Program Governance - CHILD, Inc.childincri.org/wp-content/uploads/2019/12/Nov-2019.pdf · 11/12/2019 · Fall 2019 Edition Fall 2019 CHILD, Inc. Centers 160 Draper Ave Warwick, RI

Fall 2019 Edition

Fall 2019Fall 2019

CHILD, Inc. Centers160 Draper Ave

Warwick, RI 02889401.732.5200

849 Centerville RoadWarwick, RI 02886

401.823.3777

28 Payan StreetWest Warwick, RI 02893

401.828.2888

23 Cady StreetCoventry, RI 02816

401.823.3228www.childincri.org

facebook.com/ChildIncRI

Like us on FaceBook formore Parent events

CHILD Herald CHILD Herald

Page 2Fall 2019 Edition

Table of ContentsCady St. ......................... 3Centerville Rd. ................. 4Payan St. ......................... 5Draper Ave ..................... 6K. Activity Calendar .......... 7Attendance ...................... 8Child Development .............Health & Safety ......... 11-16Mental Health ........... 17-22Dad’s Corner ............. 23-24Parent Resources ..... 25-26Family Fun ................ 27-28Story Times ................... 29

Program Governance

Congratulations to all of those elected to serve on the Policy Council for the upcoming 2019-2020 school year! The voting was held at our open houses, and the result are:

Cady St: Elliot Saulnier, Mandy Hey and Erica EstevesCenterville Road: Megan McGinty, Courney Pelter and Melissa ConstantDraper Ave: Wayland LaBelle, Glenford Wade, Nancy Crosy, Kendra Pennington, Sianna McNultyPayan St. Amanda Ricci, Barkisu Cole, Morgan Ortiz, Jacyln Santerre, Sierra BernierHome Based: Michelle Steen CHILD, Inc. is sending 8 members of our newly elected council to the leadership training in New Hampshire in December! We look forward to a great year!

CHILD, Inc. CLOSINGSThe Agency will be closed the following dates:

Thursday, November 28th Friday, November 29th

Tuesday, December 24th Wednesday, December 25th

Wednesday, January 1st


Cady St. News

SPOTLIGHT CLASS State Pre-K

Melissa & Katie Approached to Learning: We have been learning and practicing our classroom rules and routines. We have been singing many songs that include our names in them to help us learn each other’s names.

Social and Emotional Development: We have introducing concepts from Conscious Disciplines in the classroom. Children have been learning the STAR breathing technique to calm down and “Wish you well” activity to show that we care about each other.

Language and Literacy: We have been reading many rhyming books, playing rhyming games and singing rhyming songs to improve our rhyming abilities.

Cognition: Counting to twenty and recognizing numbers to ten are goals for us and we have been practicing in lots of different ways throughout the day. We also investigated the inside and outside of a pumpkin. Did you know that they float in water? We do! We made a prediction and then tested our theory using a sink or float activity.

Perceptual, motor, and Physical Development: Painting and drawing help develop our fine motor skills. Dancing and using our bodies to move us in creative ways help us develop our gross motor muscles.


Centerville Rd. News

SPOTLIGHT CLASS Preschool Extended Day

Kara & Barbara Approached to Learning: Children enjoyed learning to play Bingo with a deck of cards. We learned match by number and shape. This game allowed the class to practice skills of waiting, taking turns, and good sportsmanship.

Social and Emotional Development: Children worked together in small groups to solve puzzles together. They encouraged each other to find the missing pieces by talking about colors, shapes, and edge.

Language and Literacy: Children enjoyed learning to play the “I Spy” game. Three objects were in front of class on the rug and each child had to describe an object using words to describe the color, shape and size.

Cognition: Children learned to play “Move it to Prove it” simply a matching game. We used shapes and children used words like curvy or straight lines to describe how the shape was made.

Perceptual, motor, and Physical Development: Children use the writing sticks to make the first letter in their name. Writing sticks are made of curvy and straight sticks.


Payan Street News

SPOTLIGHT CLASS Extended Day Head Start

Luz & SugeidyApproaches to Learning: We will be incorporating creativity into our preschool classroom by creating a washer and dryer made out of cardboard. Also, we will be designing a clothes line for our Family Living center to hang different types of clothing on.

Social and Emotional Development: We will be working on using feeling words to express our emotions, for example, happy, sad, angry, frustrated, excited, silly, etc.

Language and Literacy: We will be singing the song, “This is the Way We Dress.” Also, we will be reading and looking at books about dressing up. We will also be practicing writing first names on paper.

Cognition: We will be learning how different clothes are made. We will be feeling different types of fabrics and designing a fabric collage. Also, we will be counting and playing a number matching game.

Perceptual, Motor, and Physical Development: We will be dancing and exercising to music. Also, we will be enjoying running around outside and riding tricycles.


Draper Ave. News

SPOTLIGHT CLASS Early Head Start Tara & Melissa

Approaches to Learning: We are learning about fall. How the leaves are changing colors we are learning. We are also learning how the weather is getting colder and the need to dress appropriately.

Social and Emotional Development: We are learning to be more independent. we are learning to put our coats on by ourselves to go outside. We are also learning to wash out own hands and brush our teeth. We recently had a pumpkin hunt, we found our own pumpkin and explored them.

Language and Literacy: We are reading books about fall. Reading these books we are learning new words like leaves, colors, change and pumpkin.

Cognition: We are learning our daily routines, we will be putting up a picture of us doing our daily activities to help us learn from them.

Perceptual, Motor, and Physical Development: We have done some fine motor activities like gluing leaves, ripping tissue paper, coloring and bingo markers.

SPOTLIGHT CLASS Early Head Start

Tina & TonyaApproaches to Learning: We have been enjoying a variety of new experiences including waterplay where we used toy bears to make our boats sink by placing the toy bears on them, sand where we worked on the concept of full and empty, and playdough where we learned the word “squishy”.

Social and Emotional Development: We have been having lots of fun learning how to play together and take turns through playing pass and building towers together.

Language and Literacy: We have been reading a variety of books including ‘Sheep in a Jeep’ and ‘Brown Bear, Brown Bear’ and had an awesome time acting out the story ‘5 Little Monkeys Jumping on the Bed’. We had so much fun ball painting together as we acted out the meaning of ‘Up and Down’ to move the ball.

Cognition: We have been working on the concept of two through finding and making pairs throughout the classroom. We are enjoying fingerplays such as ‘Five Little Monkeys Swinging From a Tree’ and ‘Five green and speckled frogs’, we are learning to count to five.

Perceptual, Motor, and Physical Development: We have and are learning how to orient our bodies in space to be more aware of our smaller friends so we can play with and near them. We have been having a ball with our new homemade basketball hoop as we work on throwing and catching.

Page 7November 2019 Edition

Nov

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Drugs and Pregnancy: Myth vs. Fact

MYTH: A pregnant woman can quit opioids (prescription painkillers OR heroin) at any time suddenly, sometimes called “cold turkey.”

FACT: Stopping an opioid “cold turkey” can cause serious problems for baby.

If you are taking an opioid, talk with your health professionals right away, before you stop.

Your doctor has specific ways to help you stop taking an opioid that will also protect your baby.

Medications are available that help with opioid addiction and that are safe for baby.

Pregnancy can be an exciting time!

Friends, family, neighbors, co-workers—everyone has advice to share.

Which leaves many moms-to-be with questions.

Knowing the facts about drugs and pregnancy is one of the best ways to take good care of yourself and give your baby the healthiest start in life.

MYTH: Marijuana is OK to use during pregnancy. It’s legal in some states, so it must be safe. And it can help with morning sickness.

FACT: Avoiding marijuana during pregnancy protects your developing baby’s health. The chemicals in marijuana (including “THC”) pass from your body to your baby’s body. This can harm baby’s health whether you smoke marijuana or eat it, and in any amount. Smoking marijuana also raises carbon monoxide levels in your blood. This means less oxygen to your baby, which can affect growth. Some studies have linked marijuana during pregnancy to learning problems in childhood.

FACT: Some drugs your doctor prescribed before you were pregnant may not be safe for your baby, now that you are expecting. Or you may need a different dose during pregnancy.

Be sure to tell ALL healthcare professionals that you are pregnant. Share all of your current prescriptions. Ask your doctor, “Is this medication safe to take while I’m pregnant?”

Take any medications exactly as your doctor tells you to.

Don’t take any medication with someone else’s name on it.

MYTH: If a doctor prescribed a drug, it must be safe during pregnancy and in any amount.

Have you heard these common myths?

Help is available! Do you, a family member, or afriend need help with drug use?

Talk with a professional:National Helpline1-800-662-HELPTreatment Services Locator1-800-662-4357

National Council on Alcoholismand Drug Dependence1-800-622-2255

MYTH: It’s safe to have a few drinks during pregnancy.

FACT: There is no known safe amount of alcohol during pregnancy.

When a woman drinks alcohol during pregnancy, it passes quickly from her body to baby’s. Any amount can hurt a developing baby.

Alcohol use during pregnancy can cause fetal alcohol spectrum disorders, which include learning problems and harm to baby’s head size, height, weight, speech, vision, and hearing.

Do you have questions or concerns?

Drugs and Pregnancy:Myth vs. Fact

Help is available!Do you, a family member, or afriend need help with drug use?

Talk with a professional: National Helpline1-800-662-HELP Treatment Services Locator 1-800-662-4357

National Council on Alcoholism

and Drug Dependence 1-800-622-2255

MYTH:A pregnant woman can quit opioids (prescription painkillers OR heroin) at any time suddenly, sometimes called“cold turkey.”




Medications are available that help with opioidaddiction and that are safe for baby.






MYTH:Marijuana is OK to useduring pregnancy. It’s legal in some states, so it must be safe.And it can help with morning sickness.

FACT: Avoiding marijuana during pregnancyprotects your developing baby’s health. The chemicals in marijuana (including “THC”)pass from your body to your baby’s body. This can harm baby’s health whether you smoke marijuana or eat it, and in any amount.Smoking marijuana also raises carbon monoxidelevels in your blood. This means less oxygen to your baby, which can affect growth.Some studies have linked marijuana during pregnancy to learning problems in childhood.

FACT:Some drugs your doctor prescribed beforeyou were pregnant may not be safe for your baby, now that you are expecting. Or you may need a different dose during pregnancy.

Be sure to tell ALL healthcare professionals that you are pregnant. Share all of your currentprescriptions. Ask your doctor, “Is this medication safe to take while I’m pregnant?”



MYTH:If a doctor prescribed adrug, it must be safeduring pregnancy andin any amount.

MYTH:It’s safe to have a few drinks during pregnancy.

FACT:There is no known safe amount of alcohol during pregnancy.





Drugs and Pregnancy: Myth vs. Fact

MYTH: A pregnant woman can quit opioids (prescription painkillers OR heroin) at any time suddenly, sometimes called “cold turkey.”




Medications are available that help with opioid addiction and that are safe for baby.





MYTH: Marijuana is OK to use during pregnancy. It’s legal in some states, so it must be safe. And it can help with morning sickness.

FACT: Avoiding marijuana during pregnancy protects your developing baby’s health. The chemicals in marijuana (including “THC”) pass from your body to your baby’s body. This can harm baby’s health whether you smoke marijuana or eat it, and in any amount. Smoking marijuana also raises carbon monoxide levels in your blood. This means less oxygen to your baby, which can affect growth. Some studies have linked marijuana during pregnancy to learning problems in childhood.

FACT: Some drugs your doctor prescribed before you were pregnant may not be safe for your baby, now that you are expecting. Or you may need a different dose during pregnancy.

Be sure to tell ALL healthcare professionals that you are pregnant. Share all of your current prescriptions. Ask your doctor, “Is this medication safe to take while I’m pregnant?”



MYTH: If a doctor prescribed a drug, it must be safe during pregnancy and in any amount.


Help is available! Do you, a family member, or afriend need help with drug use?

Talk with a professional:National Helpline1-800-662-HELPTreatment Services Locator1-800-662-4357

National Council on Alcoholismand Drug Dependence1-800-622-2255

MYTH: It’s safe to have a few drinks during pregnancy.

FACT: There is no known safe amount of alcohol during pregnancy.




Drugs and Pregnancy:Myth vs. Fact

Help is available!Do you, a family member, or afriend need help with drug use?

Talk with a professional: National Helpline1-800-662-HELP Treatment Services Locator 1-800-662-4357

National Council on Alcoholism

and Drug Dependence 1-800-622-2255

MYTH:A pregnant woman can quit opioids (prescription painkillers OR heroin) at any time suddenly, sometimes called“cold turkey.”




Medications are available that help with opioidaddiction and that are safe for baby.






MYTH:Marijuana is OK to useduring pregnancy. It’s legal in some states, so it must be safe.And it can help with morning sickness.

FACT: Avoiding marijuana during pregnancyprotects your developing baby’s health. The chemicals in marijuana (including “THC”)pass from your body to your baby’s body. This can harm baby’s health whether you smoke marijuana or eat it, and in any amount.Smoking marijuana also raises carbon monoxidelevels in your blood. This means less oxygen to your baby, which can affect growth.Some studies have linked marijuana during pregnancy to learning problems in childhood.

FACT:Some drugs your doctor prescribed beforeyou were pregnant may not be safe for your baby, now that you are expecting. Or you may need a different dose during pregnancy.

Be sure to tell ALL healthcare professionals that you are pregnant. Share all of your currentprescriptions. Ask your doctor, “Is this medication safe to take while I’m pregnant?”



MYTH:If a doctor prescribed adrug, it must be safeduring pregnancy andin any amount.

MYTH:It’s safe to have a few drinks during pregnancy.

FACT:There is no known safe amount of alcohol during pregnancy.




Even with the best resources available, meeting the needs of family members in today’s fast-paced society is difficult. The daily stress of making ends meet can take a toll on all family members, including

children.

While it may be difficult to change circumstances such as housing, employment, and transportation, there are things parents can do to reduce the effects of stress and to help their children develop resilience. Resilience is the ability to recover from or adjust easily to adversity

or change. It is important because it allows us to overcome negative experiences, and it is an ability that, when supported appropriately, develops throughout childhood. There is a large body

of research supporting the importance of building resilience to help prevent negative consequences of environmental stressors.

WITHOUT RESILIENCE, children are at risk for poor outcomes in the following areas:

Cognitive: Delayed Language Learning ~ Language Learning Difficulties ~ Memory Difficulties ~ Reduced Ability to Focus/Concentrate ~ School Readiness/Academic Failure

Emotional: Self-Regulation of Emotion ~ Self-Regulation of Behavior ~ Poor Impulse Control ~ High Emotional Reactivity

Physical: Weakened Immune System ~ Changes in Brain Development ~ Obesity ~ Mental Health Problems ~ Chronic Health Issues

Social: Aggression ~ Peer Rejection ~ Hostile Perceptions ~ Volatile Relationships

Parents have the power to make an enormous difference in the outcomes of their children’s development. Child Development Research has become more sophisticated and provides more in-depth evidence of when, where, and how parents can protect their children from environmental stressors impacting their lives and development.

This guide is organized according to children’s environments, where parents might have greater opportunities to help them build resilience. Think of other ways to adopt resiliency practices in your child’s daily experience.

Pass it on– share your experiences with others, on social media, and with us. Email us at [email protected] or tweet #resiliencebooster.

Parenting is hard work.

Warm and nurturing

relationships between children and the adults

in their lives are the most important factor in developing

resilience and overcoming potential negative effects

of daily stress.

APA Office on Children Youth and Families in collaboration withthe Office on Socioeconomic Status


In th

e HomeThe home is your child’s first environment, and the one where she will spend the most time over the course of childhood. Your home is the most important environment for developing resilience. Key principles to support healthy development in the home include structure and fostering a close, warm relationship.

Children need to know what to expect and what is expected of them. This structure provides a sense of security and comfort. Structure helps to reduce the sense of chaos or disorganization that can be created by stress. To create structure:

Warm relationships help children feel secure, especially when faced with ongoing daily stress. It is possible to maintain a warm, nurturing relationship and strong rules and expectations at the same time.

Establish and stick to family routines

✓ Meal times ✓ Bed times ✓ Homework times

✓ Hygiene routines ✓ Traditions, such as family game night, weekend walks, or movie night

Talk about emotions. Children need to learn how to appropriately express and regulate emotions. They look to parents as models for all sorts of behaviors, including emotion regulation.

✓ Express your feelings, including anger and sadness: “When accidents happen, I feel frustrated/sad/angry.”

✓ Talk about the emotions expressed in the world around you. Discuss how characters in books or movies feel about what is happening, how siblings, relatives, or classmates feel about events, or how it might feel to experience something new.

✓ Talk to your child about her emotions, both positive and negative. Talking with children about their feelings helps them recognize those feelings and learn how to regulate them effectively.

Create rules and expectations and apply them consistently ✓ One key to effective parenting and discipline is to let your child know what is expected of him, what to expect if he doesn’t do what he is supposed to, and then to follow through, every time.

✓ While change may be necessary, reduce the chaos of change by maintaining routines and manage expectations about the approaching changes.

Model and discuss self-control. The ability to regulate emotions and behavior is essential for succeeding in school, at work, and in social relationships.

✓ When talking about how you feel, also talk about what you will do to appropriately express or release those feelings.

✓ Model the behavior you want to see in your child, including responses to anger. ✓ Play games that support self-control, like musical chairs, or red light/green light.

Structure

Foster a close, warm relationship


Model and discuss problem solving ✓ Share how you resolve problems, large and small, from what to make for dinner to how to make sure the bills are paid.

✓ Play games that ask your child to come up with solutions. ✓ When your child has a question or a problem, instead of offering suggestions immediately, start with questions, such as, “What do you think might work?” Help him think through his ideas before offering suggestions of your own, and discuss them too.

Build strong communications skills. Both understanding and using language are important for successful interactions. Communication skills, including a strong vocabulary and correct language use are strongly linked to academic success.

✓ Make up family stories in which family members take turns adding something.

✓ Talk to your child about your day, and ask about her day. ✓ Read together, every day if possible, from birth. As your child begins to read, take turns reading to each other.

✓ Sing and dance together.

Your neighborhood provides your child with his first exploration into the world. Although you cannot control all of the factors in your neighborhood, you can build and take advantage of resources that support resilience.

In the Neighborhood and Community

Get to know your neighbors and form close relationships. Neighbors are an important source of support and social interaction. Relationships with neighbors create the social structure in neighborhoods that foster a sense of belonging and caring, social-monitoring to protect and support each other, and positive feelings about the neighborhood.

Seek out resources within your community. Although community services may be limited where you live, seek out any that are offered, and take advantage of all that you can.

✓ Libraries offer learning opportunities, entertainment programming, and educational programming in addition to lending books.

✓ Community Centers/YMCA’s/Boys and Girls Clubs offer sports programming, social events, entertainment, and educational opportunities at no or low cost, often with lower costs based on income eligibility.

✓ Churches and Faith-Based Institutions often provide child care, before/after school care, and other youth development programs. They can also facilitate your child’s relationships with others around pro-social activities.

✓Museums & Parks often have free or low-cost admission fees and special activities for children and youth.

✓Community groups organized around issues or activities – If you have questions or concerns about the way things work in your town or city, get involved. The best way to ensure change is to be a part of it.

✓ VOTE – If you don’t have time to take up an issue, you can look for public officials who will address those issues. Find out about the positions on issues important to you of those running for office, and use your vote to seek change.


Healthy Sleep Habits - Tips from the AAP

Even when you have limited options for child care, there are important factors you can look for to ensure that this environment will support your child’s developing resilience. Basically, the child care environment should mirror the home environment in many ways. Look for child care providers who:

As with child care, you may have few or no options about the schools your child attends. But, there are things you can look for in a teacher or school when considering which teacher to request for the next year, and suggestions you can make to the PTA and School Board for improving the school.

How can my child care help?

How can my school help?

✓ Help children feel safe, protected, and valued

✓ Get down on the child’s level to interact

✓ Talk with children respectfully

✓ Interact frequently and regularly with the children, rather than simply supervising them

✓ Demonstrate sensitivity to the children’s needs and feelings

✓ Play pre-reading and pre-math games, games that foster imagination and problem-solving, games that practice self-control, and games that discuss and model feelings

✓ Positive, sensitive or caring, and respectful teacher attitude ✓ Teachers who reinforce instances of good behavior and good performance ✓ Teachers and schools who do not treat children differently or have different expectations of students from different backgrounds or with different test scores

✓ Classrooms with mixed child ability levels and interaction of children across ability levels ✓ Options for student participation and activities beyond basic reading and math ✓ Schools with an emphasis on attendance

ReferencesBlair, C. & Raver, C.C. (2012). Child development in the context of adversity. American Psychologist, 67(4), 309-318. DOI:10.1037/a0027493.

Malhomes, V. & King, R.B. (Eds.) (2012). The Oxford Handbook of Poverty and Child Development. New York: Oxford University Press.

McLoyd, V.C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53(2), 185-204.

Thompson, R.A. (2014). Stress and child development. The Future of Children, 24(1), 41-59.

Additional Resources and LinksCenter for Disease Control and Prevention Child Development Resource

http://www.cdc.gov/ncbddd/childdevelopment/

Center on the Developing Child at Harvard Universityhttp://developingchild.harvard.edu/

Thirty Million Words Initiative at University of Chicago | http://tmw.org/

Zero to Three | http://www.zerotothree.org/

Too Small to Fail | http://toosmall.org/

PBS Parents | http://www.pbs.org/parents/

National Association for the Education of Young Children for Familieshttp://families.naeyc.org/


Children and TV Violence

American children watch an average of four hours of television daily. Television can be a powerful influence in developing value systems and shaping behavior.

Unfortunately, much of today’s television programming is violent. Hundreds of studies of the effects of TV violence on children and teenagers have found that children may become “immune” or numb to the horror of violence, gradually accept violence as a way to solve problems, imitate the violence they observe on television, and identify with certain characters, victims and/or victimizers.

Extensive viewing of television violence by children causes greater aggressiveness. Sometimes, watching a single violent program can increase aggressiveness. Children who view shows in which violence is very realistic, frequently repeated, or unpunished, are more likely to imitate what they see.

Children with emotional, behavioral, learning, or impulse control problems may be more easily influenced by TV violence. The impact of TV violence may be immediately evident in the child’s behavior or may surface years later. Young people can even be affected when the family atmosphere shows no tendency toward violence.

While TV violence is not the only cause of aggressive or violent behavior, it is clearly a significant factor.Parents can protect children from excessive TV violence in the following ways: • Point out that although the actor has not actually been hurt or killed, such violence in real life results in pain or death. • Refuse to let the children see shows known to be violent, and change the channel or turn off the TV set when offensive material comes on, with an explanation of what is wrong with the program. • Disapprove of the violent episodes in front of the children, stressing the belief that such behavior is not the best way to resolve a problem. • To offset peer pressure among friends and classmates, contact other parents and agree to enforce similar rules about the length of time and type of program the children may watch.

Parents can also use these measures to prevent harmful effects from television in other areas such as racial or sexual stereotyping.

Source: Facts for Families, The American Academy of Child and Adolescent Psychiatry. Go to www.aacap.org for more information.


Strengthening Parent Child RelationshipsKids and Video Games from: Bradley Hospital Parenting Articles

“Video games have increasingly become a primary source of entertainment for adults and children alike. With so many games featuring themes of war, violence and death, it can be difficult for parents to find age-appropriate games for their children.” Dr. Karyn Horowitz from Bradley Hospitals parenting articles.

Nicole Franklin, MD, a fellow in child and adolescent psychiatry at Bradley Hospital and The Warren Alpert Medical School of Brown University, offers tips on choosing age appropriate games and limiting screen time:

Finding Age-Appropriate GamesDetermining appropriateness of a game can often be difficult as the rating system is vague and must cover many themes all with only a one-letter designation. Educating yourself on what these letters mean as well as how they are assigned is the first step.

Asking other parents as well as staff at gaming stores can lead to accurate representation of what the game looks like and how realistic the play may be.

Perhaps the best way to determine how appropriate a game is to play it yourself, or watch your child play the game. If at anytime you feel that the themes are developmentally inappropriate for your child, remove the game and explain the reasons to the child. Let them ask questions and explain, at a level that they can understand, why they cannot play that game. It is also wise to have replacements in mind and let them chose from games you have deemed appropriate.



Screen TimeThe American Academy of Pediatrics recommends one hour of “screen time” per day. This screen time could include watching television or playing video games. It is important to set this limit and maintain it. Allowing the child to choose which activity they want to engage in makes them feel that they have more control.

“Live” InteractionMore and more video games can be played via a “live” format, where children can interact with friends online using a headset to engage in multiplayer games. Even with this “live” interaction these games are a socially isolating activity as there is no opportunity to learn to read facial expressions and social cues. Encouraging other social activities outside of the game play can assist with this crucial aspect of social development.

Limit Playing of Violent GamesIt has been shown that playing violent video games can lead to increased aggressive behaviors and fearfulness in short term, therefore it is important to limit playing time. A recent study showed that this risk was higher in boys as well as in those with an aggressive temperament, low moral values and lack of empathy for others. Situational factors such as a living in a violent family also increased the risk for aggression after viewing violent video games.

With all of these factors it can be hard to determine what is okay. Following these guidelines will help: • Monitor what your child is playing or watching. • Be open to questions about your reasons for not letting them play a game that perhaps their friends can play. • Play with them. You will learn about the game, and spend shared play time with your child.

The Entertainment Software Rating Board (ESRB) ratings provide guidance about video games and apps so that consumers, especially parents, can make informed choices about the ones they deem suitable for their family. http://www.esrb.org/

For more articles and information on parenting go to https://www.bradleyhospital.org/parenting-articles


Screen TimeThe American Academy of Pediatrics recommends one hour of “screen time” per day. This screen time could include watching television or playing video games. It is important to set this limit and maintain it. Allowing the child to choose which activity they want to engage in makes them feel that they have more control.

“Live” InteractionMore and more video games can be played via a “live” format, where children can interact with friends online using a headset to engage in multiplayer games. Even with this “live” interaction these games are a socially isolating activity as there is no opportunity to learn to read facial expressions and social cues. Encouraging other social activities outside of the game play can assist with this crucial aspect of social development.

Limit Playing of Violent GamesIt has been shown that playing violent video games can lead to increased aggressive behaviors and fearfulness in short term, therefore it is important to limit playing time. A recent study showed that this risk was higher in boys as well as in those with an aggressive temperament, low moral values and lack of empathy for others. Situational factors such as a living in a violent family also increased the risk for aggression after viewing violent video games.

With all of these factors it can be hard to determine what is okay. Following these guidelines will help: • Monitor what your child is playing or watching. • Be open to questions about your reasons for not letting them play a game that perhaps their friends can play. • Play with them. You will learn about the game, and spend shared play time with your child.

The Entertainment Software Rating Board (ESRB) ratings provide guidance about video games and apps so that consumers, especially parents, can make informed choices about the ones they deem suitable for their family. http://www.esrb.org/

For more articles and information on parenting go to https://www.bradleyhospital.org/parenting-articles



Building Skills at Bedtime Learning Through Routines Age 2 to 6

Snuggle up and try these ideas:

• Wind down and build memories by talking about the day together. What did kids see and learn today?

• Encourage kids to say goodnight to objects around the room (clock, toys) and also to the moon and stars. Then it’s your turn: Say good night to children’s nose, elbows, and belly button! It’s fun, it’s cozy, and it’s a terrific way to build language skills while following a calming bedtime routine.

• Go over the things you did together during the day. What did kids see? What did they learn? End with a story, a special good-night song, or whatever you like.

• Have kids make choices that allow them to shape the routine: Which song or story do they want to hear? How would their stuffed animals like to say good night? Kids can begin to see bedtime as a time for sharing and comfort.

Source: https://sesamestreetincommunities.org/topics/routines/


Parent, Family & Community Engagement

FAMILY WELL-BEING*We have learned over the years that parents and families who feel safe in their home and community, who try to make healthy choices in their families lives, who take care of health problems/issues their family members may face and who try to keep their family’s finances in check have children who often succeed in their education experience and overall educational success. As we all know, every family is different and sometimes face a range of challenges that can effect a family in different ways. Often, there are community resources, information, advocates and/or mentors who can help families face some of the obstacles that come up and guide families to the information or help to remove these barriers to reach a healthy, family well-being. For our families who participate in the FPA process (Family Partnership Agreement) with our family services staff, it allows a time to review the various things that make up each of our family’s overall well-being. If there are obstacles or challenges a family is facing, our family service staff often have information on, or experience with, community resources or expertise that can help a family work on eliminating these obstacles. Through the FPA process, our staff gets to know you and your family better and will develop goal(s) with the family on things they may want to accomplish to support their families well-being and children’s school readiness. Some goals can be accomplished in a short time frame with referral and connection to community resources and some can be long term goals that may take months or even years! C.H.I.L.D Inc.’s goal is always to help and support every family to achieve whatever goals they feel are import for themselves and their children’s family.

*Each month we will focus on one area in an article in the monthly newsletter to better understand each one of these and how it connects to your child’s school readiness! Parent and Family engagement at C.H.I.L.D Inc. is all about building relationships with families that support a family’s overall well-being; supports strong relationships between parents and their children; and nurtures ongoing learning and development for both parents and children to support school readiness for both the child and their family. When a child is ready for school they can succeed in growing and learning! Research has found that these seven focus areas for parents and families helps to lead to school readiness for their children.


RHODE ISLAND FATHERHOOD INITIATIVE

LEADERSHIP, EQUALITY, ADVOCACY

JOIN USFathers,

Are you tired of feeling like

you're not being heard?

Can't find the resources and

support you need?

Get involved with the RIFI!

Where fathers support

fathers!

1st Wednesday & 3rd Wednesday

of every month

5:30-7:30 PM

When

RIFI

Parent Support Network RI

535 Centerville Rd, Suite 202

Warwick, RI 02886

Where

401.467.6855

www.psnri.org

Contact


Dad’s Corner Fathering Your Pre-Schooler: Learning and Growing

Adapted from an article by Ken Canfield

As a father of a pre-schooler this is a busy and important time for you and your child. There are key tasks and challenges for dads of preschoolers, including establishing ideals, forming a healthy pattern of involvement in your child’s life, and demonstrating gentleness as a father. This month we look at establishing your ideals.

ESTABLISH IDEALSAs a father of young children, you understand the many demands fathering puts on your time and energy. Hopefully, you are establishing priorities, deepening your commitment to the fathering role, and choosing your ideals. Now is the time to decide: “It will be a challenge, but I’m going to place fathering among the highest priorities in my life.” It’s a great time to come up with your own personal fathering policy.

What does fatherhood mean to you? You’ll feel expectations from the culture, friends, and colleagues at work, parents and in-laws. More importantly, your children’s mother has expectations of your fathering, and you need to listen to her carefully. She also needs to hear about your ideas of what being a father entails. The two of you can learn a lot about parenting from each other. The only way to deal with both of your expectations is to bring them out in the open, discuss them, and make decisions for the benefit of your children.

In your own words, you need to be able to ask her, “What do you think my fathering role should look like?” Maybe you’re in charge of bath night, supervising Saturday chores, and tucking in duties. Talk about the amount of time spent with the kids, handling discipline, or childrearing values in general. Work out the details together, and remember to verbalize your commitment as you establish your fathering ideals.

If you verbalize your commitment as a father, you are accountable to follow through on those stated intentions. Many dads never say what they intend to do, so they can’t get in trouble for not doing it. What’s more, whenever they do contribute as a father, they act like they deserve some kind of award for making sacrifices above and beyond the call of duty. Anything looks great when you’ve committed yourself to nothing, but that is not the best thing for your children.

Moms have typically been the ones held responsible for the children, and too often we take them for granted. We dads sometimes come off as playmates only, caring for the kids when we feel like it or when we say we have time. As responsible, courageous dads, we must proactively establish our ideals, verbalize that commitment to our families, and follow through.


Parent Support Groups at Bradley Hospital

Bradley Hospital Parents Support Group

Bradley Hospital’s Parents Support Group is a support group for parents and families of children with emotional, behavioral, psychiatric or developmental disorders. Events are free and open to the public. Free babysitting is available. Preregistration is required.

Meeting Time: Second Thursday of each month, 6:30 - 8:30 p.m.Meeting Location: Bradley Hospital Pine RoomContact: Chris Brown, 401-432-1205 or email [email protected]

Social Support Group for Adults with Asperger’s Syndrome. Asperger/Autism Network, Rhode Island Chapter

This support group is facilitated by Arthur Mercurio of the Center for Autism and Developmental Disabilities at Bradley Hospital. It is free and meets the second Monday of each month. The group may cancel on holidays or in bad weather. Please call for more information and to verify the meeting date and time.

Meeting Time: Second Monday of each month, 6:30 - 8 p.m.Meeting Location: Bradley Hospital Pine RoomContact: Roseanne at CADD, Bradley Hospital 401-432-1189

Asperger/Autism Network, Rhode Island Chapter, Parent Support Group

This support group is for parent of adults or older children with Asperger’s Syndrome. It is free and meets the second Monday of each month during the school year. The group may cancel on holidays or in bad weather. Please call for more information and to verify the meeting date and time. Pre-registration required. For more information visit www.aane.org.

Meeting Time: Second Monday of each month during the school year, 6:30 - 8 p.m.Meeting Location: Bradley Hospital Staff Dining RoomContact: Barbra Whalen 401-762-1763


Parent Support Groups at Bradley Hospital

RI ADDult Support Group

This group for adults with ADD/ADHD meets the third Thursday of each month (except July, August and December) in the Pine Room at Bradley Hospital. A safe, positive, educational environment for those dealing with the daily issues of ADD/ADHD is provided. The group is free, but donations are gratefully accepted. For more information visit www.riaddults.org.

Meeting Time: Third Thursday of each month except August and December, 7 - 9 p.m.Meeting Location: Bradley Hospital Pine RoomContact: 401-782-4286 [email protected]

CHADD of RI (Children and Adults with Attention Deficit Hyperactivity Disorder)

CHADD of RI is the local chapter of the national non-profit organization CHADD, which seeks to promote and provide education and support regarding attention deficit hyperactivity disorder in adults and children. Visit http://www.chadd.org/ or http://www.help4adhd.org/ for more information.

Meeting Time: First Wednesday of the month, 7 - 9 p.m.Meeting Location: Bradley Hospital Pine RoomContact: 401-369-0045

About Bradley HospitalBradley Hospital is the nation’s first psychiatric hospital for children and offers a wide range of resources, supports and treatments for a number of mental health concerns young children and their families face.


Autumn activities for the whole family in Rhode Island

Fragrant apples fresh off the tree, crisp air and breathtaking foliage in bright red, orange and gold- welcome to the majesty of autumn in Rhode Island. It’s a very festive and unique time of year to visit the Ocean state- but gorgeous nature is not all there is to enjoy here. From unique art experiences to carved pumpkin extravaganzas- check out this list of what to do for some great family fun!

Apple pickingApple picking is one of the best autumn activities to do with kids in Rhode Island. The orchards are ripe with delicious apples of every variety, and most offer an assortment of the country treats like homemade apple cider, pies, and even donuts to enjoy at the end of a long day. Since the apple picking season usually comes early here, be sure to hit the orchards before they’re all picked out.

Jack-o-Lantern SpectacularThe Roger Williams Park Zoo’s annual Jack-o-Lantern display is one of the biggest and most impressive in the country, with over 5,000 carved pumpkins laid out to create a quite the spectacle. Each year has a theme- this year it will be a journey through time so expect to see anything from dinosaurs to pyramids! Sure the lines are very long, but it is an experience your kids won’t soon forget!

Providence Children’s MuseumSet on inspiring children to learn through imaginative, hands-on displays and activities, this children’s museum is more than a fun place to spend an afternoon. The variety of displays and activities is very wide, stretching from the history of Rhode Island to Vietnamese mythology and culture (and everything in between). If you’re moving to Providence, RI expect to become a regular visitor to this gem of a museum- it is always serving up a fresh dish of educational fun.

Providence Bruins GameFor an action-packed afternoon, take your kids out to watch a Providence Bruins game! The season begins in October and provides awesome entertainment for hockey loving families and anybody who enjoys a good game. The Providence Bruins, a farm team for the Boston Bruins, are also the 2011 Stanley Cup winners, and a major source of pride for the people of Providence.

Scituate Art FestivalHeld in the picturesque town of Scituate in north-west Rhode Island, the Scituate Art Festival is a traditional celebration of arts, crafts, and antiques which takes place annually over Columbus Day weekend. The festival features exhibitions of original creations by local artists and artisans, select antique vendors, traditional regional food and live music. Scituate itself is one of the most stunning places to see in Rhode Island during fall, so plan to have some time to walk around and take it all in.


Autumn activities for the whole family in Rhode Island

Looff CarouselThis historic ride located in East Providence was first opened in 1895 and has since been enjoyed by generations of Providence children. It was even recognized as a National Historic Landmark in 1976. With 65 beautifully carved figures and four chariots the carousel is a joy to both ride and behold, and it is so affordable you would think maybe its pricing dates back to the seventies as well- only half a dollar for a ride! It’s just one of those places you can’t afford to miss when you travel with children.

WaterFire ProvidenceWaterFire is an award-winning sculpture by Barnaby Evans situated on the rivers of downtown Providence. It is a free public art installation and performance work, an urban festival of sorts which includes haunting music, beautiful artistic lighting, gondola rides with singing gondoliers and obviously- a fire display. Autumn is the last opportunity to enjoy this must-see art phenomenon, which closes (like many outdoor activities in Providence) from around Columbus Day to May.

Adapted from: https://www.unpakt.com/blog/autumn-activities-for-the-whole-family-in-providence-ri/


West Warwick Public Library Story Time

Documents

Program Governance - CHILD, Inc.childincri.org/wp-content/uploads/2019/12/Nov-2019.pdf · 11/12/2019 · Fall 2019 Edition Fall 2019 CHILD, Inc. Centers 160 Draper Ave Warwick, RI