Author: ChrisN

3 Harmful Parental Behaviours That Are Easy to Overlook.

Trust us, Zenith knows how hard and complicated parenting can become.

Parenting is a complex and challenging task that requires patience, love, and understanding. While most parents do their best to raise their children, there are certain harmful behaviours that they tend to practice, ones that they may not even recognize as negative. There are the popular disputes we always hear about, like discussions on not neglecting your kids and the sharing/not sharing of ‘lixx’. Everyone has their own opinion about those, and perhaps Zenith will share our view on those practices in another post. However, in this one, we will explore some of those behaviours that may get disregarded in conversations, and explain how they generally affect children’s maturation.

Emotional Abuse

Emotional abuse involves any behaviour that harms a child’s self-esteem or emotional well-being. Common examples of emotional abuse include constant criticism, rejection, and humiliation. We all know that it is frowned upon to say outright hurtful things to our kids, but we must be aware that even subtle comments we make to our children, may have a similar effect. Have you ever heard someone say to their child, “Like you getting fat/ you putting on size!”? Such comments are normalized and dismissed in our society, but that does not mean it isn’t harmful to children’s self-esteem. These ‘little’ things are perceived as MASSIVE by children because they haven’t yet experienced enough to have the broader perspective adults possess. Children who experience emotional abuse may struggle with trust issues, and their self-esteem may have difficulty forming healthy relationships.

Solution

  1. Positive reinforcement and emotional support. Parents are generally the primary providers for their children, which includes providing an environment that is loving and stable. The effects of this type of abuse may not present themselves physically, but they deeply scar children in ways that only increase in complexity as they age. Creating a space that is supportive and positive, fosters a healthy relationship between you and your child. This also lays the foundation for them to engage in other healthy relationships as they mature since they now have an example to refer to.

Overprotectiveness

Is there such a thing as over-protecting?!

YES! There is, unfortunately, and it can have super negative impacts on a child’s development.

As parents, we love to protect our kids, it’s natural. However, overprotective parents may prevent their children from exploring the world and developing independence, leading to anxiety, low self-esteem, and a lack of confidence. The worst thing is, parents usually develop this habit without even realizing it!

Solutions

  1. Identify and address the root cause of this habit in the parent. This can stem from various factors such as anxiety, past trauma, or a desire for control. Just knowing the issue isn’t enough though, we must also work through these issues either by ourselves or with assistance from a professional or family/friend.
  2. Encourage independence and open communication between you and your kid. Zenith understands that there is always a fear that our children will make mistakes and take risks. It’s almost instinct to want to protect them from these potential struggles, but these experiences and decisions are essential in developing the confidence they need to navigate the world.
  3. Become okay with your kids making mistakes. Having slip-ups is a fundamental part of life. Think about it, without making mistakes, we wouldn’t know half the things we do as adults. Of course, protecting them from life-threatening dangers is the parent’s responsibility, but while using discretion, we must let go, and let them gather their knowledge first-hand.

Lack of Boundaries

A lack of boundaries is a dynamic that can unknowingly develop between a parent and child but this can cause confusion and insecurity in the child. Every parent wants to be close to their kids, but they must always be a clear and definite line between an adult and a child. Having a lack of boundaries can include behaviour that ranges from the sharing of inappropriate information, lack of privacy, or inappropriate physical contact. Parents who fail to set clear boundaries may inadvertently encourage negative behaviours, such as aggression or disrespect from their kids towards other children/adults. Also, children who do not learn boundaries may struggle with self-discipline and may have difficulty forming healthy relationships throughout their lives.

Solution

  1. It’s obvious that the solution to a lack of boundaries is the establishment of healthy boundaries, but what does that even mean? If we haven’t previously been exposed to that in our relationships, where do we draw the line? It’s an ongoing process that requires open communication, mutual respect and consistency. By setting clear rules and consequences, respecting privacy, encouraging independence, and seeking professional help when needed, parents can succeed in creating a supportive and nurturing environment for their children to thrive.

Overall, there are many harmful parental behaviours that can negatively impact a child’s development and we have only mentioned three. It is so important for parents to be aware of these behaviours and to strive to avoid them. This would be the first step in improving their relationships with their children. Please note that getting help does not show their inadequacy as a parent, but rather their dedication to providing the best environment for their children’s growth. Parents will not get everything ‘right’, but putting in an effort to change your behaviours into one that sustains a healthy and happy childhood for your children is immensely valuable. By promoting healthy and positive parenting practices, parents can help their children grow into happy, healthy, and well-adjusted adults.

Autism Spectrum Disorder (ASD) Awareness in Trinidad and Tobago.

What is Autism Spectrum Disorder (ASD)?

Autism is a complex neurological condition that affects individuals differently. It is a lifelong developmental disorder that generally affects communication, social interaction, and behaviour. Autism is a spectrum disorder, which means that individuals with autism can have a wide range of symptoms and severity.

Autism Awareness Month is celebrated annually in April, to raise awareness and promote acceptance and understanding of individuals with autism. In this blog post, we at Zenith Preschool will explore why autism awareness is important and how we can go about supporting individuals with autism.

Why is autism awareness important?

Autism affects approximately 1 in 100 children globally, according to the World Health Organization (WHO).  Its plurality has not been specifically documented in Trinidad and Tobago, but that does not mean it is not present in our population. Despite its prevalence, many people still do not understand what autism is or how it affects individuals. This lack of understanding can lead to discrimination and the development of a stigma towards individuals with autism and their families.

Autism awareness is important because it can help increase the understanding and acceptance of individuals with autism. When people are aware of the challenges faced by the autistic community, they are more likely to be supportive and inclusive. This can lead to better outcomes for individuals with autism, including improved social skills, communication, and behaviour.

How can we support individuals with autism?

There are many ways that we can support individuals with autism, including:

  •  Educating ourselves: The first step in supporting individuals with autism is to educate ourselves about the disorder. We can read books, watch documentaries, and talk to experts to learn more about autism and how it affects individuals.
  • Listening to individuals with autism: Individuals with autism are experts on their own experiences. By listening to them and respecting their perspective, we can better understand their needs and know the appropriate manner in which we can support them.
  • Being patient and understanding: Individuals with autism may have difficulty with communication and social interaction. It is important to be patient and understanding and to avoid making assumptions about their behaviour or intentions.
  • Using clear communication: Individuals with autism may have difficulty understanding abstract or complex language. Using clear and concrete language can help improve communication.
  • Creating inclusive environments: Creating inclusive environments can help individuals with autism feel more comfortable and included. This can include ensuring that events and activities are accessible and accommodating for individuals with autism.
  • Supporting autism research: Supporting autism research can help improve our understanding of the disorder and lead to better treatments and interventions for individuals with autism.

Conclusion

Autism awareness is important because it can help increase the understanding and acceptance of individuals with autism. As we continue to learn more about autism, we must remember that the autistic community are valuable members of our society who deserve our respect and support. To get more information on ASD and learn about autism in Trinidad and Tobago, visit the Autistic Society of Trinidad and Tobago.

Additionally, Zenith is lucky to have Christopher Naranjit, who has many years of experience with children who have autism. If you presume that your child may be on the autism spectrum, feel free to contact us on any of our social media to book a consultation.

Explaining Friction to Our Kids

We’re glad you asked!

Today we are talking about rough and smooth things.
We can teach friction by placing a flat object on ramps and looking at how fast it slides down the ramp. When it slides down quickly, we can say there was only a little friction between the object and the ramp.
When it slides down slowly, we can say there was plenty of friction between the object and the ramp.

After you guys conduct our Friction Experiment, the children should understand that smooth surfaces have low friction and rough surfaces have high friction.

Friction Experiment

Material

  1. Toy car with a flat roof
  2. At least 1 rough and 1 smooth surface that can be tilted

Procedure

  1. Put the car upside down on the rough surface
  2. Tilt the surface slightly until the car slides.
  3. Monitor how quickly or slowly it slides.
  4. Repeat steps 1-3 for your smooth surface

Note

  1. Do not let your children play with the car by rolling it on its wheels. This will be an exercise in their restraint.
  2. Try the experiment with many other objects like books, stuffed toys, rulers etc.

Have a good day!

Zenith Preschool Team

My Kids Wake Up TOO Early!

When your 3-5 year old wakes up too early, you may feel pressured to wake up with them to keep them out of trouble. This can become taxing if it encroaches on your own sleeping needs. This is Zenith’s advice for that situation:

 

First of all, this is totally normal.

Many children wake up early. Generally, they aren’t negatively affected by their wake-up time. Our personal advice would be to, not try to adjust your child’s wake-up time, but rather work on their discipline. 

 

For discipline to work, children need to understand that you do not want them to be ‘up and about’ before YOU wake up. Therefore, they must have a sense of what time you would be waking up.

 

Now, not being ‘up and about’ doesn’t mean they can’t be awake. Be sure to explain this and suggest to them that they can stay in their room and play until it’s time to ‘wake up’.

As for knowing when it is time to wake up:

Get a digital clock and put it in their room.

Let’s say you pick 7 AM as wake-up time. Show them this on the clock.

Clocks can be hard to read when they have just started numeracy, so to help them, make a paper sign with a 7 on it, as shown below.

You could even let them colour it if you like. Now stick this ‘7’ over the ‘minute’ digits so that all the child should be able to see are the ‘hour’ digit(s).

For example: Above, you would block the ’59’ with your 7 cut-out. (The closer the cut-out 7 looks to the clock’s 7, the better)

 

Introduce the vocabulary, “7 o’clock” and then test their knowledge by telling them to give you a high five when it is 7 o’clock; when the red number matches the paper’s number.

Then you can establish that 7 o’clock is the designated time for them to be outside their room. Whenever they wake up before that, they now know that they are expected to stay in their room.

 

We advise leaving some toys or activities in the room for them to play with. Do not lock the door.

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For the first few nights, wake up and wait quietly near the door in case they wake up. If they come out of their room, go to the clock and explain to them that it is not time to wake up yet and they have to stay in their room for now.

 

This should be done for at least a week. Do not allow them to negotiate to come outside. Crying is allowed. Consider redirecting them to something fun they can do in their room. Once you are firm and consistent, the child should soon learn that they have to stay in their room until ‘7 o’clock’.

 

Once they have gotten this skill and you’re ready to trust them to stay inside, mention to them that if there is a fire, or if they get hurt, they are allowed to come straight to your room and wake you up.

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Good night and good luck!

I’m a Bear!

Top 5 Disciplining Techniques that Zenith Preschool DOES NOT Use.

That’s right, Zenith is making a list. Look out Buzzfeed!

Zenith Preschool has had a lot of interviews with prospective parents and we’ve observed some questions that come up more often than others. Questions about discipline are not usually among them. If they do come up, it is well into the interview, often with mild discomfort. I love when parents ask about discipline because it usually leads to enlightening chats about other preschools and their approaches. So far, nothing I’ve heard sounds like anything we do at Zenith. 

That is fairly strange. 

What are these techniques, and why doesn’t Zenith use them? Let’s get into it.

 #5: The Punishment of EXTRA WORK.

This one sounds like such a good idea. You want kids to do their assigned work and you want them to be disciplined. Who knew that one could lead to the other? 

First off, let’s clarify that we are referring to schoolwork like writing, reading, etc. With this technique, you’ll probably see some decrease in unwanted behaviour (UB). More work induces stress and our psychology is designed to avoid stress, so children may decide to stop the UB to avoid this discomfort.

One Reason Zenith Doesn’t Use This Technique:

What does one do at school? 

That’s right, ‘work’. 

Well… Zenith doesn’t usually use that word, because it has a heavy connotation. When we hear work, we’re not encouraged to think about an enjoyable or fulfilling activity. However, activities in school can easily be enjoyable, and research shows that if the information is collected in a fun way, it increases retention. We want our students to be interested in attaining knowledge and skills so the last thing we would do is purposefully transform learning into a punishment. Not to mention, that they’re preschoolers, and this is not the time in their life to overwhelm them with ‘work’.

Summary: Punishment is bad. ‘Work’ is Good. Therefore, ‘Work’ should not be a punishment.

 #4: Time-Outs.

“Oh gosh, she’s screaming again. Did she just hit him?”  

“That’s it, time out for you, missy!” 

Often when a loud or explosive sort of UB occurs, educators pull out the Time-Out card. The most famous being Super Nanny’s time-out, ‘The Naughty Corner’. For years it has been seen as the magic technique to deal with UBs. If you’ve tried it, I’m sure you’ve seen some sort of result quickly, and who can argue with the results?

 … 

Hi, I’m Zenith Preschool! I’m here to argue with the results.

One Reason Zenith Doesn’t Use This Technique:

There is just too much to lose in using this technique. 

Behaviours like shouting, hitting etc, come from a lack of communication skills/tools. Children with this UB haven’t developed the skills to talk about their feelings, solve their problems calmly, or accept not getting their way (likely a result of underdeveloped empathy). Putting them in a time-out is like punishing a child for falling off their bike by making them carry it on their back. 

Yes, the technique might stop the UB, but it does not help the child to develop the skills they need to solve their problems or communicate effectively. Not only does it not help their communication skills, but it also stunts them. By putting a child in a time-out, when they express their emotions, you’re teaching them that expressing themselves is wrong and warrants punishment. The last thing you want for your child is for them to stop expressing themselves. 

So for Zenith, this technique is in no way worth the appearance of effectiveness.

Summary: We want children to develop their communication skills and encourage them to express their emotions, time-outs work against this goal.

#3: Withholding of a Break or Fun Activity.

Here is another obvious one. 

If the child wants to do something, they’ll avoid behaviour that will rob them of the chance. If properly explained so that the child makes the connection between the UB and the punishment, then this could show results.

One Reason Zenith Doesn’t Use This Technique:

Do you guys remember recess? 

SO GOOD!

It is so important too! 

The mind needs breaks. A break allows one to reset their stress levels to allow for further focus.
Kids are going to be doing a lot of play during break time and that is also very important. Physical play releases so many important chemicals into the body that assist with cognitive tasks and the retention of information. 

Simply put, breaks/ fun activities are the glue that holds the entire academic world together. Now, why would you take that away from a child? 

If they’re acting out, chances are they’re already stressed. If you don’t let them reset, what sort of results do you truly hope to achieve?

Summary: Break time is sacred. Zenith will not take it away.

#2: Boofing/Buffing Up.

How do you even spell that word?! 

Either way, we’ve all been shouted at, and most of us have seen children being shouted at. They usually quiet down or cower away and the UB usually ceases. It seems like this approach works, but how lasting is this effect? 

Do you remember being shouted at in school for talking? Sure, you got quiet but thirty minutes after the boofing, were you still just as quiet?

One Reason Zenith Doesn’t Use This Technique:

Shouting in response to an UB usually just comes across as weak. 

I had a substitute teacher take over one of my classes years ago. She complained about how much shouting she had to do. That was surprising since I have never shouted in a class and don’t ever expect to. At Zenith, we train hard to develop our abilities to communicate so that we don’t need to rely on shouting. If we did, it would only teach the children that shouting is an acceptable way to solve one’s problems. 

As an adult, have you ever been more moved by someone’s point because they were screaming at you? 

Didn’t think so.

Summary: Shouting is not a good communication tool so let’s not teach it to our kids.

#1: Corporal Punishment

Beating, flogging, whipping, lashing. Bring the cane, the stick, the slipper, the pot-spoon…

One Reason Zenith Doesn’t Use This Technique:

I know we said one reason and I’ve worked hard to keep it down to one each but here’s a freebie:

It’s illegal!

Aside from that, so much research has been done in the field of psychology to show that this technique is much more likely to build up resentment than to help in the development of a child. 

Why would a child respect and obey someone they resent or fear?

They don’t. Children just learn how to not get hurt. 

Best way? Don’t get caught. 

What else might they learn? That beating someone is how you get someone to listen. #cycleofviolence

Summary: Might seem like it works but it just doesn’t.

So, that was our list of techniques that we don’t use at Zenith Preschool. I hope to in a later post break down the techniques that we DO use. 

Until then, this is Christopher signing out. 

Thanks for reading!

Stormy Sea Craft

Today we spoke about the ocean and the many things it gives us.

  1. Food
  2. Fun
  3. Transport (boats)
  4. Salt

The kids learnt that salt come from when water breaks down certain rocks. Some of these rocks are in the sea and some are in rivers and lakes.

The reason a river or a lake is not salty even though it has rocks is because it sends all of its salt to the sea. When there is no connection to the sea, lakes can become salty, like the Salt Lake or the Dead Sea.

 

For our craft we are making a sea in a bottle.

Material:

  1. Clear, empty bottle
  2. Blue food colouring or paint
  3. Oil
  4. (Optional) Pebbles to represent the bottom of the sea or a small boat that would float on the water.

Procedure:

  1. Full the bottle a little more than half way with water.
  2. Mix in blue colouring
  3. Pour in oil until bottle is full.
  4. (Optional) Put in pebbles or boat.
  5. Shut the bottle tightly.
  6. (Optional) Tape or glue the cover shut if you think your child will open it up during play.

 

 

Turn the bottle to its side and tilt from left to right to recreate a stormy sea’s waves.

Centipedes (no photos)

know some of our parents don’t want to see pictures of Centipedes so i’ll leave up that to you if you want to look for them.

 

Centipede Facts:

  1. Centipedes eat meat; they are carnivorous. (e.g. spiders, frogs, mice, snakes)
  2. Centipedes have their skeletons on the outside; they have exoskeletons.
  3. When centipedes get too big for their skeleton, they crawl out and it and eat it.
  4. Centipedes sting with venom. Their venom is not lethal to humans but some could make you sick and most of them will itch or hurt.

Colouring Page:

Remember to chat with your kids about the facts as they colour.

 

Craft

Even though we didn’t have any craft scheduled your kids would have prepared some shapes into a picture of a flower on a card. Please fathers, help your children write

“Happy Mother’s Day

From:

To:                             ”

 

Prep for tomorrow’s class

Contents
  1. Procedure:
  2. Results:

Hi, sorry this wasn’t on the materials summary from last week but please prepare these for tomorrow’s class. Thank you in advance!

Materials:

  1. Construction paper, green, yellow and any other colour.
  2. Scissors

If you do not have construction paper use regular paper and colour shapes different colours.

Procedure:

  1. Cut a long rectangle from green paper.
  2. Cut out two leaf shapes
  3. Cut out TWO circle from yellow paper of the same size. (even though the picture only has one)
  4. Cut 6 triangles in a different colour paper

 

Results:

Please have your kids come to the evening session with these shapes, a sheet of paper and a glue stick. Thanks!!

 

Horses

 

Today we were talking about running animals. The children were already aware of the Cheetah as a fast animal, it was their first answer. We went through a list of animals that were fast and pointed out which ones were faster than their parents’ cars!

Here is a link to the fastest animals list. 

Horse Facts:

We learned that Horses eat grass; they are herbivorous.

They have hair along the top of their neck called a mane.

And similar hair on their tail.

That hair is used to make violin bows.

Horses are not the fastest runners but they can run longer than most other animals because they can sweat. This helps keep them cool while running.

Like at this horse race.

These Police Horses. (The horses are legally registered as Police)

Or these people who are riding horses up a mountain.

But horses are wild at heart and if it is not trained, it will not let you ride it.

Training horses takes a long time and a lot of patience. But once trained a horse is a very useful animal and if you treat them well, horses can make a good friends.

To remember:

The main horse facts that we want the kids to remember are:

  1. Horses eat grass.
  2. You can train a horse to ride it.
  3. Horses can sweat, unlike most animals.

Today’s Activity:

Test your speed.

  1. Pick a starting point.
  2. Pick a finish point.
  3. Prepare your stop watch.
  4. Have your kids run from start to finish and time them.
  5. Record and tell them their time
  6. Have them race again.
  7. Record and tell them their second time.
  8. Note it it was faster or slower.
  9. Repeat 6-8 as often as they like.

 

Marine Iguana

Today we spoke about swimming animals.

The children quickly pointed out that Balugas, Dolphins, Sharks and Turtles swim. When I asked if frogs swim, they said yes but when I asked if lizards can swim, they said no.

After looking at exerts from this video they changed their mind.

 

Marine Iguana Facts

  1. Marine Iguanas can swim. They swim by wiggling their entire body like a snake. (Ask your kids to show you the dance)
  2. They live on the land but feed in the sea. 
  3. Marine iguanas eat seaweed and algea.
  4. Marine Iguanas can hold their breath for up to 45 minutes. 
  5. Marine Iguanas are only found in the Galapagos Islands.
  6. Even though they are the only ‘sea lizard’ Trinidadian iguanas (Iguana Iguana) comfortably swim in the sea.

Colouring Page:

This is a land iguana that lives in Trinidad. It feeds on flowers, fruit and leaves but if they wanted to they could also swim.

 

Be sure to chat with your kids about the above facts while they colour.