whose family members - parents or siblings - have food allergies. If this is the case, talk to your paediatrician or family physician about what you can do. There are tests that can tell whether or not your child has allergies. You may need to see a doctor who specializes in allergies.
There is, however, one important reason not to feed young children peanut butter: it can cause choking. Sticky foods like peanut butter can block a child's airway. Peanut butter - served alone or on a spoon - is not safe for children under 4 years. If you do serve it, spread a thin layer on a cracker or bread. Peanuts and other small, round, smooth objects can also cause choking by blocking a child's windpipe.
Related resources
Anaphylaxis Foundation of Canada & Anaphylaxis Network of Canada (merged into Anaphylaxis Canada)
Ontario Medical Association
Peanut allergy: What you need to know
Helpful hints for healthy parenting: Child & Family Canada
Developmental Assets™: The Search Institute
Developmental Assets™: Alliance for Children and Youth of Waterloo Region
Maslow's Hierarchy of Needs: Investing in Children
Resiliency: Safe Schools Manitoba
Understanding Resiliency: Resiliency Canada
Centres of Excellence for Early Childhood Development: www.excellence-earlychildhood.ca
Council for Early Child Development: www.councilecd.ca
Early Childhood learning Knowledge Centre: www.ccl-cca.ca
Invest in Kids: www.investinkids.ca
Nobody's Perfect Program: http://www.phac-aspc.gc.ca/dca-dea/family_famille/nobody-eng.php
What's Wrong with Spanking: http://www.phac-aspc.gc.ca/ncfv-cnivf/familyviolence/pdfs/nfnts-spanking_e.pdf
National Clearinghouse on Violence: http://www.phac-aspc.gc.ca/ncfv-cnivf/familyviolence/
Canadian Paediatric Society: http://www.cps.ca/
The Canadian Association of Family Resource Programs: http://www.frp.ca/