We had a great time interacting with all of the animals at the petting zoo! The kids had a great time watching, petting, and feeding the animals, and riding in the tractor-pulled "cow" train!
Monday, June 23, 2008
June 27th: Petting Zoo
We had a great time interacting with all of the animals at the petting zoo! The kids had a great time watching, petting, and feeding the animals, and riding in the tractor-pulled "cow" train!
Wednesday, June 18, 2008
June 17th: Backyard Splash Party!
This week we had a GREAT time hanging out in Tanya's backyard! The kids had a blast jumping in and out of the kiddie-pools, climbing on the swing-set, running through the wiggly sprinkler and mini splash-park pad, jumping on the trampoline, consuming about a 1000 freezies, and of course, chasing each other all over everywhere! The moms had a good time chatting, soaking up the sun, and gawking at the size of Tanya's enormous backyard! See y'all next Friday at the petting zoo!
Sunday, June 8, 2008
June 12th: Children's Literacy Fair
QUOTE: " study and learn and become acquainted with all good books" (D&C 90:15)
Strong literacy skills open up a world FULL of opportunity to our children, and yet 10% of children have extreme difficulty developing basic literacy skills and 20% of children struggle to obtain adequate literacy skills. The rest manage to develop average skills, while a very few obtain high literacy skills. Often what can make the difference is the involvement of primary care-givers in the home. Literacy begins at birth with you as your child's first and best teacher!
Strong literacy skills open up a world FULL of opportunity to our children, and yet 10% of children have extreme difficulty developing basic literacy skills and 20% of children struggle to obtain adequate literacy skills. The rest manage to develop average skills, while a very few obtain high literacy skills. Often what can make the difference is the involvement of primary care-givers in the home. Literacy begins at birth with you as your child's first and best teacher!
FOR THE MOMS:
Brain Basics:
Your child is born with a brain which is teeming with active brain cells called neurons which are ready to learn! When a neuron is stimulated by an external stimulus (looking at an image, hearing a voice, etc) it emits an electro-chemical signal through it's axon which it sends by means of neuro-transmitters through a small gap called a synapse on to the receiving dendrites of the next neuron. This process continues creating a neural pathway, which is the biochemical process of learning! The more a neural pathway is activated the more the brain deems that it is important and gives it priority by generating a myelin sheath around the axons of the active neurons. This myelin sheath helps the axon of the neuron to pass on it's signal more effectively and efficiently. This is what happens when you have learned something and it becomes like a second nature to you! In contrast, because the brain is highly efficient, it will automatically begin to "prune" away un-stimulated neurons and inactive neural pathways because they are not being used. This process of learning and pruning continues from birth into early adulthood as the brain develops.
So what does all of this mean to us as parents who want to help our children learn to read and write? 2 things. First, the earlier you intervene and begin to activate the neural pathways which relate to literacy in your child's brain, the easier developing literacy skills will become for them. Second, repetition is essential for learning to occur.
As mothers of young children we know that for most pre-schooled aged children sitting down and doing repetitive drills and structured lessons about literacy is not all that effective. They want to get up and go! It is important to remember that young children learn best through play and the example that you set for them! Make a conscious effort to show your child how you read and write continuously throughout the day!
When it comes to incorporating learning literacy into your child's play the possibilities are endless! Become acquainted with the types of activities that your child enjoys doing most and then get creative! If they enjoy sitting and listening to stories - sit and read stories with them! If they enjoy being active and busy - play alphabet tag with them, or active games using alphabet bean bags! If they like to construct things, help them build a tower from alphabet blocks, or make letters from rolled play dough! If they are crafty, help them cut out and paste letters onto paper from old newspapers or magazines, or let them play with alphabet stamps and stickers! If they like to be imaginative tell them, or help them to make up stories using puppets or toys! If they like to cook and eat - create a "cook-book" for them and let them help you make snacks following it's instructions! The possibilities are endless, and most likely you will use a variety of different methods to communicate the same literacy concepts and principles to your child thus achieving the repetition necessary for learning to occur! The main point to remember is that helping your child to develop literacy skills can involve so much more than just sitting and reading books with them (although that is important!).
When it comes to a "plan of attack" there is not really a right or wrong way, or 1 way to do things, but there are some suggested guidelines starting right from birth which when followed may help your child to be more successful in the development of their literacy skills.
FOR THE BABES:
When a child is born their vision is poor. Show your newborn high-contrast images of simple black and white patterns. Later move on to simple black and white outlines of faces. As your baby grows they will begin to focus on and become interested in people's faces. Make simple books for them with pictures of the faces of close family members, or choose books for them that have images of baby faces. Progress on to showing them books and images of babies their age participating in activities which are familiar to them (eating, bathing, playing, etc). You can also make a "Spotlight on Me" book for them using a small photo album and pictures of themselves participating in daily activities. Show them books which contain images of familiar objects (car, teddy-bear, ball). Point to and talk to your baby about the pictures, labeling the objects. Also remember to assist in the development of their oral language as you talk to them through routines, sing to them, and play nursery-rhyme games with them ("Itsy-Bitsy Spider" "This Little Piggy" etc). Remember that learning about books for babies is a process of exploration! Let them touch, feel, gum, and play with books. Keep sturdy books (such as board books) accessible to your baby by keeping them down low, or even in their toy-box!
As your baby becomes a more active toddler choose more interactive books for them. Touch-and-feel and lift-and-look books are great for keeping toddlers interested! You can make a "Peek-A-Boo" book for them using an old calender, or your own photos. Simply cut a small hole in the page preceding the image to reveal only a small portion of it. Encourage your little one to look through the hole and guess what the image is before revealing it! You could also make a "Quiet Book" for your child which might be helpful to keep them busy during church! Choose books and toys for your toddler that have pictures of common animals and begin to teach them the noises and sounds that each animal makes. Help your child learn basic shapes by choosing books and toys for them that illustrate these things clearly and simply. Continue to sing to your toddler and tell them nursery rhymes with actions which they can follow along to. Start teaching them the Alphabet song. Create a regular habit of visiting the library or bookmobile. Even if they only want to go to check out a toy or movie, make it a part of your regular routine. They will look forward to it and at some point may see a book that sparks their interest!
LEARNING ABOUT LETTERS:
Once your child has mastered their simple shapes and can sing along to the alphabet song you can begin to teach them the appropriate names and symbols associated with letters! Options for teaching your little one the alphabet end only with your imagination! You can read simple ABC books with them (ensure they are simple and clear), play games with alphabet bean-bags, use stickers, stamps, puzzles, play dough, flashcards, matching games, magnetic letters - whatever you think your child might enjoy! One simple idea is to fill an old water bottle with rice and alphabet beads creating an "eye-spy" bottle. Let your child see what letters they can discover on their own, or challenge them to look for specific ones! Play "Letter Catchers" by creating a chart with a different row for each letter of the alphabet. Encourage your child to find different letters in old newspapers, flyers, or magazines. "Catch" the letter by helping your child to cut it out and paste it into the appropriate row on your chart (some children may be able to do this themselves). The alphabet can even be incorporated into mealtimes with alphabet shaped pasta, snacks, and cereal. Be sure also to point out letters which exist in your child's environment. When you leave the house for a walk, or drive, point out letters on signs, advertising, license plates, etc. Don't be frustrated if they don't seem to get it right away. Repeat repeat repeat! Be sure to teach them both the upper and lower-case forms of each letter.
MOVING ON TO PHONICS:
When your child has mastered the alphabet you can begin to teach them the sounds made by each of the letters. Begin simply using the same materials that you used to teach the names of the letters, only now focus on the sounds. Start with letters that make single sounds such as "s" "p" "t" etc. Be clear and specific. Your child may be interested to start with the first letter in their name and then find other words that begin with the same letter. Next move on to letters than can make more than one sound such as "c" or the vowels. When you're child is ready you can introduce common letter combinations which make certain sounds such as "sh" "ch." Sound out words occasionally for your child when you are reading with them. Be silly and sing songs which play with words ("Apples and Bananas") . Change the first letter of a common word and let your child pick out the difference ("banana" "tanana"). Play "Sound Catchers" by creating a duo-tang or note-pad with each page designated to a different sound. Have your child cut pictures out of old newspapers, flyers or magazines and help them to identify the the sound of the beginning letter. Paste the picture onto the page of the appropriate sound and label it for your child highlighting the letter(s) making the corresponding sound.
Teach your child how to rhyme. Read rhyming books (Dr Seuss is great), children's poetry ("Where the Sidewalk Ends"), sing rhyming songs and nursery rhymes. Play rhyming games. Point out words that rhyme when you are reading and help your child to identify the similar composition of letters.
You may also want to begin teaching word recognition at this time. Help your child to become familiar with and be able to recognize their name. Label common items/objects in your home that your child sees and uses on a daily basis ("door" "fridge" "chair" "toilet," etc). Follow along the words with your finger as you read to your child.
PUTTING IT ALL TOGETHER:
When you feel that your child is ready to learn to read choose short simple books with 1-2 word repetitive sentences ("I ran." "He ran." "She ran.") Help your child to sound out each word. Help your child to identify common words which are repeated ("ran"). Once your child is comfortable with these type of books, you may begin to introduce books with slightly longer sentences and slightly more complex words. Gradually work your way up according to your child's abilities, taking as much time as is needed to help your child feel comfortable all along the way.
READY TO WRITE:
(click on image to enlarge)
Show your child how and why you write each day. Allow them to help sign cards, make grocery lists, or keep a running list for Santa Claus. Tell them stories and allow them to tell you stories to spark their imaginations and begin the creative processes of writing. If you have trouble coming up with stories to tell, create a "Story Sack" by filling a small sack with random objects or toys which you can hang on their bed-post. Use the objects to help you tell a story, and encourage your child to participate. Encourage your child to describe the pictures that they draw and write down the caption for them or have them "write" it down themselves. Provide a duo-tang or notebook with blank pages for your child to be the author of. Let them paste in pictures, draw, "write" stories whatever they choose! If they allow you to, assist them by labelling pictures, or writing captions as dictated to you by them.
Provide your child with several different type of writing instruments to experiment making marks with as soon as they are able (pens, pencils, markers, crayons, paints, stickers, stamps, etc). Use hand-over-hand techniques to help your child write things. Form letters while playing with play dough, magnets, etc. Allow your child to use the word processor on your computer to “type” letters, or help them send an email to a relative. Help your child learn the motions of making letters by tracing (tracing toys, stencils, paths, etc). Identify scribbles that look like letters, or numbers which your child has made (perhaps unintentionally) and encourage them to try and repeat it. Teach your child how to cradle the writing instrument at the tip for better control when colouring/scribbling/drawing etc. Ask your child to “write” you a story or note, and write one back to them.
EXCITED?! Want to know more? (Yes there is MUCH MUCH more to know!) Contact Abby for a copy of the booklet we passed out for the moms to take home!
FOR THE TOTS:
The kids enjoyed interacting with each other and their moms while exploring and experimenting with different books and literacy encouraging toys, games, and activities. The highlight of the afternoon for the kids was the special story-telling performance of "Where the Wild Things Are" by Sister Krammer. The kids enjoyed the dramatic reading and telling of the story, and loved marching around the gym participating in creating a "cacaphony" with special instruments which Sister Krammer had brought for them to use! Thanks again Sister Krammer!
Brain Basics:
Your child is born with a brain which is teeming with active brain cells called neurons which are ready to learn! When a neuron is stimulated by an external stimulus (looking at an image, hearing a voice, etc) it emits an electro-chemical signal through it's axon which it sends by means of neuro-transmitters through a small gap called a synapse on to the receiving dendrites of the next neuron. This process continues creating a neural pathway, which is the biochemical process of learning! The more a neural pathway is activated the more the brain deems that it is important and gives it priority by generating a myelin sheath around the axons of the active neurons. This myelin sheath helps the axon of the neuron to pass on it's signal more effectively and efficiently. This is what happens when you have learned something and it becomes like a second nature to you! In contrast, because the brain is highly efficient, it will automatically begin to "prune" away un-stimulated neurons and inactive neural pathways because they are not being used. This process of learning and pruning continues from birth into early adulthood as the brain develops.
So what does all of this mean to us as parents who want to help our children learn to read and write? 2 things. First, the earlier you intervene and begin to activate the neural pathways which relate to literacy in your child's brain, the easier developing literacy skills will become for them. Second, repetition is essential for learning to occur.
As mothers of young children we know that for most pre-schooled aged children sitting down and doing repetitive drills and structured lessons about literacy is not all that effective. They want to get up and go! It is important to remember that young children learn best through play and the example that you set for them! Make a conscious effort to show your child how you read and write continuously throughout the day!
When it comes to incorporating learning literacy into your child's play the possibilities are endless! Become acquainted with the types of activities that your child enjoys doing most and then get creative! If they enjoy sitting and listening to stories - sit and read stories with them! If they enjoy being active and busy - play alphabet tag with them, or active games using alphabet bean bags! If they like to construct things, help them build a tower from alphabet blocks, or make letters from rolled play dough! If they are crafty, help them cut out and paste letters onto paper from old newspapers or magazines, or let them play with alphabet stamps and stickers! If they like to be imaginative tell them, or help them to make up stories using puppets or toys! If they like to cook and eat - create a "cook-book" for them and let them help you make snacks following it's instructions! The possibilities are endless, and most likely you will use a variety of different methods to communicate the same literacy concepts and principles to your child thus achieving the repetition necessary for learning to occur! The main point to remember is that helping your child to develop literacy skills can involve so much more than just sitting and reading books with them (although that is important!).
When it comes to a "plan of attack" there is not really a right or wrong way, or 1 way to do things, but there are some suggested guidelines starting right from birth which when followed may help your child to be more successful in the development of their literacy skills.
FOR THE BABES:
When a child is born their vision is poor. Show your newborn high-contrast images of simple black and white patterns. Later move on to simple black and white outlines of faces. As your baby grows they will begin to focus on and become interested in people's faces. Make simple books for them with pictures of the faces of close family members, or choose books for them that have images of baby faces. Progress on to showing them books and images of babies their age participating in activities which are familiar to them (eating, bathing, playing, etc). You can also make a "Spotlight on Me" book for them using a small photo album and pictures of themselves participating in daily activities. Show them books which contain images of familiar objects (car, teddy-bear, ball). Point to and talk to your baby about the pictures, labeling the objects. Also remember to assist in the development of their oral language as you talk to them through routines, sing to them, and play nursery-rhyme games with them ("Itsy-Bitsy Spider" "This Little Piggy" etc). Remember that learning about books for babies is a process of exploration! Let them touch, feel, gum, and play with books. Keep sturdy books (such as board books) accessible to your baby by keeping them down low, or even in their toy-box!
As your baby becomes a more active toddler choose more interactive books for them. Touch-and-feel and lift-and-look books are great for keeping toddlers interested! You can make a "Peek-A-Boo" book for them using an old calender, or your own photos. Simply cut a small hole in the page preceding the image to reveal only a small portion of it. Encourage your little one to look through the hole and guess what the image is before revealing it! You could also make a "Quiet Book" for your child which might be helpful to keep them busy during church! Choose books and toys for your toddler that have pictures of common animals and begin to teach them the noises and sounds that each animal makes. Help your child learn basic shapes by choosing books and toys for them that illustrate these things clearly and simply. Continue to sing to your toddler and tell them nursery rhymes with actions which they can follow along to. Start teaching them the Alphabet song. Create a regular habit of visiting the library or bookmobile. Even if they only want to go to check out a toy or movie, make it a part of your regular routine. They will look forward to it and at some point may see a book that sparks their interest!
LEARNING ABOUT LETTERS:
Once your child has mastered their simple shapes and can sing along to the alphabet song you can begin to teach them the appropriate names and symbols associated with letters! Options for teaching your little one the alphabet end only with your imagination! You can read simple ABC books with them (ensure they are simple and clear), play games with alphabet bean-bags, use stickers, stamps, puzzles, play dough, flashcards, matching games, magnetic letters - whatever you think your child might enjoy! One simple idea is to fill an old water bottle with rice and alphabet beads creating an "eye-spy" bottle. Let your child see what letters they can discover on their own, or challenge them to look for specific ones! Play "Letter Catchers" by creating a chart with a different row for each letter of the alphabet. Encourage your child to find different letters in old newspapers, flyers, or magazines. "Catch" the letter by helping your child to cut it out and paste it into the appropriate row on your chart (some children may be able to do this themselves). The alphabet can even be incorporated into mealtimes with alphabet shaped pasta, snacks, and cereal. Be sure also to point out letters which exist in your child's environment. When you leave the house for a walk, or drive, point out letters on signs, advertising, license plates, etc. Don't be frustrated if they don't seem to get it right away. Repeat repeat repeat! Be sure to teach them both the upper and lower-case forms of each letter.
MOVING ON TO PHONICS:
When your child has mastered the alphabet you can begin to teach them the sounds made by each of the letters. Begin simply using the same materials that you used to teach the names of the letters, only now focus on the sounds. Start with letters that make single sounds such as "s" "p" "t" etc. Be clear and specific. Your child may be interested to start with the first letter in their name and then find other words that begin with the same letter. Next move on to letters than can make more than one sound such as "c" or the vowels. When you're child is ready you can introduce common letter combinations which make certain sounds such as "sh" "ch." Sound out words occasionally for your child when you are reading with them. Be silly and sing songs which play with words ("Apples and Bananas") . Change the first letter of a common word and let your child pick out the difference ("banana" "tanana"). Play "Sound Catchers" by creating a duo-tang or note-pad with each page designated to a different sound. Have your child cut pictures out of old newspapers, flyers or magazines and help them to identify the the sound of the beginning letter. Paste the picture onto the page of the appropriate sound and label it for your child highlighting the letter(s) making the corresponding sound.
Teach your child how to rhyme. Read rhyming books (Dr Seuss is great), children's poetry ("Where the Sidewalk Ends"), sing rhyming songs and nursery rhymes. Play rhyming games. Point out words that rhyme when you are reading and help your child to identify the similar composition of letters.
You may also want to begin teaching word recognition at this time. Help your child to become familiar with and be able to recognize their name. Label common items/objects in your home that your child sees and uses on a daily basis ("door" "fridge" "chair" "toilet," etc). Follow along the words with your finger as you read to your child.
PUTTING IT ALL TOGETHER:
When you feel that your child is ready to learn to read choose short simple books with 1-2 word repetitive sentences ("I ran." "He ran." "She ran.") Help your child to sound out each word. Help your child to identify common words which are repeated ("ran"). Once your child is comfortable with these type of books, you may begin to introduce books with slightly longer sentences and slightly more complex words. Gradually work your way up according to your child's abilities, taking as much time as is needed to help your child feel comfortable all along the way.
READY TO WRITE:
(click on image to enlarge)
Show your child how and why you write each day. Allow them to help sign cards, make grocery lists, or keep a running list for Santa Claus. Tell them stories and allow them to tell you stories to spark their imaginations and begin the creative processes of writing. If you have trouble coming up with stories to tell, create a "Story Sack" by filling a small sack with random objects or toys which you can hang on their bed-post. Use the objects to help you tell a story, and encourage your child to participate. Encourage your child to describe the pictures that they draw and write down the caption for them or have them "write" it down themselves. Provide a duo-tang or notebook with blank pages for your child to be the author of. Let them paste in pictures, draw, "write" stories whatever they choose! If they allow you to, assist them by labelling pictures, or writing captions as dictated to you by them.
Provide your child with several different type of writing instruments to experiment making marks with as soon as they are able (pens, pencils, markers, crayons, paints, stickers, stamps, etc). Use hand-over-hand techniques to help your child write things. Form letters while playing with play dough, magnets, etc. Allow your child to use the word processor on your computer to “type” letters, or help them send an email to a relative. Help your child learn the motions of making letters by tracing (tracing toys, stencils, paths, etc). Identify scribbles that look like letters, or numbers which your child has made (perhaps unintentionally) and encourage them to try and repeat it. Teach your child how to cradle the writing instrument at the tip for better control when colouring/scribbling/drawing etc. Ask your child to “write” you a story or note, and write one back to them.
EXCITED?! Want to know more? (Yes there is MUCH MUCH more to know!) Contact Abby for a copy of the booklet we passed out for the moms to take home!
FOR THE TOTS:
The kids enjoyed interacting with each other and their moms while exploring and experimenting with different books and literacy encouraging toys, games, and activities. The highlight of the afternoon for the kids was the special story-telling performance of "Where the Wild Things Are" by Sister Krammer. The kids enjoyed the dramatic reading and telling of the story, and loved marching around the gym participating in creating a "cacaphony" with special instruments which Sister Krammer had brought for them to use! Thanks again Sister Krammer!
Friday, June 6, 2008
June 5th: Kids and Cars
QUOTE: "...that you may rest in peace and safety." (D&C 105:25)
Motor-Vehicle related accidents are the NUMBER 1 cause of death and serious injury to children aged 1-9 years in North America.
For The Moms:
Today we discussed life-saving tips and information to help keep our kids safe! Some of the things we talked about included the following:
CARSEAT SAFETY:
If your carseat is not properly installed, or being used appropriately it WILL NOT protect your child in the case of a collision. 8 out of 10 carseats are not used or installed properly. To ensure that you are using you carseat correctly refer to the instruction manual that came with your carseat and the owner's manual for your vehicle. Also be a good role-model for your child and ALWAYS buckle-up appropriately whenever you ride in a vehicle. For more information and helpful tips visit:
www.mto.gov.on.ca/english/safety/carseat/choose.htm#older
To view instructional videos on how to properly install a carseat go to:
www.todaysparent.com/healthsafety/allages/article.jsp?content=20070315_150039_3628&page=6
NEVER LEAVE YOUR CHILD ALONE IN OR AROUND A VEHICLE:
...not even for one minute! The risks of leaving children alone in vehicles are great.
RISKS ASSOCIATED WITH LEAVING A CHILD UNATTENDED IN A VEHICLE:
1) Hyper or Hypothermia: The temperature inside of a car can rise or drop (depending on the season) dramatically to levels which can seriously harm, or even kill a child much sooner than you would expect.
2) A Vehicle can easily be knocked into gear even when the key is not in the ignition, by a child left unattended in a vehicle which could cause a collision.
3) Power Windows: A Child could be seriously, or fatally injured by certain types of power windows when left unattended in a vehicle even when the key is not in the ignition.
4) Abduction: Your child could be unintentionally abducted by a car-theif waiting for you to leave your car un-locked and unattended. Leaving the key in the ignition of your vehicle greatly enchances the risk of vehicle theft.
RISKS ASSOCIATED WITH LEAVING A CHILD UNATTENDED AROUND A VEHICLE:
1) Back-over: 50 children are backed over by vehicles in the US every week, 48 of these children are treated for serious injuries, while 2 will die. The most common victims are toddlers, and are often backed over by a parent, or loved one who is behind the wheel. Every vehicle has a blind zone behind it in which a small child CANNOT be seen, even when the driver performs all appropriate mirror and shoulder checks. The larger and higher up the vehicle is, the larger the blindspot.
2) Front-over: happens when children are hit in a forward-moving vehicle by a driver who cannot see them.
- Teach children NEVER to play unattended in driveways or garages, and do not keep toys, etc in these areas.
- Teach children that parked cars might move.
- Hold hands with your child when in a parking lot, or other heavily congested area.
- Make a habit of walking around your entire vehicle before getting in.
- Always account for all children present, and ensure that they are being watched by another adult BEFORE moving a vehicle.
For great videos, personal stories, and preventative safety tips and information PLEASE go to:
www.kidsandcars.org
PEDESTRIAN SAFETY:
A child is technically not developmentally ready to safely cross a street unattended until they are 9 years old. For great information on teaching your child pedestrian safety go to:
www.sickkids.ca/SKCForParents/custom/PEDParentTipSheet.pdf
Also consider contacting the Lethbridge Safety City Society to take advantage of opportunities to teach your children about pedestrian safety (317-1955)
For The Tots:
We talked and coloured in colouring books which helped to teach the kids safety skills for being in and around vehicles, and snacked on Rice-Crispy squares formed to look like little cars.
Motor-Vehicle related accidents are the NUMBER 1 cause of death and serious injury to children aged 1-9 years in North America.
For The Moms:
Today we discussed life-saving tips and information to help keep our kids safe! Some of the things we talked about included the following:
CARSEAT SAFETY:
If your carseat is not properly installed, or being used appropriately it WILL NOT protect your child in the case of a collision. 8 out of 10 carseats are not used or installed properly. To ensure that you are using you carseat correctly refer to the instruction manual that came with your carseat and the owner's manual for your vehicle. Also be a good role-model for your child and ALWAYS buckle-up appropriately whenever you ride in a vehicle. For more information and helpful tips visit:
www.mto.gov.on.ca/english/safety/carseat/choose.htm#older
To view instructional videos on how to properly install a carseat go to:
www.todaysparent.com/healthsafety/allages/article.jsp?content=20070315_150039_3628&page=6
NEVER LEAVE YOUR CHILD ALONE IN OR AROUND A VEHICLE:
...not even for one minute! The risks of leaving children alone in vehicles are great.
RISKS ASSOCIATED WITH LEAVING A CHILD UNATTENDED IN A VEHICLE:
1) Hyper or Hypothermia: The temperature inside of a car can rise or drop (depending on the season) dramatically to levels which can seriously harm, or even kill a child much sooner than you would expect.
2) A Vehicle can easily be knocked into gear even when the key is not in the ignition, by a child left unattended in a vehicle which could cause a collision.
3) Power Windows: A Child could be seriously, or fatally injured by certain types of power windows when left unattended in a vehicle even when the key is not in the ignition.
4) Abduction: Your child could be unintentionally abducted by a car-theif waiting for you to leave your car un-locked and unattended. Leaving the key in the ignition of your vehicle greatly enchances the risk of vehicle theft.
RISKS ASSOCIATED WITH LEAVING A CHILD UNATTENDED AROUND A VEHICLE:
1) Back-over: 50 children are backed over by vehicles in the US every week, 48 of these children are treated for serious injuries, while 2 will die. The most common victims are toddlers, and are often backed over by a parent, or loved one who is behind the wheel. Every vehicle has a blind zone behind it in which a small child CANNOT be seen, even when the driver performs all appropriate mirror and shoulder checks. The larger and higher up the vehicle is, the larger the blindspot.
2) Front-over: happens when children are hit in a forward-moving vehicle by a driver who cannot see them.
- Teach children NEVER to play unattended in driveways or garages, and do not keep toys, etc in these areas.
- Teach children that parked cars might move.
- Hold hands with your child when in a parking lot, or other heavily congested area.
- Make a habit of walking around your entire vehicle before getting in.
- Always account for all children present, and ensure that they are being watched by another adult BEFORE moving a vehicle.
For great videos, personal stories, and preventative safety tips and information PLEASE go to:
www.kidsandcars.org
PEDESTRIAN SAFETY:
A child is technically not developmentally ready to safely cross a street unattended until they are 9 years old. For great information on teaching your child pedestrian safety go to:
www.sickkids.ca/SKCForParents/custom/PEDParentTipSheet.pdf
Also consider contacting the Lethbridge Safety City Society to take advantage of opportunities to teach your children about pedestrian safety (317-1955)
For The Tots:
We talked and coloured in colouring books which helped to teach the kids safety skills for being in and around vehicles, and snacked on Rice-Crispy squares formed to look like little cars.
Subscribe to:
Posts (Atom)
