Teaching Toddlers Quotes

Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion---until we teach them not to.

They play in the Meadow. The dancing girl with the dark hair and blue eyes. The boy with blond curls and gray eyes, struggling to keep up with her on his chubby toddler legs. It took five, ten, fifteen years for me to agree. But Peeta wanted them so badly. When I first felt her stiring inside of me, I was consumed with a terror that felt as old as life itself. Only the joy of holding her in my arms could tame it. Carrying him was easier, but not much. The questions are just beginning. The arenas have been completely destroyed, the memorials have been built, there are no more Hunger Games. But they still teach about them at school, and the girl knows we played a role in them. The boy will know in a few years. how can I tell them about that world without frightning them to death? My children, who take the words of the song for granted: Deep in the meadow, under the willow A bed of grass, a soft green pillow Lay down your head, and close your eyes And when again they open, the sun will rise Here it's safe, here it's warm Here the daisies guard you from every harm Here your dreams are sweet snd tomorrow brings them true Here is the place where I love you.

Swept away with the idea, he said it felt like an awakening to him. More like a remembering, I think. The animacy of the world is something we already know, but the language of animacy teeters on extinction—not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation.

Origins Of Cptsd How do traumatically abused and/or abandoned children develop Cptsd? While the origin of Cptsd is most often associated with extended periods of physical and/or sexual abuse in childhood, my observations convince me that ongoing verbal and emotional abuse also causes it. Many dysfunctional parents react contemptuously to a baby or toddler’s plaintive call for connection and attachment. Contempt is extremely traumatizing to a child, and at best, extremely noxious to an adult. Contempt is a toxic cocktail of verbal and emotional abuse, a deadly amalgam of denigration, rage and disgust. Rage creates fear, and disgust creates shame in the child in a way that soon teaches her to refrain from crying out, from ever asking for attention. Before long, the child gives up on seeking any kind of help or connection at all. The child’s bid for bonding and acceptance is thwarted, and she is left to suffer in the frightened despair of abandonment. Particularly abusive parents deepen the abandonment trauma by linking corporal punishment with contempt. Slaveholders and prison guards typically use contempt and scorn to destroy their victims’ self-esteem. Slaves, prisoners, and children, who are made to feel worthless and powerless devolve into learned helplessness and can be controlled with far less energy and attention. Cult leaders also use contempt to shrink their followers into absolute submission after luring them in with brief phases of fake unconditional love.

In Montessori we have a phrase for this: “Teach by teaching, not by correcting.

Hitting children teaches them that it’s okay for big people to hit little people and that it’s okay to vent anger through violence. Is that really what you want your child to learn? And what sense does it make to spank kids to punish them for hitting? We don’t teach children not to spit by spitting at them, do we?

Whatever is getting in the way of your plan for the day- the toddler's tantrum, the messy bedroom, the sticky juice leaking all over the fridge and into the cracks of the drawers, the frustrated child, the irritable husband, the car that won't start, the vomiting dog, the pie spilled on the oven door...whatever that intrusion into your grand plan for the day is, it's also an opportunity to enter into rest.

As a parent is our job to teach our children wrong from right, but when they grow up we don't give up. don't say I did my job "I taught them well enough so I trust them completely." Remember children are like apples in the basket, if one bad apple is in the basket it will rotten the whole basket of apples" as you can see our job is not done our job just started, teen age children need as much love and support as toddlers doo.

The animacy of the world is something we already know, but the language of animacy teeters on extinction-not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion-until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation. Saying it makes a living land into "natural resources." If a maple is an it, we can take up the chain saw. If a maple is a her, we think twice.

We are kind to each other. This means that even if we disagree, we will not hurt each other physically or tease each other; it teaches children to respect themselves and each other.

Parents see this mess as an investment. If you encourage the incompetent toddler who really wants to do the dishes now, then over time, they’ll turn into the competent nine-year-old who still wants to help—and who can really make a difference.

THE REBIRTHS OF AMERICA   In 1776 a New Nation was born.  Its fathers named it “America”.  Its birth certificate is: “The Constitution of the United States of America”. As a baby, America faced an assortment of growing pains in growing from infant to toddler, to juvenile delinquent to adolescent to adult.  In its growth it characterized the bible teachings of:  “When I was a Child…..”    The America that is admired, bragged about, and receives oaths of allegiance,  is not the same child that was born in July 4,

Swept away with the idea, he said it felt like an awakening to him. More like a remembering, I think. The animacy of the world is something we already know, but the language of animacy teeters on extinction—not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation. Saying it makes a living land into “natural resources.

Intervention strategies like Circle of Security, Group Attachment-Based Intervention, and Attachment and Biobehavioral Catch-Up essentially teach parents of young children how to listen and respond to their babies and toddlers before dysfunctional neural patterns get grooved into their tiny developing brains—that is, before children develop lifelong anxious and/or avoidant approaches to relationships. While the programs focus on helping parents listen to their kids, participants report using the same strategies to improve their relationships with spouses, coworkers, and friends.

Those baby-ghosts love to whisper; they love to hypnotize me every time I smell a newborn’s head or even look at Facebook posts of toddlers splashing in bathtubs and playing in pumpkin patches. But the truth is, those whispers are small echoes of a life that wasn’t supposed to be—a life I unknowingly abandoned when I stepped foot in that classroom and used my time to care for other people’s children. Those whispers taunt from some innate, ancestral, maybe even mystical place of wonder that, surely, I’ll never understand. What I do understand is the transformative value—how to use those voices to repair others and bring meaning to my life. For every student rocking in that blue chair, I have purpose.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Your work as a writer, when you are giving everything you have to your characters and to your readers, will periodically make you feel like the single parent of a three-year-old, who is, by turns, wonderful, willful, terrible, crazed, and adoring. Toddlers can make you feel as if you have violated some archaic law in their personal Koran and you should die, infidel. Other times they'll reach out and touch you like adoring grandparents on their deathbeds trying to memorize your face with their fingers...Your three-year-old and your work in progress teach you to give. They teach you to get out of yourself and become a person for someone else. This is probably the secret to happiness. So that's one reason to write. Your child and your work hold you hostage, suck you dry, ruin your sleep, mess with your head, treat you like dirt, and then you discover they've given you that gold nugget you were looking for all along.

Many people have concluded that parents cannot be expected to know what to do without formal training. There are all kinds of parenting courses now, and even classes teaching parents how to read nursery rhymes to their toddlers. Yet experts cannot teach what is most fundamental to effective parenting. The power to parent does not arise from techniques, no matter how well meant, but from the attachment relationship.

Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget.

There’s nothing wrong with a toddler having a tantrum. It’s natural. It’s our job to teach them other ways to deal with it.

Positive Discipline is built on teaching, understanding, encouraging, and communicating—not on punishing. Punishment is intended to make children “pay” for what they have done. Discipline is designed to help children learn from what they have done.

When our kids are infants and toddlers it’s highly appropriate for us to engage in a running monologue about their environment—that’s how they learn the language—but once they are toddlers and can carry on a bit of conversation, we want them to be doing their share of the talking in response to our good, open-ended questions. Since conversation is the best mechanism for practicing and seeing the results of critical thinking, below are sample dialogues between parent and child that demonstrate ways you can teach your kids to think for themselves. These dialogues employ the continual questioning approach, which boils down to you, the parent, being always interested in the “what,” “how,” or “why” underneath whatever your kid has just said. This method will work regardless of your kid’s age, though the subject matter will change and grow more complex as the child matures and becomes more intellectually sophisticated.

The next time your toddler or small child acts cranky or demanding, use the responsibility tool and try putting them to work.

When we sacrifice relationship building in favor of control tactics, our children may age, but in many ways, they developmentally remain toddlers, because they miss out on years of building the emotion regulation, coping skills, intrinsic motivation, and inhibition of desires that are necessary for life success. When we are busy exerting extrinsic control over our children’s external behavior, we sacrifice teaching these critical internal skills.

Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion -- until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation.

The way you talk to your kids teaches them how to talk to others as well.

Motherhood is the only school that teaches us about genuine love.

Children test their parents to find out if they will be consistent and trustworthy. Helping children learn to regulate their behavior is about providing appropriate structure and guidance for children, not about punishing inappropriate behavior. Parents have the primary responsibility for providing the support, teaching, and system of rules and expectations that children need to grow up emotionally healthy. These external structures are necessary for children to develop their own internal structure and guidance. Appropriate structure contributes to the development of children’s attachment and self-esteem and helps to make them feel loved and capable. Neglect and punishment, on the other hand, leads to feelings of being unlovable, unworthy, and incompetent.

nutrient. When you give your child a big daily dose of “Vitamin P,” you: •   thrill his senses •   help him master movement •   sharpen his thinking •   encourage his language use •   boost his people skills •   teach him about the world •   stimulate his immune system •   build his self-confidence •   improve his sleep Do you see why play is such a brilliant way to feed your child’s meter? Happy, healthy toddlers have their days filled with chasing, pretending, rolling, and tinkering.

The animacy of the world is something we already know, but the language of animacy teeters on extinction—not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation. Saying it makes a living land into “natural resources.” If a maple is an it, we can take up the chain saw. If a maple is a her, we think twice.

The Montessori approach is neither permissive nor bossy. Instead, it teaches parents to be calm leaders for our children.

One young man, Andy, splashing his feet in the clear water, asked the big question. “Wait a second,” he said as he wrapped his mind around this linguistic distinction, “doesn’t this mean that speaking English, thinking in English, somehow gives us permission to disrespect nature? By denying everyone else the right to be persons? Wouldn’t things be different if nothing was an it? ” Swept away with the idea, he said it felt like an awakening to him. More like a remembering, I think. The animacy of the world is something we already know, but the language of animacy teeters on extinction—not just for Native peoples, but for everyone. Our toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to. We quickly retrain them and make them forget. When we tell them that the tree is not a who, but an it, we make that maple an object; we put a barrier between us, absolving ourselves of moral responsibility and opening the door to exploitation. Saying it makes a living land into “natural resources.” If a maple is an it, we can take up the chain saw. If a maple is a her, we think twice.

Children are the most valuable teachers.

Psychologists believe that the more a young child practices helping the family, even starting as a toddler, the more likely they will grow up to be a helpful teenager for whom chores are natural.

toddlers speak of plants and animals as if they were people, extending to them self and intention and compassion—until we teach them not to.

Bugs are sometimes the mess we create, Raphael created a bug when he forgot to tidy up his toys.

...at this moment in time my son was just a little over two and we were in the midst of the most animal-like fights over eating, sleeping, and in general: how to be a person. He wanted to be more like a raccoon and I wanted him to be more like a human. And in trying to cajole and beg him to do that I turned into a raccoon myself. A large, female one who didn't sleep or eat enough, and was cranky all the time because of it. So essentially in trying to teach him how to be more like me, I became him.

When children are young, they love to imitate parents, grandparents, and other caregivers. Your toddler will want to push the vacuum cleaner, squirt the bottle of bathroom cleaner, and cook breakfast (with lots of supervision). As your little one grows more capable, you can use these everyday moments of life together to teach her how to become a competent, confident person

Remember that while repetition may be boring to you, it isn’t to your child. Babies and toddlers learn through repetition, which is why routines are such an effective and important teaching tool for this age group.

From his earliest moments in your family, your young child has four basic needs: 1. A sense of belonging (connection) 2. A sense of personal power and autonomy (capability) 3. Social and life skills (contribution) 4. Kind and firm discipline that teaches (with dignity and respect)

Ten Basics for Implementing Positive Discipline 1. Create a connection before a correction. 2. Get children involved: a. Offer acceptable choices. b. Provide opportunities to help. 3. Create routines. 4. Teach respect by being respectful. 5. Use your sense of humor. 6. Get into your child’s world. 7. Follow through with kind and firm action: if you say it, mean it, and if you mean it, follow through.

True discipline guides, teaches, and invites healthy behavior. As you may have discovered, you can never really control anyone’s behavior but your own, and attempts to control your child usually create more problems and power struggles.

The boundaries we set for our children are in reality the boundaries we set for ourselves. The more squishy and indecisive we are about our own boundaries, the more soggy and inconsistent we are about the limits we set for our toddlers.

A one-year-old who spits beets is given a choice: “Eat beets nicely in your chair, or play on the floor.” Remember, we are not about punishment or making children feel bad. We are about letting the child know, with love, that when his behavior reaches a certain point (and that will differ with differing parental expectations), the meal is over. If the child feels upset about ending the meal, that’s perfectly okay. If the toddler thinks, Thank goodness—I couldn’t stand another minute in that high chair, that’s perfectly okay too!

You were called to the job of motherhood long before you began homeschooling. Your older kids have the rest of their lives to learn division facts and participial phrases, but your toddler will only be little for a short time. In the busyness of the school day, don’t just “occupy” your smallest gifts, enjoy them, invest in them, delight in them.

It’s much easier to have a Bring a Friend Day at church than it is to have a Be the Church Day. One involves inviting friends to come inside of a church so that the worship minister and teaching pastor can lead them to Jesus. The other involves people taking their own lives into the streets and neighborhoods to become living sacrifices or, as many say now, to become the hands and feet of Jesus.

For example, when you teach a toddler what a dog is, that child learns and can recognize dogs with ease for the rest of his or her life. For a machine to learn what a dog is, you have to train it using millions of images of dogs. After enough training, it can identify dogs with reasonable accuracy, but it still doesn’t actually know what a dog is. The machine uses what are called neural nets to analyze an image through different layers (such as a layer for size, a layer for color, a layer for shape, a layer for fur) and predict that what it is “seeing” is what it was trained to identify as a dog.

Watch a baby struggle to sit up, or a toddler learn to walk: you’ll see one error after another, failure after failure, a lot of challenge exceeding skill, a lot of concentration, a lot of feedback, a lot of learning. Emotionally? Well, they’re too young to ask, but very young children don’t seem tortured while they’re trying to do things they can’t yet do. And then . . . something changes. According to Elena and Deborah, around the time children enter kindergarten, they begin to notice that their mistakes inspire certain reactions in grown-ups. What do we do? We frown. Our cheeks flush a bit. We rush over to our little ones to point out that they’ve done something wrong. And what’s the lesson we’re teaching? Embarrassment. Fear. Shame.

The Lord never deserts His children. Yet sometimes, like a parent teaching a toddler to walk, He steps back and holds out His arms to see if we can come to Him on our own, thus enhancing our own abilities and understanding.

One recent study found that babies produced more speech-like babble during reading than playing with puppets or toys.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document’s word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word play thirteen times, language twelve times, nature six times, and math five times. But there is not a single mention of literacy or writing. Instead, two of the most frequently used words are learning (with forty-eight appearances) and development (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn’t start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because “their monolithic culture values reading.” They have something else in common: their commitment to play in the early years.

The Magic of Fairy Tales: Sparking Imagination and Learning Fairy tales have been an integral part of childhood for centuries, blending adventure, life lessons, and imaginative escapism. Whether reading a short fairy tale before bed or diving into a long fairy tale, these stories entertain, teach, and connect generations. From baby fairy tales to more complex children's fairy tales, there’s something for everyone in the world of fairy tales. Starting with Baby Fairy Tales For young children, baby fairy tales introduce them to the enchanting world of storytelling. These simple, repetitive tales are easy for toddlers to follow. Short fairy tales are ideal for this age group, offering quick narratives that engage without overwhelming. Whether it’s a tale of magical creatures or friendly giants, these stories spark early imagination. Bedtime is a perfect time for these soothing stories, helping children relax before sleep. The Power of Educational Fairy Tales As children grow, educational fairy tales blend entertainment with important life lessons. Aesop’s fairy tales, for example, combine engaging plots with moral teachings. Fables like “The Tortoise and the Hare” or “The Boy Who Cried Wolf” teach patience, honesty, and consequences. These tales, often featuring animals, encourage critical thinking. Aesop's fairy tales are perfect because they are short, making them ideal for young readers or bedtime. Exploring Animal Fairy Tales Another favorite genre is animal fairy tales, where animals take human-like traits and embark on adventures. These stories teach empathy, cooperation, and teamwork. For instance, animals helping each other solve problems or overcome challenges promotes friendship and kindness. Animal fairy tales are especially engaging for young children, who can relate to the characters while learning important values. Fantasy Fairy Tales: Unlocking Imagination Fantasy fairy tales are perhaps the most magical. Filled with dragons, witches, and brave heroes, these tales transport readers into realms where anything is possible. Fantasy stories encourage children to use their imagination and learn about courage and resourcefulness. Famous tales like Cinderella or Snow White offer exciting adventures, teaching life lessons through magical escapism. Cultural Tales: Keloğlan and Heidi Fairy Tales Fairy tales also provide a window into different cultures. Keloğlan fairy tales offer Turkish folklore, with the clever Keloğlan outwitting his adversaries. These tales teach creativity and resilience. Similarly, Heidi's fairy tales bring the Swiss Alps to life, teaching lessons about family, kindness, and nature. Grandfather Scary Stories and Sleep Stories For older children, grandfather scary stories offer thrills and suspense. These stories help children safely face their fears. Meanwhile, sleep fairy tales and sleep stories offer a calming end to the day, assisting children to unwind before bedtime. In conclusion, fairy tales—whether short, long, educational, or fun—spark creativity, teach values, and foster emotional growth. By sharing these stories, we create lasting memories that will inspire future generations.