The “Tummy Time” Dance is a great way to get in 3 minutes of “Tummy Time” while having fun with your baby!

Ariko and I  just finished our “Tummy Time” Workshop  at the Hollywood Pump Station and enjoyed introducing parents to our fun  ” Tummy Time ” activities. Parents who would like to purchase the CD that  we use for our tummy time dance should go on line to www.amazon.com/Whaddaya-Think-That-Laurie-Berkner/dp/Boooo4SR1J and keep on dancin’ with your babies!

Is your child ready for Preschool?

Introducing Megan Baker, M.A. and Positive Parenting

Megan Baker, M.A.

Marriage & Family Therpist Intern

IMF 68131

We are pleased to have Megan Baker join our team at the early childhood development associates. She comes to us with a rich and diverse background in educaton as well as therapy. She has an undergraduate degree in psychology with an emphasis in child development from Cal State Northridge. She has a graduate degree in Clinical Psychology from Antioch University. Megan was a classroom teacher with LAUSD for  many years prior to becoming a therapist.

We are happy to welcome Megan to our staff!

Do you know that we Skype?

http://www.youtube.com/watch?feature=player_embedded&v=WuAUzaQa3KM

To book an appointment:  Email us at info@ecdevelopment.org or call 323-655-5580

Consultation Description: Sleep, or more accurately, the lack of sleep, is one of the most challenging aspects of parenting during the early years of your child’s life. The biggest hurdle is getting your baby or young child to sleep through the night. “Sleepy-Time” offers parents a gentle, sensitive, child-centered approach to sleep that speaks to the uniqueness of each parent and child. This consultation will help you to have a better understanding of your child’s developmental stages, sleep needs and learned responses so that you can work together to get the soothing rest you both need.

Location: 8344 Melrose Ave. Suite 23, Los Angeles, California 90069

 Marilee Hartling, RN, MFT

Successful Playdates

Guidelines for Setting up  Successful Play Dates

l.  Make the play date short, especially in the beginning.  A 1 hour play date is long enough. You can decide later to extend the play date as your child comes to know his friend and you see how the 2 of them interact.

2. Talk with your child ahead of time about sharing.  Help him to decide which toys he will share on the play date and which ones he  does not want to share.  Make sure that the toys he does not want to share are put up and away before the play date begins. Remind your child that the toys that are left will be shared with his friend when he comes over to play. 

3. Have a plan ahead of time about the activities that will be offered during the play date. Share this plan with your child.

4. Discuss with the friend’s parents any concerns ahead of time and ask about favorite activities.  

5. Be available to help during the play date.  This assures a successful experience for both your child and his/her friends.   

For more information, contact us at info@ecdevelopment.org or 323-655-5580.

Individualized Sleep Consultation Available

To book an appointment:

Email us at info@ecdevelopment.org

Location: 

Early Childhood Development Associates

8344 Melrose Ave. Suite 23, Los Angeles, California 90069

Ages: Infants, Toddler, and Young Children

Consultation Description: Sleep, or more accurately, the lack of sleep, is one of the most challenging aspects of parenting during the early years of your child’s life. The biggest hurdle is getting your baby or young child to sleep through the night. “Sleepy-Time” offers parents a gentle, sensitive, child-centered approach to sleep that speaks to the uniqueness of each parent and child. This consultation will help you to have a better understanding of your child’s developmental stages, sleep needs and learned responses so that you can work together to get the soothing rest you both need.

Marilee Hartling is a registered nurse and sleep consultant who worked for many years in maternal-child nursing and led the “First Weeks Group” at Cedars- Sinai Medical Center prior to conducting groups privately. She is also a licensed marriage and family therapist and a child development specialist. Marilee specializes in working as a therapist with parents, infants and children from birth to age 12 in her private practice in West Hollywood. Marilee is the mother of 4 grown children and is also a happy grandmother.

For more information:

Website: www.ecdevelopment.org 

Phone: 323-655-5580

5 Tips for “Positive Parenting” by Megan Baker, M.A.

5 Tips for “Positive Parenting”
On February 4, 2012. By Megan Baker, M.A.
Marriage and Family Therapist Intern

Early Childhood Development Associates

No matter who you are, and whether or not you’re engaged in a program to correct your child’s behavior, there is a great deal that you, as a parent, can do to reduce or prevent social, emotional, behavioral, and adjustment difficulties. These tips may seem to you like common knowledge, and you may have already heard the same information from numerous experts. However, we can all use a refresher course and a gentle reminder once in a while.

Here are five helpful tips for Positive Parenting:

1. Instruct calmly. By modeling calmness and reasonableness, your child will regard you as a resource rather than someone to steer clear of. When teaching important lessons or talking about difficult issues, make a point to sit on the couch together or try taking a walk rather than trying to instruct during your child’s tantrum or when other children or parents are around.
2. Listen to your child. Listening attentively to your child not only improves their self-esteem, it represents a healthy exchange that will help your child with interactions later in life. When children feel comfortable coming to parents to ask questions, the parent is considered an “askable” parent. Being an “askable” parent is particularly important because children and adolescents would honestly rather discuss touchy subjects with their parents than with outside sources like school friends or the media.
3. Solve problems together.  Become clear about your behavior goals for your child. Try making a list of all of the unwanted behaviors as well as their positive opposites, and work with your child toward the desired outcomes.
4. Be generous with affection.  Physical contact with your children throughout life is vital to their development, to their ability to respond to stress, and increases both physical and psychological comfort. A simple hug, kiss, or gentle pat on the back can also make praising your child more effective.
5. Take care of yourself.  Being a bit selfish in your daily life is actually beneficial for both you and your family. If you are too burnt out, the negative effects of that stress will show in your interactions with your children and your primary relationship. So, take some time to recharge and refocus your energy. Make a list of the things you enjoy doing that help you feel more calm and relaxed and post it in a noticeable place. Do these things as often as you can….your family will thank you for it.

Suggestions Summarized from “The Kazdin Method: for Parenting the Defiant Child” by Alan E. Kazdin, Ph.D.

For support with parenting and any other early childhood questions  give us a call at the early childhood development associates (323-655-5580) on melrose.

5 Tips for Handling “Preschool” Separation Anxiety

Preschool Separation Anxiety

Preschool Age  Separation Anxiety may be the most exhausting form of separation anxiety.  Usually related to a new stress such as going to preschool for the first time,  going to a play date without a parent, having a new sibling, or moving to a different house.  This usually lasts only a few weeks.  Preschool separation anxiety is common and normal. Children are in an unfamiliar place when they start a new school and they are not sure who to trust.  In preschool, they have to share the attention of the teacher with all the other children. This is a very big milestone in a preschool child’s life.

5 Tips for Handling Preschool Separation Anxiety

1. Let your child know it’s okay to feel uneasy at first.  (Normalize his feelings).  Let him know he will be able to  handle his feelings by reminding him of another time when he did just that.

2. Make a book or story about the  change and read it to your preschooler    ( check Marilee’ blog about making books).

3.  Plan some extra one-on-one time  with your preschool age child.   (example: have your child pick his/her favorite game to play with you).

4. Develop a predictable bedtime routine.  This is especially helpful when your child is having a tough time.    It helps to show him/ her that there is order in her world.

5.  After completing a planned and thoughtful transition with your preschool age  child,  he/she  should adjust to being left at preschool without difficulty.  Make your “good- bye” short and sweet.  Don’t linger.  Say “bye-bye”  followed by ” see you after school”  with a smile  and  a confident  wave.  Then leave. Prolonging the leaving will make your child wonder if there is something wrong.  It will make him/ her feel anxious.

For support with separation issues and any other early childhood questions  give us a call at the early childhood development associates (323-655-5580) on melrose.

Marilee Hartling, RN, MFT and Ariko Yoshizawa, MA 

Announcing Our First Recording Session

We recently traveled to Ray’s recording studio  with our Wednesday Toddler Group  to record some of our infant and toddler group songs.  Marilee brought her guitar.  Ariko brought the children’s gathering drum. Evette and Genie brought the shakers and scarves.  Our mixer, Reggie, winner of  8 grammies, was there to make sure we sounded good. Moms and Dads came along with their toddlers. Everyone had a great time!  

                                                                                                                                                                                                                                                                                Ray’s Recording Studio

                                                                                                                                                                                                                                                                  Wednesday 10AM Toddler Group

 Look for the release of our first CD soon!

The Top 10 reasons for your baby to do “Tummy Time”

Did you know that Pediatricians and physical therapists are concerned that babies are spending too much time on their backs when they are awake?   Parents are encouraged to get their babies  to  spend at least 30 minutes a day on their tummies while they are awake.  We call this  “Tummy Time”.  Parents sometimes forget how important it is to have their infants spend time on their tummies!  However, it’s  often difficult to get babies to play in this position.  Babies generally  resist ” Tummy Time” and may protest loudly when parents turn them over.  Babies who have not been put on their tummies from the very beginning may  experience this as an unfamiliar position and they don’t like what is unfamiliar.

The Top Ten Reasons for your Baby to do “Tummy Time”

l. ” Tummy Time” gets babies off of their backs and provides a break for the posterior occiput (back of the head).  This lessens the chance that your baby will develop positional plagiocephaly (a flat or asymetrical head) which might require helmet therapy.

2.  ‘Tummy Time” lessens the chance that a baby will develop acquired torticollis which involves neck muscle shortening when a baby’s head maintains primarily one position.  Sometimes babies may need some physical therapy for awhile to correct this condition.

3.  “Tummy Time” promotes the development of strong head and neck muscles by allowing your baby the chance to hold his head up against gravity. This paves the way for your baby to push up, roll over, sit up, and crawl later. “Tummy Time” is indeed related to faster achievement of developmental milestones.

4. “Tummy Time” is great for stretching and giving the abdominal organs a sort of “massage” which then stimulates normal bowel functioning and can help to eliminate baby gas.

5.  “Tummy Time” enhances posture and coordination.

6. “Tummy Time” helps to develop your baby’s visual system including tracking.

As your baby lifts his head while on his tummy he looks to both sides . This helps the coordination of 2 eyes together as he follows movement and looks for interesting toys positioned in front of him.

7. “Tummy Time” helps to develop your baby’s throat and mouth area muscles as your baby looks up and moves his head. These are some of the muscles needed for speech and language development later.

8. “Tummy Time” reduces any tightness in the head and neck muscles. For your baby’s brain and nervous system to function at their best the head and neck muscles need to be as free as possible from tightness.

9. “Tummy Time” helps babies to develop both near and far vision. We call this “visual organization” which begins while they are on their tummies. “Visual organization” is especially important later on when your baby grows and  goes to school.  He will need this organization as his eyes switch back and forth from blackboard to desk.

10.  “Tummy Time” simply promotes good health and prevents problems related to motor development and learning later. Prevention of problems is always better and easier than trying to fix problems after they happen.

Tummy Time Workshop!

Come to our “Tummy Time” workshop at the Hollywood Pump Station on January 27th at 1PM and learn how to get your baby to LOVE  “Tummy Time.”  We will give you ideas and activities you can utilize at  home , some of which we will actually practice during the workshop,   to make sure your baby gets enough “Tummy Time” throughout the day.  Our “Tummy Time” activities are enjoyable for both babies and parents.  You and your baby will have fun!

For more information about “Tummy Time” , contact:

Marilee Hartling RN, MFT or Ariko Yoshizawa MA

(323) 655-5580

www.ecdevelopment.org

To register for the “Tummy Time” Workshop, contact:

The Hollywood Pump Station

(323) 469-5300

Nathan  attends our ” FIRST WEEKS”  group at the Hollywood Pump Station on Mondays.  He has been practicing “Tummy Time” in our  group since he was one month old and really enjoys it! So does his dad!!

Our Preschool Prep Group- 8 Activities that Prepare Kids for Preschool

Preschool Prep Group

Preparing Kids for Preschool

In our Melrose office we offer a 1 and 1/2 hour group experience for children ages  2   1/2  to  3 years old that focuses on preparing children for the transition from toddler group to preschool.  Many of the children who have grown up in our infant and toddler group programs move into our Preschool Prep Group once they turn 2 or 2  1/2  years old when parents begin to plan for and anticipate  the start of preschool.  We recommend 6 months of this group before the big transition.

Our Preschool Prep Group focuses on the skills that will be helpful to each child (and parent)  in transitioning to any preschool program.  Children who have grown up in our infant and toddler groups already have had some experience with gentle separation from parents as they have crawled and then “toddled” away from parents through the open door between  our Group Room and  our Play Room.  In our Play Room  infants and toddlers are  provided gentle support in separation as well as planned activities that promote developmental progress while parents participate in discussion in the Group Room.

“Bye,  Bye Mommy!”

During their stay in our Preschool Prep   Group,              children  have a chance to practice separating from Mom and Dad in a more “grown up” way.   As they leave the Group Room and  enter the Play Room they wave to Mom or Dad and say “Bye,Bye”  knowing that Mom or Dad will be further away than they were in Toddler Group but still  in  the building where they will be sharing a cup of coffee or having lunch with other parents.  For  toddlers who have been with us for awhile, this next step in   separation happens in an already  familiar environment which lowers anxiety and results in a positive separation experience.   This positive separation experience in our Preschool Prep Group is one more important step towards the bigger separation experience and independence  children  will experience when they go off to preschool.

Activities that Prepare Children for

the Transition from Toddler Group to Preschool

1) Children practice doing  a special  job  during music time  (example: holding the basket and collecting the  shakers or bean bags from friends in order to put them away,  assisting group leaders  in carrying toys or bringing out the parachute,  collecting & putting away the scarves, etc.)

2) Children  practice lining up with friends  for transitions

3)  Children practice having a  positive separation from Mom or Dad when parents leave ( and so do parents)

4) Children practice  speech & language as well as social skills while sharing lunch around the table with friends and group leaders

5)  Children practice sitting and  listening during “Story Time”

6) Children practice  resolving conflicts with friends while  group leaders teach children to  trade and to  take turns while using the big sand timer.

7)  With adult assistance children  practice using their words with a friend when there is a need instead of hitting, pushing, kicking or biting

Children  learn to work together with friends during music time & play time. (examples include holding the parachute handles and moving the parachute up and down together to get the paper “popcorn” to “pop”  in the parachute during  the Popcorn Song,   building  a parking garage together with blocks and then “parking” the cars, measuring  and mixing ingredients to make play doh, etc.)

Children and parents who attend our Preschool Prep Group often develop close friendships that continue long after the group ends.

Friends forever!

Marilee Hartling RN, MFT

Ariko Yoshizawa MA

Our Next “Tummy Time Workshop”

Come join our “Tummy Time Workshop”

Our pediatric therapy group is working on educating families with young babies about the importance of “Tummy Time.”  We provide information and opportunities to practice “Tummy Time” in our Developmental “Mommy and Me Groups.”   Check out Marilee’s popular blog about

The Top 10 Reasons for your Baby to do “Tummy Time.”

Our next “Tummy Time” workshops will be offered January 20th at the Santa Monica Location and January 27th at the Hollywood Location.

In our workshop, we demonstrate and practice some easy techniques to make it enjoyable for both you and your baby. You can begin as soon as your baby is born. This class is for newborns and young babies up to age 6 months. Bring your baby and BYOB (Bring Your Own Boppy).  If you would like to sign up, please call Pump Station at (323) 469-5300.We look forward to meeting you and your babies soon at the workshop!

Marilee Hartling, RN, MFT, Infant and Child Development Specialist
Ariko Yoshizawa, MA, Child Development Specialist

Play Dates and PlayGroups: 5 Strategies to Help Young Children Resolve Conflicts on Play Dates

Taking Turns with the Watering Can

Social problem solving skill development is a process that begins very early in childhood.   We see the progression of these skills every day in the toddler groups in our office on Melrose where children and parents meet weekly for facilitated developmental play and parent discussion. We recommend that parents schedule  play dates at least once a week  so that their toddlers and preschoolers have the opportunity to practice their developing  social skills.  The following are strategies that will support  emerging social relationships, facilitate friendships, and resolve conflicts.

5 Strategies to Help Develop Social Problem Solving Skills on Playdates

Strategy 1:   Calling for help

On playdates we teach toddlers about the benefits of learning to use their words instead of hitting, pushing, biting, etc. when there is a conflict.  One of the best phrases we can teach our young children to use is  “help me”.   The tendency to call for help emerges as children develop and adults respond. Quick responses to calls for help when children get too close to each other or have a conflict tells children that their communication is received. When we validate these calls for help, children learn that the world is responsive to their needs.

When 2 chilren want the same toy, both may grab it and then scream for help. Parents should be  responsive to these situations, validate the call for help and begin to help the children involved to  understand that although grabbing didn’t work, there are some other strategies that will work better.   (see below)

Strategy 2: Trading

When children’s expressive language skills are not yet sophisticated enough for them to deal verbally with their peers, parents can teach them “trading”.  In a situation in which one child begins shrieking as another child grabs a favored toy, parents can hand the child who is grabbing the toy  another one of equal interest, to trade and say “Ask him to trade with you!”, or “Give her the doll in exchange for the book.”    The concept of trading  (exchanging something for something rather than something for nothing)  facilitates social skills that can be expanded as children grow.

Strategy 3: Taking Turns

After trading is learned, the concept of “taking turns” can be introduced on play dates.  This requires children to delay gratification for a little while and to participate as an onlooker until the other child is ready to take a turn.  Sensitive adults can help children learn this skill by explaining what is happening while providing the physical support and supervision necessary. Parents can say “Who had the toy first?” and “Let’s give it back to Jasper because he had the toy first” followed by “Say ’Turn please’  if you want a turn, Jacob” and “Let’s use the timer so we know when it is time for your turn .”  We recommend use of the large 1 minute sand timer from Lakeshore for this purpose .  Another way to facilitate taking turns is to say,  “Let’s count to 10 and then it will be Jacob’s turn”.  Counting to 10 is a good way to go when playdates occur outdoors or in an environment in which there is no place for a timer.

Strategy 4:Walking away

“Walking away” is a technique used to help children begin to use words rather than  aggressive  actions to solve problems.  There are 2 forms of “walking away”.  I can tell you to walk away from me or I can  walk away from you if you are bothering me.  Both techniques empower children to solve their own problems while using words as problem-solving tools. “Walking away” is an adult-supported activity during early childhood.  Parents need to be close and remind the child to talk to his friend who is standing too close. “Tell Henry you don’t like it when he stands too close. Tell him,  ’move please!’ “  Parents provide the words and the support.

Strategy 5:  Making a Plan

When there is a conflict on a play date,  facilitated “plan-making” helps both children to get a turn with a treasured toy. This also requires adult support.

Parents can say ”I have an idea about how to solve the problem so that both of you will get a turn  followed by  “Ruby will use the toy for 3 minutes, and then I will help Ruby to give the toy to Grace for 3 minutes.”  Then the parent helps the second child to find an activity to do while she waits.  “ And right now I will help Grace to find another activity to do while she waits. Let’s go blow some bubbles, Grace!”

“Plan-making” keeps parents from becoming referees on play dates.  No one loses. One child has to delay gratification, but she gets the adult’s help in doing so. “ Plan- making” also keeps parents from saying “no” all the time.  Having a plan is very different from not being able to do something.

We consider facilitated play dates to be an  important part of young childrens’ early education and social development. Play dates help to  prepare children for school and for later success in their community and work place.

Making Personal Story Books Help With Children’s Worries and Anxiety- Part 3

Personal Story books are helpful for Children of all ages who are handling changes or transitions. 

Changes and transitions are much more difficult when they are unexpected. This is true  for parents as well as for children.   Accidents, emergencies, and other upsetting situations can be hard on parents too.  It is hard for children to see their parents frightened.   They respond automatically to their parent’s feelings even more than they do to their own feelings.

Some people in attempting to reassure parents, suggest that the child will not remember the event and advise not talking about it.  However, early childhood experts know that a child, even one without language, can absorb the scary feeling of the event. A simple “narrative” or story about the event can be an important tool to use to decrease childrens’ anxiety and to prevent ongoing “worry feelings.”

We provide services to children and families in our office when there are transitions, changes, a traumatic events.  We invite you to call our office at (323)655-5580 or contact us via email at info@ecdevelopment.org for questions or consultations.

Making Personal Story Books Help With Children’s Worries & Anxiety- Part 2

 5 Guidelines for Creating a Personal Story Book for Your Child

1. If your child is old enough, involve her in the story making process and make the book together. (example: picture above shows Daddy and Daughter are creating their book “Daddy Goes to Work in New York” before he leaves.)

2. Use simple, age- appropriate language and tell what has happened or what will happen later. (example for a 2 year old: the cars made a big noise, Mommy-Daddy looked worried, Mommy got a “boo-boo” on her head, Mommy went to the hospital to get her “boo-boo” fixed, Mommy got a band-aid, Mommy is all better)

3. Seek consultation for help with age- appropriate language if necessaary.  (consultations and book templates are available upon request at Early Childhood Development Associates through the website or by email at info@ecdevelopment.org)

4. If your child is old enough, include some of her drawings in the book.  (see example picture included in the book “Daddy Goes to Work in New York”- notice the child’s drawing which included an airplane )

5. Make sure your childs story book is readily available whenever he needs it so that he can see, touch and hold his book whenever he wants.  Older children may love to read their books to you.  Younger children may want to have you read their book over and over again. Several children we know like to keep the book under their pillows at night as a sort of “transitional object.”

We are available for consultations if you need help with your child’s personal story books. 

Contact Marilee Hartling, RN, MFT at 323-655-5580 or email at info@ecdevelopment.org

Making Personal Story Books Help With Children’s Worries & Anxiety- Part 1

Many of our calls at the Early Childhood Development Associates come from parents, grandparents, and teachers who are concerned about their children’s worries and anxiety. Children worry when things happen unexpectedly, when there are transitions or separations, and when there are scary experiences. We believe that creating stories about these events in the form of a book can be a wonderful way for children to find relief and to master their worries and anxiety. The stories and books that we create at our center can also be created by parents and caregivers at home. Creating a story about a difficult experience helps children to acknowledge the feelings about the experience and then to gain mastery over that difficult experience.

Story books can be simple or fancy. They can be typed or hand written. Books can be made using photographs, drawings, magazine cutouts, or using simple, hand drawn  stick figures. The pages can be tied together with ribbon, stapled together, or bound together at Kinkos. There is no one right way to make a book for a child and many possibilities.

The following are titles of story books we have made in our office for children who have come in for play therapy in order to deal with events or situations that have caused them worry or anxiety:

1.  “Fixing My Boo-boo” (for a child who needed stitches in the ER)
2.  “Daddy Goes to Work in New York”
3.  “I’m Going to Preschool”
4.  “Mommy Goes to the Hospital”
5.  “A New Baby at My House”
6.  “Bye Bye Old House, Hello New House”
7.  “The Story of My Life”  (for  an adopted child)
8.  “Mommy and Daddy Live in Different Houses”
9.  “Mommy and Daddy Go to Texas for a Wedding”
10.  “Hello and Goodbyes”  (for a child saying Good-bye to his nanny   and hello his new au pair)
11. “My Big, Mad Feelings”
12. “Mommy Goes to Work”
13.  “Bye Bye Grandpa John”
14.  “My Sleepy Time Book”

There are many other titles and topics that could be made into books. 

More about books –next blog.

Toddler Group Graduation

Every summer during the last week of August our oldest toddler group members traditionally graduate from our group program and move on to preschool in September. There is a graduation ceremony and party that follows. Grandparents, siblings, and special friends are invited to attend. It is a very special celebration.

 This year was no exception as 2 groups of toddlers came with their families on August 31st to claim their hats and diplomas and to say “bye-bye” to the program , people, and play room that has been an important part of their lives. Most of the toddlers who graduated started in our group program when they were young infants. This means that our toddlers, our toddler parents, and our staff members had known each other for at least 2 and a half years. That’s a long time! For this reason, graduation is usually both bitter and sweet. We will certainly miss each other when we no longer meet together once a week. Evidence of this was seen in the tears that were shed on graduation day last week by both parents and staff members as we said good-bye to each other. The children’s book entitled, “I Hate Good-byes” was appropriate for the grown ups as well as the children.

 What helps us when we experience these sad or bitter feelings is the realization that we will always have the sweet memories of the experiences in each group as we watched our children grow and develop. If we begin to forget, all we have to do is to slip that graduation DVD into the DVD player and the memories will all come back. Just ask any of our graduate parents from past years. Parents report that the graduation DVD continues to be a favorite for children and families many years after they have graduated from our program. What also helps is the realization that we have all learned so much together! Our hope is that the parenting tips and strategies discussed during toddler parent discussion time will continue to be useful long after families leave our program.

Bye,Bye Toddler Group

Hello Preschool!

6 Things I Learned in Infant and Toddler Group

6  Things  I Learned  in My  Infant and Toddler Group

1.  As an infant I learned that the world is a safe place.

Whenever I had a need, I cried and Mommy, Daddy, or a special grown up responded. I could count on it!   In my infant group all the Mommies and Daddies  learned that this is very important.

2.  As I began to crawl away from Mommy &  Daddy  I learned that I really am a little person separate from my Mom & Dad.

This was very exciting! And sometimes it was scarey too!   As I crawled into the play room during group time while Mommy was involved in parent discussion, I was eager to explore.  But then I would look around and suddenly realize that I couldn’t see Mommy!..Does she still exist when I can’t see her?  I wasn’t sure!   Sometimes I would cry.  Ariko, Zeb, and the other child development specialists would pick me up and bring me back to check in with Mommy.  Once I checked in I would feel better and then I  would crawl away again.  Soon I learned that I can be OK with other grown ups caring for me and I can be OK even when I can’t see Mommy. I also learned that when Mommies and Daddies leave, they always come back.

3.  I learned that I could walk and climb and survive the tumbles that happened along the way.

When I fell on the  soft, padded,  spongy  floor in the toddler play room while  I was learning to walk and climb, it was no  big deal. It was  a surprise, but it didn’t  hurt.  I was willing to  get up and try again.

4.  I learned that I could use my voice and words to communicate.

Music time with Mommy & Daddy increased my “phonological awareness” which helped me with my speech development.  There was no stopping me from talking or communicating!

5.  I learned that I can play with other children and be a part of a group.

Sometimes I wanted the same toy my friend had!  Ariko, Zeb and the other grownups helped me to learn to wait, to trade and to take turns. I will still need help with this and lots of practice in preschool, but I am off to a good start.

6.  I learned that I am prepared to go to preschool now.

The structure of my infant and  toddler group along with  some of the table top activities  helped me to get ready. So did the help I received from the grown ups who taught me about taking turns and sharing.  The stories about going to preschool helped me and my parents to know what to expect so the transition would be easier.   I am good to go!

Congratulations   2011  Toddler   Graduates !

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7 Tips on How to Survive the First Year

The first year of life for baby twins and multiples is all about learning and adjusting.  Many of our parents report feeling overwhelmed at first with everything they need to learn and do in order to take care of more than 1 baby.  Here is a list of tips on how to survive the first year with twins and multiples shared by the parents in our Twins and Multiples Group at the Pump Station Hollywood.

7 Tips on How to Survive the First Year

1. Get the right help at home at the right time. The kind of help you need and the hours will vary with the needs of each family.  Maximize the help by identifying peak times of daily stress and make sure you have extra hands at those particular stressful times.  An example:  If you anticipate that early evening, dinner time and bed time will be particularly difficult because daddy works long hours and is not home to help, then you may want to utilize your helper(s) in the evening rather than the early morning.

2. Establish a routine with twins and multiples as early as possible.  This will make their lives (and yours) easier.

3. Keep a journal or simple feeding log in the beginning so that you can keep track of feeding and diaper changes.  This helps when you are tired and sleep deprived to remember which baby was attended to last.  This also helps your helpers.

4. “Tandem nursing” or “tandem feeding” together is recommended which helps babies to get on the same feeding schedule.  Our parents recommend use of the “My Best Friend- Twins Plus Nursing Pillow- Delux”, a pillow for tandem feeding.  This is sold at the Pump Station.

5. Teach each baby the difference between night and day as early as possible so everyone gets more sleep.  Keep interactions to a minimum at night.  Play and socialize during the day time.

6. Twin and Multiples can sleep in the same room.  Many parents believe that the presence of the other baby or babies can be calming.  If one baby’s crying wakes another it is ok.  This helps babies to be, eventually, on the same feeding and sleeping schedule.

7. Let go of little things and don’t “sweat at the small stuff”.  Baby twins and multiples do grow up and this is just the first stage of an exciting journey ahead.  Enjoy it!

The next session of our Twins and Multiples Group starts on Monday, June 20th at 10am at the Pump Station Hollywood. For more information about the class, visit http://www.pumpstation.com/pumpstation/dept.asp?dept_id=3716 or check our website at www.ecdevelopment.org.  To register for the class: email us at info@ecdevelopment.org.  Space is limited so sign up today!   We look forward to sharing a wonderful time together.

Group leaders are: Marilee Hartling RN, MFT, leader of “First Weeks” group and  Edi Cooke, PsyD., mother of 4 years old twins.

Our Butterfly Story by the Preschool Prep Group

Our Preschool Prep Group

dictated a story after the release of the butterflies

OUR   BUTTERFLY   STORY

m

Once upon a time there were  5  caterpillars in our play room

Max:  ”and there was a little house and then the caterpillars  turned into butterflies!”

Tyler: “BIG BUTTERFLIES!”

Marilee:  ”and we named them John, Paul,George,  Ringo, and Jane”

And then what happened?

Tyler:  ”I went to find oranges and flowers to feed the butterflies.  I found yellow and red flowers.”

Ariko:  ”We went downstairs to Mel and Rose and they gave us a free orange to feed the butterflies. We cut the orange into slices. “

Tyler:   “I put the orange slice into the butterfly cage.”

Ariko:  ”I dropped sugar water on the flowers.”

Tyler:  ”I dropped sugar water on the oranges.”

Marilee:   “And I took the butterflies to my house in their cage.  I took them to my garden and I let them go and they flew away up into the sky.”

Where do you think the butterflies went?

“Olivia:  ”They flew to a place that had oranges so they could have more food!”

Marilee: “and they lived happily ever after!”

The End

by

Tyler, Max, Olivia, Paulina, Ariko, Blaine, and Marilee

!”The End

6 Tips for Handling “Toddler” Separation Anxiety

“Mommy, Don’t Go!”

Toddler Separation Anxiety

Toddler separation anxiety may peak any time between 12 and 24 months.  Toddlers have a strong sense of attachment to their parents and now have a desire to have some control over their lives.  Toddlers know that tantrums and screaming usually get a reaction and they give it their best try.  Here are some tips to make your departure go a little smoother by involving your child in an activity before leaving and also by reminding her that mommy will always be back!  These  tips will help your child cope during your absence.

6 Tips for Handling “Toddler” Separation Anxiety

1. Develop a “good-bye ritual” such as two kisses and a high-five.  The ritual creates order around the departure for both parent and child and provides security.

2. Give your toddler a small job.  (Example: “Shut the door for mommy” or “Do you want me to honk the horn two or three times as I drive away? Show me your fingers!”)

3. Provide ETA.  (Example: “I will be back after snack time” or “I will be back after nap.”)  Do your best to return when promised.

4.  Use a “Transitional Object”.  (Example: Provide a picture of Mommy and Daddy or a “blankie “, “lovie”, or stuffed animal that your child is attached to)  These objects will give your  child comfort and a sense of security even when his parents are away.

5. Remind your toddler that you always come back.  Listening to  Hap Palmer’s song  entitled   “My Mommy Comes Back”. This song is so reassuring to young childen.  “My mommy comes back,  she always comes back,  she never will forget me.”

6.  If you are going away on a trip and will be away from your child , whether it is overnight or for a week-end, we recommend making a “book” for your child in which you tell the story of the trip and talk about  the separation.  In the book you will let your toddler know who will take care of him while you are away and when you will be coming back.  (more on making books in a later blog)

Bye,  Bye!

For support with separation issues and any other early childhood questions  give us a call at the early childhood development associates on melrose.

(310) 433-1310

Marilee Hartling, RN MFT and Ariko Yoshizawa, MA

8 Tips for Handling “Infant” Separation Anxiety

Infant Separation Anxiety

Infant  Separation Anxiety begins  around 6-8 months when infants suddenly become fully aware that their parents exist apart from them.  They understand that their parents can leave,  but they don’t,  however,  fully understand that they are coming back.  This can last several weeks to several months.   Infants eventually realize  that their parents are not disappearing forever, but just going to the bathroom!  And they will come back.

In our ” Mommy and Me ” Program,  we “practice ” parents going away and coming back every time we play peek-a-boo and every time  we use our colored scarves while singing the  song,  “Someone is Hiding” .   This helps infants to understand and to manage their separation anxiety.  For toddler separation anxiety we also recommend  listening  to one of our favorite songs on our Hap Palmer CD entitled   “My Mommy Comes Back”.  This song is so reassuring to young childen.  “My mommy comes back,  she always comes back,  she never will forget me.”

Here are 8 Tips for Handing Infant Separation Anxiety

1. Play “peek-a-boo”  several times a day. This activity is a way for babies to “practice” their understanding of going away and coming back.

2. Tell your baby you are going away into the other room and then say a big “I’m back” when you come back.

3. Introduce your baby to other regular caregivers such a s grandparents or a trusted babysitter during infancy for short periods of time.  These experiences can minimize anxiety later on.

4. Keep your “good-byes” short.  Prolonging your departure can give your baby the idea there is something to fear.

5. Match your body language with your words.

6. Flash a smile and give a cheerful wave.  Your baby can sense your confidence as you walk out the door.

7. Avoid sneaking off.  This interferes with trust and increases anxiety.

8.  Instruct caregivers to redirect baby’s attention directly after you leave.  Make sure that your baby’s transitional object or “blankie” is available so that the caregiver can use it to provide extra comfort for your baby while you are gone.

Watch for tips on handling toddler separation anxiety and  stranger anxiety next week.

Ariko Yoshizawa MA and Marilee Hartling RN, MFT

Tummy Time Workshop a Success

We  had a full class at the Hollywood Pump Station last Friday for the “Tummy Time Workshop”. Parents enjoyed learning about the many different ways to do “Tummy Time” and were able to try out some of the activities right there in class.  A big hit was the airplane dance which is done while babies are in the “Tummy Time” position.  Babies and their parents really enjoyed this.

In addition to our “Tummy time” activities parents and babies enjoyed some developmental activities using music and movement which included the use of shakers and colored scarves.

Even the youngest babies were able to enjoy “Tummy Time” on our exercise ball.

Kya and her mother Gina tried it for the first time and Kya became very relaxed. See Kya on our video.

“Taking Turns” in our Toddler Group Program

“My Turn!”

In our Toddler Group Program, children love to sit inside the drum and sing  “row row row your boat” during our music time- we teach children to “take turns” in the drum and to help push while “waiting” for a turn.

You can also use a timer and explain that when all the sand goes down, it’s time for our friend to have a turn.  We are also teaching children to use their words “my turn” instead of grabbing a toy from a friend.  These are all very important skills they need to learn for their social and emotional development.  We enjoy seeing toddlers starting to learn about these skills and instead of throwing tantrums, they can manage to control their emotions and to wait for their turn.  It is amazing to see the toddlers understand this concept of waiting and taking turns through  practice in our toddler program.  We are so proud of them!

Ariko Yoshizawa, MA

Child Development Specialist

Early Childhood Home Made Play Doh

We made red play doh for our toddler groups in February in honor of Valentine’s Day.  Our play doh is nontoxic and even “edible.”  It isn’t very “tastey” so most toddlers only taste it once, but it will not hurt if it is ingested.  We have received many requests for our recipe so here it is:

Early Childhood  Home Made Play Doh

2 small packages of unsweetened Kool Aid  (choose flavors with good smells and colors)

2 1/2 cups flour

1 1/2 cup salt

3 Tbs. Wesson oil

1 Tbs. Alum (like you use for pickling)

l.  Add 2 cups hot water to above ingredients and mix with spoon -smells soooo good!

2.  Kneed on floured table or bread board

3.  Place in covered container or Zip lock bag

4.  good for 3 weeks

Tip:  in our  “Preschool Prep”  Groups  we use play doh and play doh scissors to introduce  cutting  with  scissors  to  our  older  toddlers.  Cutting  play  doh  is much  easier  than  cutting  paper  and play doh  scissors  are  much  easier to hold than  regular ” kid scissors.”   Our  toddlers  love  it because they feel “grown up” and successful!

Marilee Hartling RN, MFT

Ariko Yoshizawa MA

Child Development Specialist

Choosing a Toddler Group Program: 5 Reasons Your Child’s Toddler Group Program Should Include Opportunities for “Make Believe” Play

Los Angeles parents often ask us for advice when choosing a toddler or preschool program  for their young children.  Although we do not adhere to a “one size fits all”  approach for this choice we do recommend that parents consider a developmental program that includes lots of opportunities for “make believe” play with peers.

Here are 5 reasons why “make believe” play should be an important part of your young child’s learning experiences:

1.   “Make believe” play allows your child to learn and practice new cognitive and social skills.

2.   “Make believe” play is a way for your child to explore his understanding of the world in which he lives.

3.   “Make believe” play allows your child rehearsal for adult life.

4.   “Make believe” play is a good medium for your child to express feelings.

5.   Research has documented a connection between children’s play behavior during the early years and a wide range of emerging skills including  memory, vocabulary, reasoning, creativity, and impulse control.

” I’m Going Shopping!”

Your child learns from playing alone, playing with friends, and playing with his parents.   Playful interactions stimulate your child’s brain and are key for your child’s development of a positive self concept.

Young children are provided with many opportunities for make believe play in our toddler groups and in our “preschool prep” program.   One of our toddlers was very  excited to report that she went with mommy  to the dentist yesterday.  “Come and  play dentist with me!” she said to her  toddler group friend.

“Say Ahhh! I’m going to check your teeth!”

“Rinse in this cup!”

In addition to having fun, these toddlers are using “make believe” play to prepare for the day when it will be their turn to go to the dentist! This kind of “make believe” or symbolic play helps children to master their fears of new situations such as going to the dentist or doctor.

Marilee Hartling RN, MFT

Child Development Specialist

Licensed Child and Family Therapist

Playing With Your Baby and Promoting development at 6 Months

8 Characteristics of Your 6 Month Old Infant

1. Pushes up on straight arms when on tummy

2.  Brings feet to mouth

3.  Picks up small objects and transfers from one hand to the other

4.  Rolls Back to stomach

5.  Responds to name, turns, and looks

6.  Vocalizes

7.  Looks for object after it disappears from sight

8.  Sits with support

Suggestions for Developmental Play

Interactive Visual & Auditory Play Activities

1.  Play peek-a-boo.  Use colored scarf to lightly cover baby’s eyes and have him pull the scarf off.  Duck behind a chair and have baby find you.

2.  Name objects and people.  Reward baby with clapping and praise when he looks toward the named item.

3.  Work on 2 syllable sounds such as “Bye,Bye”, “da-da”, during play.   In our infant and toddler groups we sing the “Bye,Bye” song at the end of each group, using each child’s name.

4.  Sing baby’s name and watch for response.  In our group programs we use the Children’s Drumming Song for this activity as babies and toddlers rhytmically pat the drum as we add their names to this song.

Interactive Play Activities Involving Movement.

1.  Give baby lots of time on the floor mat or quilt, encouraging rolling over and over.

2.  Place favorite toys slightly out of reach and encourage pivoting on tummy or belly-crawling.

3.  To work on balance place baby on your lap. Sing bouncing and rocking songs.

4.  Hold baby on your lap at the table and offer toys for him to grab on top of the table.

5.  While sitting at the table, encourage tapping and banging hands on table top or while sitting on the floor encourage tapping and banging on a drum.

6.  Allow extra time for adjustment to people and new places because baby is now more aware of new and different situations.

“I can sit by myself!”

 In our “First Weeks” Group at the Pump Station Hollywood, babies enjoy making noise on the drum using their fingers.

Mommy, Daddy and Me Groups – Celebrating Valentine’s Day

What Children Learn in  Toddler Groups

Valentine Hand Prints

One of our toddlers in this picture  enjoys having his hand painted by Ariko while mommy provides him with support.   He is making a handprint for Valentine’s  Day!

Some children have difficulty with hand painting because they have differences in their sensory processing which make them shy away from paint, shaving cream and other gooey substances.  Children with this challenge may have  difficulty processing other everyday sensations and may exhibit  behaviors such as  avoiding or seeking out certain kinds of touch, movement, sounds, and sights.  In our toddler group program, we help children to gradually overcome  sensory processing differences  by developing empathy for how they experience their world and by incorporating some sensory  activities  in small doses into our  play time while they are supported.   Gradually, even the most sensitive child can overcome his/her  avoidance of sensory activities and can learn to have a good time.  Then they don’t miss out!

Making Tissue Paper Hearts for Mommy & Daddy

Here is one of our toddler groups , tearing up the colorful tissue paper and rolling it into a ball… dipping the tissue paper into glue… and decorating a heart for Mommy or Daddy.   We are having fun while working on our fine motor skills!

Developing your toddler’s fine motor skills is important because it is your child’s  small muscle movements of the hands and fingers that help him/her to eventually perform school readiness activities such as drawing, writing using a pencil, cutting with scissors, holding and using a knife and fork, etc.  We start practicing fine motor skills at an early age in our toddler groups and we do it in a fun way.  As a parent, you can also encourage your child to develop these skills through everyday tasks such as closing jars , zipping zippers, or playing with  play dough.

Learning Social Skills in Toddler Group

Here is one of our  Toddler Groups.  The children sit around the table to have snack while they listen  to Marilee’s  story.  They are learning  important social skills during this activity and getting prepared for preschool.  We also recommend that  parents arrange to have ”play dates” with a  friend during the week in order to practice those important skills they are learning in toddler group…asking for help, waiting, trading, and taking turns. Toddlers  need adult support for awhile before they are able to manage  social situations on their own.  Toddler Group is a great place to start!

Valentine hand prints for Mommy and Daddy say “I love you”

Our toddlers loved this activity and so did our parents!

Ariko Yoshizawa MA

Child Development Specialist

Playing With your Baby & Promoting Development at 5 Months

7 Characteristics of 5 Month Old Infants

1. Maintains head control when pulled to sitting position

2.  Turns and rolls over

3.  Reaches and grasps for dangling objects

4.  Beginning to use one-handed reaching for things on a table

5.  Looks for dropped or partially covered objects

6.  Smiles at self in the mirror

7.  May use combined consonant vowel sounds like “da” and “ga”

8.  And more

Suggestions for Developmental Play at 5 Months

Interactive Visual and Auditory Play Activities

1.  Play simple hide and seek games with a favorite toy.  Cover parts of the toy or hide it behind cushion. Praise baby when she uncovers it.

2.  Add movement to songs that you sing to your baby.  Ex: move baby’s arms during “Row, Row, Row Your Boat” and “Wheels on the Bus”.

3.  Begin to place toys at a slight distance to encourage regard for distant and moving objects.

Interactive Play Activities Involving Movement

1.  Help baby do” knee  bends”  while lying on back

2.   Continue slow version of  the “Airplane Dance”

3.   Work on easy balance activities using slow tilts from side to side.  In our “First Weeks” group we do this activity while reciting  nursery rhymes such as “Trot Along to Boston” and “Mama’s Little Baby Loves Dancin’,Dancin’ “

“Trot Along to Boston ! “

“Row, Row, Row Your Boat!”

4.  Offer objects to hold in both hands

5.  Stimulate reaching and kicking with jungle gym and crib toys

6.  Vary baby’s positioning, supported sitting, tummy, side-lying

7.  Introduce paper play

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

Tummy Time Workshop: Did you know that even very young babies need to “work out?”

Come join our “Tummy Time Workshop” at the Pump Station Hollywood

on March 25th, Friday at 1PM!

In our workshop, we demonstrate and practice some easy techniques to make it enjoyable for both you and your baby. You can begin as soon as your baby is born. This class is for newborns and young babies up to age 6 months. Bring your baby and BYOB (Bring Your Own Boppy).  Also, check out Marilee’s blog about More Reasons to focus on Tummy Time.

If you would like to sign up, please call Pump Station at (323) 469-5300.

We look forward to meeting you and your babies soon at the workshop! 

Marilee Hartling, RN, MFT, Infant and Child Development Specialist
Ariko Yoshizawa, MA, Child Development Specialist

Avoid Preschool Psychosis! 7 Tips for Choosing a Preschool

If the very thought of choosing a preschool  has you reaching for the vodka or mumbling, half-glazed, something about home-schooling your toddler in Bali, you are suffering from Preschool Psychosis! But have no fear! We have some tips to help you through.  When visiting a preschool take a look around:

1. Do the children look happy, calm, engaged? You should see the children engrossed in activities. You want to observe positive interactions between the children and their teachers, who should exhibit warmth and interest in the children. See if the teachers get down to eye-level with the kids when they talk to them. If the children all rush over with beseeching looks when you enter the room: be wary! They should be sufficiently involved and stimulated in what they are doing to ignore you.
2. What is ration of children to teachers? According to T. Berry Brazelton, MD, the optimal ration for a classroom of 3 year olds is 1 adult: 7 children. The National Association for the Education of Young Children (NAEYC) recommends at least two teachers for groups of all ages.
3. And Speaking of the NAEYC… This is the accrediting body for the Academy of Early Education Programs. See if the preschool is accrediting by this board. Because the board takes up to one year to complete its accreditation, your school of choice may still be involved in the process. In any case, it’s a good sign if the school has passed through this system.
4. Are the teachers and caregivers trained in early childhood development and education? Preschool personnel who have specialized training in childhood development are usually more capable of providing an age and stage appropriate social and emotional environment. They will understand that toys and activities, as well as social interactions, should vary by age. They will therefore have realistic expectations for the children in their charge.
5. Is there a good balance between cognitive and social/emotional skills? Perhaps the most important thing a child will acquire in preschool is the ability to interact with peers. Make sure there is ample time given for social interaction and imaginative play ( a dress-up area, a “kitchen” area). Make sure all “lessons”, art projects and activities are ones where the child takes the lead, where the learning is respectful-not intrusive-and all such activities are developmentally based.
6. What is the environment like? Preschools should be safe and clean…but not too clean!! A certain amount of joyful mess is a good sign. They should be stimulating…but not too stimulating!!! Contrary to popular belief, children do not need to be bombarded with input 24/7. Make sure there is a soft area for books and other quiet activities.
7. Does the school treat you as an ally…or an intrusive adversary? Preschool is the beginning of a long relationship between you, your child and the academic settings you all will become a vital part of. Make sure your schools of choice have a team attitude toward you, the parents. If they do not allow unscheduled “drop-ins”: run for the hills! Insist on frequent communication from the staff: including those caregivers who are with your child on the play yard and at nap.

We know that choosing a preschool can be a daunting task.  Hopefully these tips are a helpful start.   We at the Early Childhood Development Associates have been helping families navigate this process for years.  Feel free to call us when those first signs of Preschool Psychosis appear!

Jane Rosen, Psy.D. (c)

More Reasons to Focus on “Tummy Time”

A “Tummy Time” Play Date

I had a very enjoyable lunch last week  with  Charmayne  Ross  PT,  DS.

Charmayne  is the director of physical therapy at Dynamic Therapies off the 210 freeway in Arcadia.  Charmayne was so glad to hear that our staff is  offering a “Tummy time” workshop next month on March 25 at 1 PM at the Hollywood Pump Station (to sign up).   She shares our concern that babies are not spending enough time on their tummies during awake and play  time since the Back to Sleep Campaign began.  In addition to gross motor delays Charmayne reported that she and her colleagues are also seeing more “acquired torticollis”  and ” positional plagiocephaly ” in their clinic.  “Acquired torticollis” occurs when a baby’s head is maintained primarily in one position.  Charmayne says that  although supine sleeping (back to sleep) continues to be recommended as the safest position for the majority of babies, prone positioning for play , aka: “Tummy Time” even in small amounts may relate to faster achievement of developmental milestones.

We are excited  to have the opportunity to teach parents some fun ways for babies to enjoy “tummy time” in our upcoming workshop.  Whether it’s “tummy time’” on a boppy or “tummy time” in your arms as you slowly dance and “fly” in the air to Laurie Berkner’s song  “Goin’ On An Airplane”, it all counts and it all helps your baby’s development.  It’s fun too!

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

“Sleepy – Time”: Gentle Sleep Techniques for You and Your Baby

Instructor Name: Marilee Hartling, RN, MFT, Infant and Child Development Specialist

Date: February 11th

Time: 1PM- 2:30PM

Location: Pump Station Hollywood (1248 Vine St. Hollywood, CA 90038)

Ages: 0-12months

Class Description: Sleep, or more accurately, the lack of sleep, is one of the most challenging aspects of parenting during the first year of a baby’s life. The biggest hurdle is getting your baby to sleep through the night. “Sleepy-Time” offers parents a gentle, sensitive, baby-centered approach to sleep that speaks to the uniqueness of each parent and baby. This workshop will help you to have a better understanding of your baby’s developmental stages, sleep needs and learned responses so that you can work together to get the soothing rest you both need. Discussion focuses on babies 0-12 months.

Marilee Hartling is a registered nurse and sleep consultant who worked for many years in maternal-child nursing and led the “First Weeks Group” at Cedars- Sinai Medical Center prior to conducting groups privately. She is also a licensed marriage and family therapist and a child development specialist. Marilee specializes in working as a therapist with parents, infants and children from birth to age 8 in her private practice in West Hollywood. Marilee is the mother of 4 grown children and is also a new grandmother.

How to sign up for a class:

Please call Pump Station Hollywood at (323) 469-5300

For more information:

Website: www.ecdevelopment.org 

Email: info@ecdevelopment.org

Twin Parenting: Nurturing Individuality Part 1: One on One Time

Twin Parenting

Time alone with each of your children is an essential part of nurturing you child’s sense of individuality, confidence, and sense of self. The challenges of twin parenting mean that giving this kind of essential time to each of your children requires special attention, organization, and commitment. It also requires many parents to put aside what might feel like a “benefit” of having twins, such as the special responses that being in public with twins might elicit. After all the hard work, guilt, and sleeplessness, it feels good to be acknowledged by strangers who reflect that twin parents, “have their hands full”, and must have super-parent like qualities! In addition, spending time with one child might also require a twin parent to temporarily suspend the guilt they might have for not attending to the child who is not with them. Reminding oneself of the importance of one-on-one time is key when the child who is left behind protests as you depart with their sibling.

Babies learn to know who they are through their interactions with others, first and foremost, their parents. Time alone allows you to identify your baby’s unique needs and characteristics. When you can identify their unique needs and characteristics, you are able to respond more sensitively. Sensitive responsiveness enhances the bond between you and your child, and this strengthened bond gives them a more secure and safe experience of their world. In addition, sensitive and in-tuned responsiveness helps your child to know themselves. When you reflect back to them your own enhanced understanding of them, your child knows and understands herself better. This self-awareness lays the foundation for each child’s sense of herself in relation to others and to the world.
This interactive process happens when you give your undivided attention to each child during one on one time. Even the best of us are not able to do this well when we  have to care for two at the same time. Many twin parents find the idea somewhat daunting. If this is the case, I suggest starting small. If dad isn’t available, enlist another adult, a family member, babysitter, or nanny to help you. Make it a regular part of your routine. Start early, even when your babies are very young, they can benefit from a walk around the neighborhood alone with mom. With older babies and children, it may help to make the experience with the non-mom caretaker even more exciting. You can do this with “favorite” toys or outings selected only for non-mom one-on-one times, while you do routine errands or stay at home during one-on-one times.

Last but not least, one-on-one time enables your child to develop a stronger bond with their twin sibling. After all, no one wants to spend 24/7 with anyone!

We are excited about our new Twins Group starting at the Hollywood Pump Station on Monday, February 7th at 10am.  For more information or to register, call 323-655-5580 or email us at www.ecdevelopment.org

Group leaders are   Marilee Hartling RN, MFT

Edi Cooke, PsyD.

Ariko Yoshizawa, MA

Playing with Your Baby & Promoting Development at 4 Months

6  Characteristics of Your 4 Month Old Baby’s Development

1. Eye & head movements are well coordinated

2. Vocalizes, squeals, “talks” to people

3. maintains grasp on objects and brings them to mouth

4. Raises head to 90 degrees on tummy

5. head is steady now when supported in sitting

6. enjoys repeating newly learned activities

Suggestions for Developmental Play at 4 months

Interactive Visual and Auditory Play Activities:

l. Continue to encourage baby to follow people and objects with his eyes.

2. Scarves, shakers, and parents’  faces are especially good for this activity.

3. Encourage the grasping of objects including shakers with handles, rattles, and dangling light weight chain links in front of baby so he can reach and grab.

4. Use colored scarves for tracking and peek-a-boo games.

5. Vary voice pitch during play activities and note your baby’s preference for different sounds.

6. Partially hide when playing with baby and encourage baby to follow your voice.  You can use the song , “Someone is Hiding” ,  taught in our “First Weeks” Group for this activity.

7. Parachute play can be a fun way to work on visual tracking while listening to music. (see picture below)   Babies usually love the feeling of the gentle wind on their faces as the parachute is slowly raised and lowered overhead in time to the music.

8. Sing songs and share rhymes during your baby’s play time. Singing songs and sharing rhymes helps to develop phonological awareness which is an important part of speech development and later is an important part of learning to read.

9. Many more activities are experienced and learned in our “First Weeks” groups

Interactive Movement Activities

l. Increase “Tummy Time” in small increments as tolerated with a goal of 30 minutes per day ( in short segments, not all at once)

2. Encourage rolling from side to side, back to tummy, tummy to back using a toy for baby to follow and reach for.

3. Prop your baby in sitting position between your legs with his arms on your legs while you sit on the floor.  Your abdomen will provide back support.  Give him his favorite toys to play with while he sits with you.  Move your baby forward and from side to side to develop balance. Gradually lessen support as your baby improves his back strength and head and neck control.

4. Encourage your baby to grab his feet when he lays on his back and while he sits.

5. Prop your baby in sitting position on your lap with a table in front. Place rattle or other toys in easy reach on the table. Encourage touching toys and grabbing.

6. Allow time for interactive social play as well as play with toys every day.

7. Introduce new textures on toys and play surfaces.

8. As you now involve your baby in preparations for feeding, bathing, bed time , he will begin to recognize familiar routines.

Parachute Play

works on visual tracking while babies feel the gentle wind as the parachute is slowly raised and lowered overhead while listening to the lovely “Parachute Song”   in our “First Weeks” group

Babies watch the movement of the colorful parachute

Peek-a-boo with scarves adds visual variety

Works on visual acuity, tracking, “cause & effect”, and separationwhile having a great deal of fun!

In our “First Weeks” group we sing the “Hiding Song” during this activity which ends with “Peek-a-boo I See You!”

Look for Play Activities at 5 Months in our Next Blog

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child & Family Therapist

Playing With Your Baby While Promoting Development at 3 Months

6  Characteristics of Your 3 Month Old Baby’s Development

1. Briefly follows objects with eyes and head

2. Vocalizes when spoken to

3. On tummy, raises and lowers head

4. Uses hand to explore face, eyes, mouth

5. May reach for objects

6. Now developing patterns of sleep and patterns of alertness

Suggested Play Activities at 3 Months

Interactive Visual play

1. Hold bright,  simple objects or colored scarves at the center of baby’s vision, slowly moving objects or scarves to the left and to the right, up and down while baby follows to work on tracking and coordination.

2. Use mirrors and brightly colored toys to entertain during “Tummy Time”

Interactive auditory Play

1. Reinforce any speech sounds by immediately repeating baby’s sounds when he makes them.

2. If baby sticks out his tongue, mimic and see if baby will do this again. try to keep this back and forth interaction going as long as possible.

3. Talk to baby at close range

4. Introduce “raspberries” as part of vocalization

5. Sing to your baby. Add shakers, hand movements, and signing for increased auditory and visual variety.

6. Encourage your baby to follow your voice as you move

Interactive Movement

1. Continue 2 month activities but expect better head lifting when your baby looks at people and interesting toys.

2. Encourage reaching towards objects by gently swiping the back of your baby’s hand with a toy  such as a shaker with handle.

3. Hold objects at chest level while baby is lying on his back to encourage reaching.

4. Help bring your baby’s hands together to midline both during “Tummy Time”  play and back lying positions.

5. Add the  “pat-a-cake” game to play time.

6. Continue “Tummy Time” and utilize side-lying positioning for play as well.

7. In sitting position on your lap, while supporting head and neck, add gentle back and forth movements in addition to side to side movements while singing songs such as “Row, Row, Row Your Boat”, “Rock-a-bye baby”, and “Wheels on the Bus”.

8. While on back,  practice slow rolling, helping baby roll with support at the hips.

9. Allow time for bare feet.

10. Place a ball in kicking range, encouraging baby to move the ball with his feet while lying on the floor on his back.

11. Continue dancing with your baby because this helps balance and provides good vestibular input.  For many babies the movement of dancing  is very calming.  You may want to incorporate this into your baby’s bedtime routine.

12.  More activities are learned and experienced in our “First Weeks” group

Dancing with your baby helps with balance, provides good vestibular input and is  very calming for many babies.  In our “First Weeks” class we use dancing also as a way to encourage socialization.

Parents and babies love to dance together!

While supporting baby’s head & neck Daddies  in our “First Weeks” group sit babies on their laps and add gentle back and forth movements in addition to side to side movements while they sing “Row, Row, Row Your Boat”.

Additional verses include “Rock, Rock, Rock Your Boat”  and  ”Bounce, Bounce, Bounce your Boat”.  Daddies watch their baby’s facial expressions and decide which type of movement their babies like the best.

This activity is great for facilitating engagement and bonding while working on head and neck control, balance, and providing great vestibular input.

Holding bright, simple, objects and colored scarves in the center of your baby’s vision works on tracking as well as visual coordination and parent-infant engagement and attachment.

Great fun!

Look for play activities at 4 months in tomarrows blog

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

Playing With Your Baby & Promoting Development at 2 Months

4  Characteristics  of  Your 2 Month Old Baby’s Development

l. Visually aware of surroundings

2.  Interacts with others, shows pleasure and distress

3.  Interested in sounds

4.  Beginning to lift head on tummy

Play Activities at 2 months

Interactive Visual Play: l.)   Place  your face about 8-10 inches from baby and encourage baby to follow your eyes and to watch your facial expressions.  2.)  Utilize colored scarves to encourage tracking and turning head left to right.  3. ) Sing the scarf song, “Colors, Colors” while playing with scarves as your baby follows.

Interactive Auditory play: 1.) Encourage your baby to follow your voice.   2.)   Gently shake a shaker within baby’s direct line of vision, then to either side.  3. )  Sing the “Shaker Song” to your baby, using his name.

Interactive Movement:  1. )  Continue “Tummy Time” a few minutes every day using a boppy.  2.)  Dance with your baby to lullabies  and soft music. Utilize the song  “Goin’ on an Airplane”  for dancing while holding baby in the “Tummy Time” position.  3.)  Sit baby on your lap, providing head and neck support and gently tilt to left and to right.   4.) Incorporate songs and nursery rhymes into baby’s  activities  to make them  more enjoyable and to begin to develop phonological awareness which is helpful for  speech and language development later on.  Examples include activities put to music such as  “Trot Along to Boston”,   “Grand Ol’ Duke of York”,   and “Row, Row, Row Your Boat” 5.) More music and movement activities while providing head and neck support are learned in our “First Weeks” groups.

Watch for tips for playing with your 3 month old in our next blog.

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

Playing With Your Baby & Promoting Development at 1 Month

4 characteristics of One Month Old Babies

1. Awake and alert about l hour out of every 10

2.  Watches objects placed in front of face

3.   Responds to your voice

4. Makes eye contact

Play Activities at 1 Month

Interactive Visual play:  1.) Engage in eye contact 8 to 10 inches away.  Start in midline and have your baby follow your eyes side to side as you move slowly. 2.)  Use colored scarves to interest your baby and encourage to follow visually side to side.

Interactive Auditory Play: 1.) While engaged in eye contact, talk or sing to your baby.  2.) Change your voice inflection and tone while talking or singing.  3.) Use shakers and gently shake about 8 inches from your baby’s ear.  Continue until your baby’s eyes turn toward the sound.

Movement: 1.) Introduce a few minutes of  ” Tummy Time”  every day using a boppy under the chest.  Position yourself at eye level so that you can entertain your baby while he is doing” Tummy Time”   2.)  Dance with your baby in a variety of positions.  Notice which movements your baby prefers   3.)  Sit with your baby on your lap, providing head and back support and gently rock back and forth while singing “Row, Row, Row Your Boat”.  Experiment while singing “Rock, Rock, Rock Your Boat” and “Bounce, Bounce, Bounce Your Boat”.  Which type of movement does your baby seem to like the best?   4.)  Provide tactile stimulation through massage as you sing to your baby using simple songs such as the “Flea Song” which we teach parents in our “First Weeks” class.

Watch for tips for playing with your 2 month old in tomarrow’s blog.

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

Playing With Your Baby While Promoting Development

Two of the most frequently asked questions by new parents are:

1. How do I play with my baby?

2. What Can I do to promote my baby’s development?

Parents in our group programs receive developmental guidance and participate together in fun play activities that promote their babies’ progress towards normal developmental milestones.  It is never too early to start.  Even 1 month old babies can benefit from a few minutes of developmental play when they are in a nice, calm alert state between feedings.  Of course, parents need to monitor their babies’ responses to developmental play and not over do it.  It is important to watch for baby behavior that says “time for a break” and stop.

To promote your baby’s physical, emotional, and cognitive development,  I recommend offering developmental play in 3 forms:

1. Interactive visual stimulation

2. Interactive auditory stimulation

3. Interactive movement

Make use of props like shakers, colored scarves, a parachute, music and dancing to liven things up a bit.  Make it fun for you and your baby.   Here are pictures of some activities we do in our “First Weeks”  group.

Learn more about baby development and developmental play activities in tomarrow’s blog.

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

More on Tummy Time

We’ve been talking about Tummy Time in our recent blogs.  We’ve  written about “5 Ways Babies do Tummy Time”, “The Importance of Tummy Time” and “8 Ways Parents can Overcome the Challenges of Tummy Time.”

I like this poem from the SIDS Alliance, www.sidsalliance.org.

BACK IS BEST FOR BABY’S SLEEP

Now you lay me down to sleep

On my back for safest keep.

It’s tummy time when I’m awake.

but back is best for sleeping breaks.

Keep quilts, toys, and pillows out of my bed.

Never put covers over or beneath my head.

Cigarettes are bad for me.

Please keep my environment smoke-free.

These may be many rules to know,

but minding them will help me grow!

Remember this rhyme when caring for kids,

and help reduce the risk of SIDS.

The challenge is how do you get your baby to do 30 minutes a day of Tummy Time when he doesn’t like it?

Our blog gave 8 suggestions.

In our “First Weeks Group” today at the Hollywood Pump Station, we introduced one of our Tummy Time dances.  This one is called “Goin’ on an Airplane.”  Parents held their babies in Tummy Time positions and moved them like airplanes in time with music.  This activity not only gets babies into prone position (Tummy down) which counts as 3 minutes of Tummy Time but it also helps them to develop balance while offering vestibular movement and input. This is a good help to your baby’s development.

Here are some “First Weeks” group pictures.  The babies all enjoyed this activity and no one protested Tummy Time. Parents had a good work out too!

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed child and Family Therapist

8 Ways to Overcome the Challenges of Tummy Time

Tummy Time

Tummy Time is simply the time that babies spend lying and playing on their tummies and off their backs while they are awake. This time is invaluable to babies and has a ton of positive outcomes that can be great for your child. We’ve written about:

“5 Ways Babies do Tummy Time” and The Importance of Tummy Time

The truth is that Tummy Time is very important but it can be a challenge to over come your child’s protest of Tummy Time.

3 Challenges Regarding Tummy Time

1.  It’s hard to get babies to play on their tummies.  Before a baby can pull himself up-lying face down isn’t much fun.   It’s boring and babies protest.  Parents  may stop doing Tummy Time.

2.  Babies initially resist Tummy Time because they don’t have good control and find it hard to lift their heads.  They cry.  Parents may stop doing Tummy Time.

3.  Because babies spend so much time on their backs sleeping, the Tummy Time position is not familiar to them and they protest because it is an unusual position.  Parents may stop doing Tummy Time.

8 ways Parents Can Overcome the Challenges of Tummy Time

1.  Start early, working Tummy Time into your daily routine.  Example:  give your baby a minute of Tummy Time after most diaper changes. Your  baby will come to expect some prone positioning (tummy down)   each time he is changed and will eventually enjoy it because he has become used to it.

2.  Offer alternative positions in addition to prone (tummy down) and switch back and forth.

3.  Join your baby on the floor for Tummy Time.

4.  Use distraction with bright toys or a mirror.

5.  Provide entertainment….make it fun.

6.  Prop with boppy, rolled towel or firm pillow under the chest while providing support and firm pressure with your hand to the back of her bottom.

7.  Tune into your baby.  Experiment and notice which positions and props work best.  Baby may need to suck a pacifier during Tummy Time for soothing.

8.  Use music and movement. (Example:  Dance to the airplane dance in the Tummy Time position, do the “tummy time dance.”)

Learn More…

Join our “First Weeks Group” for babies  0 – 6 months old to learn more about Tummy Time and other  subjects that are important to your children’s  growth and development.   Our director, Marilee Harting, will be presenting a talk entitled ” the Importance of Tummy Time” during her Tummy Time Workshop  at the Hollywood Pump Station later in March.  Call or email the Pump Station to register for this workshop.  Stay tuned for more information!

Marilee Hartling RN, MFT

Infant/Child Development Specialist

Licensed Child and Family Therapist

5 Ways Babies do Tummy Time

Tummy Time is simply the time that babies spend lying and playing on their tummies and off their backs while they are awake.

1. Lying prone (tummy down) on a blanket on the floor
2. Lying prone on mommy or daddy’s tummy or chest while mommy or daddy are reclining
3. Lying prone on a nursing pillow or “Boppy”
4. Lying prone on mommy or daddy’s forearm as baby is carried
5. Lying prone on an exercise ball

To read more about Why Tummy Time is Important click here.

Learn More…

Join our “First Weeks Group” for children 0 – 6 months old to learn more about Tummy Time and other important subjects that are important to your children’s  health and well being.  Also, our director Marilee Harting will be presenting a talk about the Importance of Tummy Time at the Pump Station later in March. Stay tuned for more information!

The Importance of Tummy Time

Tummy Time is simply the time that babies spend lying and playing on their tummies and off their backs while they are awake.

Why is Tummy Time important?

Positioning babies on their tummies while awake gets them off their backs and provides a break for the posterior occiput (back of the head).  It lessens the chance of a misshapen head (flat head or cranial asymmetry) and gives babies a chance to strengthen their neck  and back muscles which prepares them to push up. toll over. sit up, and crawl. although the back-to-sleep campaign has effectively reduced cases of SIDS, babies now miss out on 12-15 hours of Tummy Time which they used to get during sleep. this has resulted in an increase in diagnosis of early motor delays and an increase in referrals for physical therapy. It has also increased the need for infant helmet therapy.

Learn More…

Join our “First Weeks Group” for children 0 – 6 months old to learn more about Tummy Time and other important subjects that are important to your children’s  health and well being.  Also, our director Marilee Hartling will be presenting a talk about the Importance of Tummy Time at the Pump Station later in March. Stay tuned for more information!.

Infant & Toddler Groups

The Infant & Toddler groups always have good time. with Early Childhood Development Associates! We talk, laugh and learn how to be better parents and raise healthy, happy kids!

Mom’s, Dad’s & kids make a winning combination. Take a look at some of our most recent photos from our Infant & Toddler Groups at the Pump Station.

Movers and Shakers!

Do you have questions about what your child should be eating? When the kids should be sleeping? How to get the kids to sleep? How to keep your child safe, even at home? These are all things we discuss and learn about in our “Movers & Shakers” Groups!

The 12-24 months group is all about the following topics:

• introducing solids

• sleep

• nap routines

• developmental play

• attachment and separation

• child proofing

• returning to work

• finding quality childcare

and lots more! Go ahead and contact us at

Email info@ecdevelopment.org

The Early Childhood Development Associates
8344 Melrose Ave. Suite 23
Los Angeles, CA 90069

Office: (323) 655 – 5580

Twins & Multiples Group!

We are thrilled to be starting another twins and multiples group for young babies  at The Pumpstation in Hollywood on the first Monday in Jan.

Early Childhood Development Asscoiates

Welcome to the Early Childhood Development Associates website. We are currently in the process of updating our website with a new design.Our goal is to provide a website that is useful and that will assist you by providing  resources to assist you to make your families lives richer and fulfilling. Please come back and check on our process. It won’t be long now!

Hello world!

Welcome to the EC Development Web site. On this site we will be talking about things like Tummy Time, Sensory Integration, Make Believe Play, Choosing a Preschool, Parenting Twins and so much more! Come back often and be better parents!