Erikson Institute_NPN_Contributor

Children are wired for language from birth, and can pick up skills without any formal lessons. Even still, parents play a big role helping their children develop the expert language and literacy skills they need to thrive socially and in school. To learn more about these skills and how parents can nurture them, we sat down with Samina Hadi-Tabassum, literacy and language expert at Erikson Institute. When do children begin learning language and literacy skills, and what are the stages of their development? Babies pick up on the sounds of human voices in the womb. After birth, they begin to recognize these voices and turn their heads towards familiar ones. In their first three months, infants begin to “coo,” as they learn to control their vocal cords and the muscles they’ll need to speak. Around six months, the baby begins to string together vowels and consonant sounds repetitively, such as “mamama” and “dadada.” Most children don’t begin producing words until age two. Before then, they are actively listening and decoding sounds around them. Babies and toddlers catalogue language in their minds, almost like statistics, until they're finally able to voice some of what they’ve learned. By age three, children are typically speaking in simple phrases, (i.e. “blue ball”) and sentences that can sound like directives (i.e. “Mommy give ball”), since the ability to pose and ask complex questions comes later at age five. By the time they enter elementary school, most children can string together sentences like little adults. There are many instances, however, where children don’t begin speaking until much later on (around four or five), even though they have still been perceiving and making sense of language around them. There are many reasons for this, some more serious than others, but parents should consult their pediatrician if they feel there is a cause for a child’s delay. What can parents do to support the early development of their child’s language and literacy skills? The most important thing a parent can do is engage their children in conversation from day one, since infants are perceiving and making sense of the language code. When conversing, parents should look children in the eyes, have them watch and observe their mouths, and teach them about taking turns when communicating. Never rely on technology to help your child learn language; it doesn’t work. They can only learn from other humans, and need to be exposed to rich oral language before they can learn to read or write. [Related: 6 ways to teach your child a foreign language this summer] How can parents partner with teachers to promote their child’s literacy skills? Parental nurturing of literacy skills is critical, as reading is an artificial system that we created to convey messages, and children are not wired to naturally pick up on how to read. Parents should begin reading to children soon after birth and incorporate books into their home environment. Ask children questions about the stories you read to foster their comprehension skills. To promote print recognition, parents can point out the letters that make up their names and take them through the alphabet visually and phonetically. Note that no matter how much you read to your infant or toddler, it takes time for children to learn to read. They need to learn the sounds of letters, how to decode words, and understand the meaning of multiple words strung together. Doing this requires logical skills, which children don’t usually develop until age five or six. If a child is bilingual, how might this affect language and literacy development? Bilingual and multilingual children have a cognitive advantage. By switching from one language to another, children learn to think flexibly and sort the world in different ways. Bilingual children might be delayed in mastering both languages equally, and might struggle to keep up with their peers at first. But research shows that by the time they are in middle school, bilingual children often outperform their monolingual peers. What can parents do to support their development in two languages? The stronger the foundation of the child’s first language, then the easier it is to learn others. For bilingual parents, this means speaking the child’s home language and teaching them to read and write in it. Pass down the culture associated with your child’s native language as well. Research demonstrates that bilingual children who keep their language and culture while learning English in American schools do much better academically in the long run. [Related: How I'm teaching my young kid 4 languages] For monolingual parents who wish their child to become bilingual, consider a dual-language preschool.This provides them with an immersive second-language experience while enabling them to get a solid grasp on their first language at home. What should I do if I feel my child needs extra support in language and literacy? Observe your children as much as possible to recognize any language patterns unique to them. Keep in mind, though, that each child is different, so their language and literacy journey is, as well. Factors such as gender, birth order, and genetics can play a role in language development. Speak with your pediatrician about developmental milestones and whether or not they are noticing differences and delays. If there are delays, there are plenty of experts who can help — including developmental therapists who can come to your home. Parents play a big role in their child’s language and literacy development, but it’s important to know that if you need extra help, it’s not a role you have to play alone. Samina Hadi-Tabassum is a clinical associate professor at Erikson Institute where she teaches graduate courses in cognitive and language development. Her research interests include examining race, culture, and language.

The relationship a parent has with their child’s teacher plays a big role in their child’s academic success. When a child has a developmental difference, a positive parent-teacher relationship is even more important — as the stakes are significantly higher. To learn more about cultivating a good parent-teacher relationship, we sat down with Jennifer Rosinia, a developmental differences expert at the Erikson Institute. Why is a good relationship with my child’s teacher so important? A good relationship between parents and teachers has been shown to improve a child’s academic achievement, social competencies and emotional wellbeing. And, as it turns out, parents and teachers benefit from a good relationship, too! [Related: How to advocate for your special-needs child in CPS] When parents have a good relationship with their child’s teacher, they develop a greater appreciation for the important role they play in their child’s education, learn more about the school’s academic programs and how they can incorporate them into their home routines. For teachers, a positive parent relationship enables them to focus more on teaching and meeting students’ needs. What can a parent do to foster an effective parent/teacher partnership for a child with developmental differences? Dr. Susan Sheridan of the University of Nebraska-Lincoln offers three “Cs” for good relationships: communication, consistency, and collaboration. Communication with your child’s teacher should begin with the school year and continue throughout. Introduce yourself and let them know that you want to partner with them. Find out their preferred way of communicating, and then make sure communication is timely, and clear and open. Stay informed about what’s going on in school. Remember: The best communication in a partnership is two-way. Consistency might also be called “being on the same page.” An effective parent-teacher partnership sends a clear and consistent message to the child that they are working together to support their success. Collaboration between parents and teachers identifies and provides strategies to help your child achieve their optimal developmental and learning capacity. Share successes and concerns. Strategize ways to enhance and modify home and school environments. Collaboration means problem solving together, not blaming the other. [Related: Your child received a diagnosis. Now what?] My child has developmental differences. What is the first step I should take to ensure they will receive the support they need in the classroom? Forming an effective partnership with their child’s teacher should be the first step parents take to ensure their child will receive the support they need in the classroom. If a child has significant or complex support needs, parents might also want to seek testing to identify them. Schools are required to address needs revealed through academic testing.   How should I approach conflicts I might have with my child’s teacher about services my child needs? If parents have established an effective partnership with their child’s teacher, approaching conflicts should be relatively easy. The following suggestions might be helpful: ● Begin by talking with your child’s teacher. Starting with, “Can you help me with this?” can sometimes reduce the risk of a misunderstanding. Ask teachers for their perspective, opinion and suggestions, and try to avoid accusations. ● Remind yourself to listen. If you are focused too much on what you want to say, you might miss important information that could help resolve your concern. ● Schedule an observation. Spending time in your child’s classroom watching and listening could give you helpful insights about your child's relationships, activities and services. ● Seek creative solutions together. If you and your child’s teacher have established a good relationship and partnership, you are one step closer to working together to come up with a creative solution. Do not forget to include your child if they are old enough to participate. ● Respect boundaries. When in conflict, it’s easy to cross boundaries. Remember to schedule time to talk. If for some reason you dislike your child’s teacher, take care not to let your child know. You don’t want to disrespect the teacher’s authority. ● Still stuck? Speak with the principal. The principal will serve as a neutral party. They will listen to your concerns, gather information from the teacher, and then help resolve the conflict. If a child has an Individualized Education Program (IEP), the federal Individuals with Disabilities Education Act (IDEA) requires that their parents are afforded a legitimate, authentic opportunity to participate in the decision-making process for their child, and should be encouraged to be active participants in their child’s educational plan. What other steps should I be taking with my public school district to ensure my child is getting the care they deserve/accessing all the available resources? At the end of the day, it’s all about relationships. Get to know your teachers and administrative team. If you can, be active and involved: attend school board meetings, join the PTA, or spend time volunteering in your child’s classroom. Additionally, if your child has a developmental difference, know your rights under the law. To learn more, visiting the Illinois State Board of Education is a good place to start. Jennifer Rosinia is an occupational therapist and child development specialist. She is currently on faculty at the Erikson Institute as a senior instructor. She holds a master’s degree in early childhood education and a doctorate in child development from Loyola University and Erikson Institute in Chicago. Photo by Natasha Hall on Unsplash

Photo by Jan Kopřiva on Unsplash They aren’t usually learned from a textbook, but social and emotional learning skills (SEL) are still critical to your child’s fulfillment and success. To learn more about SEL and how parents support their children’s development of these skills, we talked to Amanda Moreno, an SEL expert and associate professor at Erikson Institute. What is social and emotional learning when it comes to children?  What skills does it help children develop? There are several ways of defining SEL but in short, it covers non-academic skills that are needed to live a productive, fulfilling life connected to other people. SEL includes skills like emotional regulation, collaboration, social problem solving, kindness, and resilience. [RELATED: Why kids lie, and why it's okay] Why is SEL important? How does it benefit young children, both in the short and long term? SEL skills used to be referred to as “soft skills." That term is being used less, however, because it makes them sound "touchy-feely” when they are actually the foundation for academic skills. Just imagine how hard it would be to successfully engage in school, work and relationships without SEL skills. Parents usually understand that their children need both book and people smarts, but some SEL skills are less obvious than others. One example is that of a growth mindset. When someone with a growth mindset encounters a task that’s difficult for them, they assume that they just need to learn more and keep trying. They also recognize that everyone feels that tasks are too hard for them sometimes. In contrast, someone without a growth mindset will assume that they are incapable of completing the task, and always will be — and thus give up. Through SEL, parents can cultivate their child’s growth mindset by focusing more on process than outcome, and complimenting their efforts rather than static traits such as “smart.” For example, instead of waiting for your child to complete a puzzle or sand castle and then saying “good job,” you can say something like, “Wow, I notice how you keep turning the pieces in different ways,” or, “I see, when the walls of the castle cave in, you dig deeper for more wet sand to keep it in place.” What strategies can I use to increase my child’s SEL in everyday activities, especially now as life begins to return to normal? I am not someone who believes that children have dramatically lost skills in quarantine. Sure, they may be a bit rusty when it comes to interacting in larger groups (aren’t we all?), but it will just take some practice and confidence to get comfortable again. For children to regain their confidence in social interactions, they mostly need trust from their parents. Children use “social referencing” in challenging situations: If they look at you during their baseball game and you look nervous, they’ll be nervous, too. We need to find ways to manage our own anxiety and model resiliency. Doing so will help our children build their own. [RELATED: 10 tips to move your child from fear and anxiety to bravery] As my child grows, what behaviors signify developmentally on-track SEL skills? I love this question, because I think that due to our natural tendency to focus on the negative, it can be hard for parents to recognize growth in SEL skills. For example, we might think that after seeing gains in our child’s frustration tolerance, one big tantrum means all was lost. Instead of focusing on the tantrum, focus on the small wins. Sure, he had a tantrum, but has the amount of time between tantrums increased? Has the length of them decreased? Have certain things that used to be a trigger become easier? SEL development is not a smooth upward path, so be sure to notice the baby steps even when there are bumps in the road. Are there any resources in the community or classroom that I can access to help my child with SEL? Most schools do some form of SEL programming nowadays, and it is a good idea to find out what your child’s school is doing and get involved. Most programs have parent resources associated with them, which can help with consistent messaging across school and home. There are also many great resources online such as Zero to Three, CASEL, and Edutopia. Amanda Moreno, Ph.D. is an associate professor at Erikson Institute where she conducts research, designs and teaches graduate programs, and delivers professional development training on the intersection between emotions and learning.

For most people, this past year has caused a lot of anxiety and stress - and children are no exception. As life begins the slow process of normalizing, it’s important to address the impact of the year on your child’s mental health. To learn more about how to approach this critical, yet sensitive, subject with kids, we sat down with Sara Anderson, LCSW, Associate Director of Erikson Institute’s Center for Children and Families. After a year of remote learning, what kind of impacts are we seeing on young children’s mental health? We’re seeing several impacts. Some children have felt increased anxiety and depression because of the disruption of structure, routines and rituals, increased parental stress, worries about the pandemic and social issues, and lack of typical social-emotional experiences with peers and play. [Related: Reintroducing play dates in a post-pandemic world] How do these impacts manifest in young children’s behavior? What kind of behavior signifies that my child is anxious or stressed? Behaviors signaling stress vary, but typically, you’ll see changes in their appetite, sleep and toileting behavior. You might also see changes in a young children’s emotional outbursts, or an increase in their clinginess or separation anxiety. Another way that’s often missed is when a child becomes less emotive, more independent, and sends confusing messages to their caregivers about their needs and wants. Are there ways to mitigate some of the negative impacts this year has had on my child’s mental health? What can I do to help them at home and as they go back to school? The most effective way is for caregivers to be consistent and attuned to their child’s needs and emotions. Children need to know that you’ve got this, you are in charge and they can turn to you to get their needs met and help manage their feelings. Some strategies at home might include: ● Maintaining predictability and structure to the day ● Providing transitional warnings between tasks, or forecasting what is coming next (“We are going to play with the blocks and then get ready for lunch.”) ● Being available to help young children manage their big feelings through coregulation, helping them make sense and organize their feelings by naming them and helping them through [Related: Let go of your screen time guilt] At what point should a parent seek professional help for their child’s stress and anxiety? If there are changes in your child’s behavior (like the ones mentioned above) that persist over several weeks and don’t get better after using recommended strategies, parents should seek professional help. They should also seek help if children exhibit severe behaviors like head banging, hair pulling or biting and scratching atypical of their child’s age. Where can parents find the appropriate professional support in Chicago? What kind of mental health services are available for young children here, and in CPS? I’d first recommend parents to reach out to their pediatrician, but there are many options. For children 0 to 3 years, caregivers can access support through the Early Intervention system by locating a Child and Family Connection office in their area or calling 1-800-843-6154. For children older than 3, parents should reach out to their school district. For Chicago Public Schools, they can call the Office of Diverse Learner Support and Services (ODLSS) at 773-553-1800 to ask about support. At Erikson Institute, our Center for Children and Families works with caregivers and their children (ages 0-8) to help them understand the meaning behind their child’s behavior and how to best support them. To learn more, call 312-709-0508 for English, and 312-934-6446 for Spanish. Sara Anderson, LCSW, is the associate director of Erikson’s Center for Children and Families, where she trains, consults and counsels families and students on a wide range of child development issues. Sara holds a Master’s in clinical social work from the University of Chicago, and a certificate in infant mental health from Erikson Institute.

Most of us probably have a good idea what it takes to get our young children to love reading. Snuggling up with a favorite book at bedtime, for example, sends a clear message about the value of reading. But what about a love of math? For many parents, it’s not so obvious how to help young children appreciate math — especially if they don’t enjoy it themselves or feel their skills in the subject are lacking. Yet parents are a powerful influence on how children feel about math. Feelings? Yes, research is clear that children’s mindset — their beliefs about what math is and who can do math well — helps determine their math achievement. So, if you’re a parent and don’t consider yourself a math person, there are still ways you can help your child succeed. First, try putting aside any pressure you feel to be their math teacher, and instead, think of yourself as a math cheerleader! With that perspective, following are five strategies you can use to cheer your child on and encourage their love of math. Be curious The concept of being a “math person” — or not — is a myth. But even if you don’t identify as someone who likes or is good at math right now, you can still model curiosity about the subject. You don’t have to have all the answers, but you can ask good questions. Two great questions to ask your kids: “What do you notice?” and, “What do you see?” Look with a math lens We use lenses all the time to help us see things differently: to improve our vision, to shade our eyes from the sun, to magnify microscopic organisms and to watch a 3-D movie. In the same way, we can use a math lens to help our children see the world differently. For example, you and your child might look at how eggs in a carton are lined up in two rows of six. You might notice the patterns on a checkerboard, or the symmetry of a building, shapes in the tile floor, height of a tree, rhythm of a song, etc. By pointing these things out, it won’t take long for your child to recognize the ways math is present everywhere they look. Picture books, too, are a great invitation to look at the world with a math lens. Visit your public library and check out these award-winning Mathical Prize books. Talk about math You’ve got chores to do: grocery shopping, washing dishes, doing laundry, straightening up the house. These tasks all offer opportunities to help your child sort, count, make comparisons and reason spatially. The Early Math Collaborative at Erikson Institute offers many practical ideas for math at home. Remember that language and math skills develop together. Take advantage of small moments to talk about math ideas as you move through your day together — think of it as the curriculum of life! Play games Children learn best through play. Games provide children with enjoyable math practice skills while also developing their logical, strategic thinking. Simple card games such as Uno and Memory offer opportunities for matching and comparing. Path-based board games like Parcheesi or Chutes and Ladders, in which children use dice or spinners to advance spaces, develop a sense of number magnitude. Strategy games like Connect Four and Mancala require children to plan their problem-solving by thinking a step ahead. Puzzles are also great for spatial reasoning. The blog Games for Young Minds is full of game suggestions and reviews to help you plan your next family game night that encourages your child’s love of math. Embrace effort Making mistakes and trying to figure things out is part of doing math. How you respond when you or your child makes an error can send the message that math is a process and that success comes from effort. As children move through school, there’s bound to be some struggle learning math — and you may be in the position to help with homework. In these situations, pause for a moment before offering assistance. This sends the message that it’s okay for them to not understand right away. As parents, we have to develop a stronger stomach for some temporary frustration. This is how your child will learn problem solving and perseverance — both crucial skills for life that math teaches particularly well. Jeanine O'Nan Brownell is the mother of three children. She works at Erikson Institute’s Early Math Collaborative and partners with school districts, childcare centers, and agencies to design programs of professional learning for preK-3rd grade teachers.

Having a baby is hard, and with COVID-19 in the mix, life with a little one can feel even more complicated than before. You have fewer places to go with your baby, and limited access to family and friends to give you a break. If your baby seems to cry more than most, doesn’t seem to sleep unless in your arms, doesn’t want to eat, or pulls away from the breast or bottle, you are managing even more stress with less support. It would be great if there was a perfect way to parent, but there’s often no quick fix or easy solution. Remember: Each baby (and parent) is unique, and understanding yours might mean going against what the books say. It’s important to trust your gut and explore what works and what doesn’t. Following are a few ideas that we encourage in our work at Erikson Institute’s Fussy Baby Network, which will go a long way in helping you feel more confident as a parent. Babies are individuals Isn’t it interesting that we all accept that adults differ as individuals, yet we expect babies to all act the same? Babies are individuals from the moment they’re born, and parents must figure out how to best meet their individual needs. Another way to think about it is to ask, “What fills my baby’s cup and what depletes it?” Learning what these “fill ups” are for your baby requires observation and trial and error. For example, some babies love to be held, while others want to move freely. “Tummy time” sessions are widely seen as a good developmental exercise for babies. But if you notice your child resists tummy time and prefers being held, use this information to make sure you “fill their cup” with cuddles before and after a session. By doing this, you are communicating to your baby that you understand their needs — an important component of trust in a parent/child relationship. Sleep begets sleep Parents might also find that their baby, particularly young infants, is fussier in the early evenings for a few hours, often starting around 5 p.m. During this time, they want to be constantly held and if you try to put them down, they cry and the cycle continues. There are many theories about why babies cry more around this time, and one thought is sensory overload. A newborn is taking in so many sights and sounds that by the evening, their little body can’t take it anymore. Another theory is that babies are overtired around these hours. Often they “cat nap” throughout the day so by the evening, they are sleep-deprived and difficult to sooth. Many parents assume keeping their baby awake will help them sleep better when actually the opposite is true. The more babies sleep throughout the day, the better they are able to fall and stay asleep. Take a break Another tip is understanding that when you feel stressed or anxious, it doesn’t automatically mean your baby will mirror your emotions. But it might mean that you have less patience and you need to find a way to take time for yourself. When overwhelmed, parents often hold babies differently or move too quickly for them. It is always OK to put your baby down in a safe place and breath for a few moments. Try saying phrases like, “I’m OK, I can do this. My baby is just trying to communicate with me.” You can also do some deep breathing and while you do, put your hand on your baby’s chest so you are both slowing down together. Notice how your baby’s breathing changes when you do this. Overall, it’s key to remember that babies are not one-size-fits-all. Even if you experience your baby as fussy or challenging, that does not indicate you are doing something wrong. Often as adults, when we feel safe and secure, we feel more comfortable crying or letting loose. Imagine when a loved one hugs us and we actually cry harder! The same goes for babies and as their caregiver, you can likely figure out how to sooth them best. Trust what you know about them, and remember tomorrow is a new day and there will always be room to keep exploring and building your relationship with your baby. Nancy Mork-Bakker, LCSW, is the Director of Erikson Institute’s Fussy Baby Network (FBN). Linda Horwitz, MSEd, is FBN’s Outreach Coordinator and Infant Family Specialist. FBN offers telephone support, virtual visits, and weekly virtual drop-in groups. There is no fee for services during the pandemic. Families can call 1-888-431-2229 or email fussybaby@erikson.edu. Photo by Kevin Liang

As centuries of racial injustice continue to be illuminated, parents likely have lots of questions about how to talk with their young children about race and racism, and how to raise an anti-racist child. To answer some of these questions, Dr. Angela Searcy, a child development expert from Erikson Institute, shared her insights. When do children begin to notice race? Dr. Searcy: Research confirms infants as young as 3 months prefer to look at faces similar to their own. By preschool, they begin to use information about race to make decisions about playmates. At what age should parents start talking to their children about race? Dr. Searcy: Start talking about race as soon as your baby begins to recognize faces. Babies that don’t have exposure to people from a variety of races have a hard time noticing facial features of people from races other than their own. Not talking about race directly and explicitly leaves your child unaware of how you feel about different races. It will also create uncertainty about what your child knows about race and any racial bias they may have unintentionally internalized about their own race or others. What are some helpful conversation prompts for tackling this topic? Dr. Searcy: Reading books that show a variety of races is a good way to start. Point out the different races in children’s books and ask your child questions. When it comes to topics of racial injustice, parents already know what words their child understands and what examples will resonate with them. So try something like: “This reminds me of your favorite superhero. How can we ensure people of all races have equal justice?” or, “Would your favorite character think that was fair?” [Related: How to become an anti-racist parent] What behaviors can I expect to see from my young child as they start noticing differences? Dr. Searcy: Noticing differences is an important part of learning. Children will start reacting to differences in infancy and talking about them as soon as they can speak. If they have a negative reaction, respond with positivity and words of acceptance like, “Our differences are what make us all special.” Then follow up to understand why they might be feeling that way. If you respond by telling them you are colorblind, it can be very confusing. It asks children to ignore salient parts of another person’s identity and sends a message that something is wrong with having color if it must be “unseen.” Imagine the message that sends to a child of color who must have parts of their identity ignored and unseen. What are some helpful resources or activities that I can use to teach my child about race? Dr. Searcy: A few of my favorite activities include: ● Use M&Ms to show children how different colors are still the same inside ● Make a knot with a string to demonstrate how it will take time and many people to untie the knot of racism ● Give your child books with characters with a variety of races and ethnicities and have them look in the mirror and compare characteristics As far as resources, I’ve listed many on my website. A couple of my favorites are: How can I have a Positive Racial Identity? I’m White! and Woke Kindergarten. Dr. Angela Searcy holds a M.S. degree in early childhood development, with a specialization in infant studies, from the Erikson Institute and a EdD in education. She is an author of the book Push Past It! A Positive Approach to Challenging Classroom Behaviors and nationally recognized speaker, and currently serves as an adjunct professor at Erikson teaching Culture.