I MandikikiÕ Newsletter For Guam Families With Children Birth To Eight Volume 8, Issue 4 March 2015 Page 1-2 Inside this issue: Child Abuse Prevention Awareness Month......................1-2 Now Hear This!................................................3 How to Use Positive Language to Improve ChildÕs Behavior......4-5 Books that Promote Positive Social Emotional Dev............6 Is your Child At-Risk for Hearing Loss?.......................6 Power of Play/Guam Early Learning Guidelines 3-5...........7 Save the Date: Week of the Young Child.......................8 Article title: April is Child Abuse Prevention Month Image of a child's coloring of a rainbow underneath the article title. Article: Child abuse is a hard subject to talk about. But, whether or not we talk about it, child abuse still happens. In fact, in 2014, 571 children birth to five years were referred to the Department of Public Health and Social Services, Bureau of Social Services Administration, Child Protective Services (CPS). Of those 571 children, 366 were 3 years old and younger. Using prevention strategies in the community can break the cycle of child abuse and neglect. One way to begin addressing the prevention of child abuse and neglect is to understand what social emotional development is in young children. By developing an understanding, parents and other caregivers can see that children behave in certain ways for a reason other than to purposely drive you crazy. Social emotional development is being able to experience and regulate emotions, form secure relationships, and explore and learn. Learning about a babyÕs or toddlerÕs behavior can help us figure out what he or she needs or wants and decrease our frustration. The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) gives us three steps to understanding your babyÕs or toddlerÕs behavior: Step 1: Observe and interpret your childÕs behavior. ¥ Notice the sounds (or words) your child is using. Does your child sound happy, sad, frustrated, bored, or hungry? When have you heard this cry or sound before? ¥ What is your childÕs facial expression? What feelings are you seeing on your childÕs face? Is your child looking at a new object of interest? Maybe he is trying to say, ÒHand me that so I can touch it.Ó ¥ Notice your childÕs gaze. Is your child holding eye contact with you or has she looked away? (That is usually a sign that a child needs a break.) Is your child holding your gaze? Maybe she is trying to get your attention or wants to see how you are reacting to a new situation. ¥ What gestures or movements is your child using? Is your child rubbing his eyes and pulling his ear when you try to hold him? He might feel sleepy and be ready for a nap. An older toddler who is on the verge of beginning potty training might start to hide behind a chair or go into a closet to have a bowel movement. ¥ Think about whatÕs going on when you see a behavior you donÕt understand. Does this behavior happen at a certain time of day? Does this behavior tend to happen in a certain place? Does this behavior happen in a particular situation? Step 2: Respond to your child based on what you think the meaning of the behavior is. ItÕs okay if you are not sure if your guess is right. Just try something. For example, if you 11-month-old is pointing toward the window, lift him up so he can see outside. Even though you might discover he was pointing to the spider on the wall, the very fact that you tried to understand and respond lets him know that his communications are important to you. This motivates him to keep trying to connect with you. Step 3: If your first try didnÕt work, try again. Trying different techniques increases the chances that you will figure out the meaning of your childÕs behavior, understand her needs, and validate her feelings. If your 4-month-old is crying but refuses a bottle, try changing her positionÑpicking her up and rocking her, or putting her down to play. Remember that tantrums are a form of communication, too. A tantrum usually means that your child is not able to calm himself down. Tantrums are no fun for anyone. They feel overwhelming and even scary for young children. For adults, it is easy to get upset when you see upsetting behavior. But what frequently happens is that when you get really upset, your childÕs tantrum gets even bigger. Although it can be difficult, when you are able to stay calm during these intense moments, it often helps your child calm down, too. For more information on child abuse and neglect, contact the Department of Public Health and Social Services, Bureau of Social Services Administration at 475-2653. Reference: Three Steps to Understanding your ChildÕs Behavior taken from: www.csefel.vanderbilt.edu. Permission to copy is not required. Text in colored box: ÒIn 2014, 571 children birth to five years were referred to Child Protective Services for child abuse and neglect.Ó Page 3 Article title: Now Hear This!By Renee LG Koffend, AuD. Article: The ability to hear can change at any time. Even if your baby passes the newborn hearing test, it is still important to monitor your childÕs auditory (hearing) development. Any kind of early hearing loss can be a serious problem. It can affect speech and language development which is built during the early months and years of life. Early identification and treatment of hearing loss can prevent communication and learning problems. It can be hard to spot hearing loss. Many hearing problems are not found until a child is 2 years old, when speech and developmental delays start to show. Here is a Hearing Checklist that you can use to monitor your babyÕs developmental milestones: Photo of male holding newborn baby while female inserts a probe in her ear. Caption: Renee LG Koffend, AuD. (right) performs a hearing screening on baby Mia, held by her dad, Christopher Camacho. Text in colored box: Article title: Hearing Checklist: 0-3 months: * Startles or cries to loud sounds * Quiets to familiar voices * Moves or wakes up when someone talks 3-6 months: * Coos, gurgles, and makes a variety of voice sounds * Looks toward loud voices or sounds * Enjoys rattles or other toys that makes sound 6-12 months: * Begins to imitate speech sounds like ÒbabaÓ and ÒmamaÓ * Understands ÒnoÓ or Òbye byeÓ * Begins to turn head toward soft sounds * Looks at familiar objects when named 12-18 months: * Readily turns toward all sound * Recognizes name and understands about 50 words * Moves from saying 2 words to 10 words * Follows simple directions (Òfind your ballÓ) 18-24 months: * Enjoys being read to * Points to body parts when asked * Starts to combine words, such as Òmore milkÓ * Says 20-50 words and understands many more If your childÕs behavior is different from the hearing checklist and you suspect a problem, talk to your pediatrician. Your pediatrician can make the proper referral to an Ear, Nose & Throat (ENT) doctor or an Audiologist for testing to confirm any type or degree of hearing loss. The earlier children with hearing loss get help, the better. Bottom left photo of a hearing testing device. Page 4-5 Article title: How to Use Positive Language to Improve Your ChildÕs Behavior Brooke Brogle, Alyson Jiron & Jill Giacomini Article: ÒStop it.Ó ÒNo.Ó ÒDonÕt do that!Ó As a parent, you might find yourself using these words and phrases more often when your child begins to make his own choices. Now, stop for a moment and consider how the conversation might feel if you couldnÕt use these words? What if, rather than telling your child what he canÕt do, you instead chose words to tell him what he can do? While this shift in language might seem small, it actually provides a powerful positive change to the tone of the conversation. When you focus on using positive language with your child, you will likely find that he has fewer tantrums, whines less and overall experiences fewer challenging behaviors. How can such a small change make such a big difference? While it is obvious to adults, young children are not able to make the logical connection that when they are told not to do something, what they actually should do is the opposite. For example, the directions, ÒDonÕt climb on the counterÓ can be very confusing to a child. However, ÒPlease keep your feet on the floorÓ tells the child exactly what the expectation is and how he can change what he is doing. Using positive language also empowers a child to make an appropriate choice on his own, which can boost his self-esteem. When you are specific in your directions by telling your child exactly what he can do and when, it is easier for him to comply and he is more likely to cooperate with the request. Try This at Home * Replace ÒdonÕtÓ with ÒdoÓ. Tell your child what she can do! If you saw her cutting the leaves of a plant, rather than saying ÒDonÕt cut that!Ó you could say, ÒScissors are for cutting paper or play dough. Which one do you want to cut?Ó It is more likely that your child will make an appropriate choice when you help her to understand exactly what appropriate options are available. * Offer a choice. When you provide your child with a choice of things that he can do, wear or go, he is more likely to select one of the options you have offered because it makes him feel like he is in control. This strategy also works for you as a parent because you approve of either choice. * Tell your child Òwhen.Ó When your child asks to do something, rather than saying no, acknowledge her wish and tell her when she might be able to do it. This answer feels more like a ÒyesÓ to a child. For example, if your child asks to go to the park, but you are on the computer finishing up a work project, you could say, ÒThe park sounds like a great idea! I need to finish this letter for work right now. Would you like to go after your nap today or tomorrow morning after breakfast?Ó * Use Òfirst-thenÓ language. Another way to tell a child when he can do something in a positive way is to use a Òfirst-thenÓ statement. For example, if he wants to watch TV but you would like for him to pick up his toys, you could say ÒFirst, pick up your toys and then you may watch a TV show.Ó * Give your child time to think. Sometimes, you may feel frustrated when your child does not respond quickly to requests and feel tempted to use demands and raise your voice. When that happens, remember that your child is learning language and how to use it. She needs time to think about what you said and how she is going to respond. It can take her several seconds, or even minutes, longer than you to process the information. If you remain calm and patiently repeat the statement again, you will see fewer challenging behaviors and enjoy more quality time with your child. * Help your child to remember. Children are easily distracted. Sometimes your child may need you to help him remember what you asked him to do in order to do it. ÒI rememberÓ statements are very useful in these situations. For example, imagine you have asked your child to put on his shoes so that he can go outside, and he comes over to you without his shoes on and is trying to go outside. You can say, ÒI remember you need to put your shoes on before you can go outside.Ó Stating the information as a simple fact, rather than a command, gives him the information he needs to make the right choice on his own without blaming him or making him feel like he has failed. Practice at School Teachers use positive language at school to help children become more confident and independent. When teachers tell children what they can do, children begin to manage themselves, classroom routines and interactions with peers by themselves. For example, a child who is throwing sand on the playground can be shown that, instead, she can use a shovel to put the sand in a bucket. The teacher might say,ÒIf you want to play with the sand, you can fill this bucket. Would you like a blue bucket or this red one?Ó In this way, the teacher honors the childÕs interest, but directs it to a more appropriate play choice. The Bottom Line Positive relationships with parents, teachers and other caregivers provide the foundation for a successful and happy child, are the building blocks for your childÕs self esteem and ability to empathize and predict future positive behavior choices. The manner in which you talk to your child has a significant impact on his behavior. Making positive changes to your communication style can be hard work, but with a little practice, you will see a big difference in your relationship with your child. Your child will feel more encouraged, positive and independent and, as a result, you will enjoy better overall cooperation. Reference: www.challengingbehavior.org. Reproduction of this document is encouraged. Permission to copy is not required. Page 6 Article title: Books that Promote Positive Social Emotional Development Four book cover images with the following list: * The Kissing Hand by Audrey Penn * Rainbow Fish by Marcus Pfister * Guess How Much I Love You by Sam McBratney & Illustrated by Anita Jeram * I Can Share by Karen Katz * Mouse was Mad by Linda Urban * Glad Monster Sad Monster by Ed Emberley & Anne Miranda * Hands Are Not for Hitting by Martine Agassi * My Many Colored Days by Dr. Seuss Illustrated by Steve Johnson and Lou Fancher Half page advertisement entitled: "Is Your Child "At Risk" for Hearing Loss?" Text: Has your baby experienced one of the following Òrisk factorsÓ for hearing loss? * There is concern about your babyÕs hearing, speech, language or development for any reason * Your family has a history of family members born with hearing loss * Your baby spent more than 5 days in the Neonatal Intensive Care Unit (NICU) or had complications while in the NICU (Check with your health care professional) * Your baby experienced a lack of oxygen after birth * Your baby needed a machine to help him/her breathe * Was given medications that might hurt hearing (Ask your health care provider) * Needed a special procedure (blood transfusion) to treat bad jaundice (hyperbilirubinemia) * Was exposed to infection before birth * Has head, face or ears shaped or formed in a different way than usual * Has a condition (neurological disorder) that is associated with hearing loss (Check with your health care professional) * Had an infection around the brain and spinal cord called meningitis * Received a bad injury to the head especially if a hospital stay was required * Was given medication for cancer chemotherapy To schedule a FREE HEARING SCREENING before six months of age for your baby, contact the Guam Early Intervention System (GEIS) at Phone: 300-5776/5816 or e-mail: geis@teleguam.net For more information log on to: www.guamehdi.org This brochure was produced by the Guam Early Hearing Detection and Intervention (Guam EHDI) Project, with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #H61MC24883, and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). Page 7 Half page size advertisement with a photo of a male adult assisting boy in an activity: Save the Date Power of Play June 27 10am- 2pm Venue: TBA Quarter page size advertisement: Guam Early Learning Guidelines for Ages Three to Five now available online! Photo of a little girl watching as adult draws on a sheet of paper. Go to www.guamcedders.org to download a PDF copy! This document was funded by Project Bisita I Familia with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #X02MC23100, through a subcontract between the Department of Public Health & Social Services and facilitated by the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS). Acknowledgement: Support for this issue was provided by the Guam Early Hearing Detection & Intervention with 100% funding support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #H61MC24883, and facilitated by Guam CEDDERS. Heidi San Nicolas, Ph.D., Guam CEDDERS Director Editor-in-Chief: Terrie Fejarang Managing Editor: Vera Blaz Layout: Sherolyn Guerrero This issue of I MandikikiÕ was made possible through contributions from the following individuals: Vera Blaz, Terrie Fejarang, and Renee LG Koffend. Alternative formats (e.g., Braille, large print, or audio tapes) of I MandikikiÕ may be made available by sending a request to newsletters@guamcedders.org or 735-2477. Page 8 Full page advertisement with training activity listings. Attention Parents & Families, Parent Leaders, and Early Childhood Providers The Week of the Young Child April 13-18, 2015 Training Opportunities: Monday, April 13 Morning Session: 9:00 am Ð 11:00 am ¥ Making Connection! (For Parents & Families with Young Children), Location: Dededo-TBA ¥ Making it Happen! (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Why do Children Do What They Do? (For Parents & Families with Young Children) Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Introduction (For Parent Leaders & Providers), Location: Agana Heights-TBA Evening Session: 6:00 pm Ð 8:00 pm ¥ Making Connection! (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Bringing the Protective Factors Framework to Life in Your Work: Introduction (For Early Childhood Providers and Child Care Providers), Location: Tamuning-TBA Tuesday, April 14 Evening Session: 6:00 pm Ð 8:00 pm ¥ Why do Children Do What they Do? (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Facing the Challenge Ð Part 1 (For Parents & Families with Young Children), Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Concrete Support in Times of Need (For Early Childhood Providers), Location: Tamuning-TBA Wednesday, April 15 Morning Session: 9:00 am Ð 11:00 am ¥ Facing the Challenge Ð Part 1 (For Parents & Families with Young Children), Location: Dededo-TBA ¥ Making Connection! (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Teaching Me What To Do! (For Parents & Families with Young Children), Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Parent Resilience (For Parent Leaders & Providers), Location: Agana Heights-TBA Evening Session: 6:00 pm Ð 8:00 pm ¥ Facing the Challenge Ð Part 1 (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Bringing the Protective Factors Framework to Life in Your Work:Knowledge of Parenting & Child Development (For Early Childhood Providers and Child Care Providers), Location: Tamuning-TBA Thursday, April 16 Morning Session: 9:00 am Ð 11:00 am ¥ Teach Me What To Do! (For Parents & Families with Young Children), Location: Dededo-TBA ¥ Why do Children Do What They Do! (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Making Connection! (For Parents & Families with Young Children), Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Concrete Support in Times of Need (For Parent Leaders & Providers), Location: Agana Heights-TBA Evening Session: 6:00 pm Ð 8:00 pm ¥ Facing the Challenge Ð Part 2 (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Facing the Challenge Ð Part 2 (For Parents & Families with Young Children), Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Social Emotional Competence of Children (For Early Childhood Providers), Location: Tamuning-TBA Friday, April 17 Morning Session: 9:00 am Ð 11:00 am ¥ Making it Happen! (For Parents & Families with Young Children), Location: Dededo-TBA ¥ Teach me What To Do! (For Parents & Families with Young Children), Location: Sinajana MayorÕs Office ¥ Making Connection! (For Parents & Families with Young Children), Location: Agat Community Center ¥ Bringing the Protective Factors Framework to Life in Your Work: Social Connections (For Parent Leaders & Providers), Location: Agana Heights-TBA Saturday, April 18 8:30 am Ð 3:30 pm ¥ Early Childhood Parent Conference, Location: Pacific Star Hotel For more information contact Guam CEDDERS at 735-2466. 14 Entity logos above funding statement. The Week of the Young Child is sponsored by the Guam Early Learning Council and the First LadyÕs RigŒlu Foundation, and facilitated by the University of Guam Center of Excellence in DevelopmentDisabilities, Education, Research & Service (Guam CEDDERS). Support is also provided by the Department of Education, Division of Special Education, Guam Early Intervention System, Early Childhood Special Education Preschool Program, and Head Start; Department of Public Health & Social Services, Project Kari–u, Project Bisita I Familia, and the Bureau of Social Services Administration; Guam Behavioral Health & Wellness Center, I FamaguÕon-ta and I Care Guam; and the MayorÕs Council of Guam. The University of Guam is an equal opportunity provider and employer