许多列表！-- Lots of Lists!

这个帖子是所有的列表。我想更深入地了解一些或所有这些话题，但是我认为现在可能会提供一些简单的要点来引导父母在这些重要话题上走向正确的方向。

那么，比起给出我们的列表一个更好的开始：

家庭压力的七个迹象

2.多动症的八大症状

五个健康问题经常被误认为是抑郁症

你蹒跚学步的五种方式

九种语言发展技巧

帮助儿童应对的二十本重要书籍

7.快乐的孩子的五个关键

这里是列表！

家庭压力的七个迹象

没有人在睡觉

你经常大吼大叫

没有家庭晚餐

你是小孩正在退出

你正在努力工作

每个人都在天气下

你一直在跑

2.）ADHD的八种症状

不仔细听

犯粗心错误

混乱

坐立不安

鲁莽的驾驶

经常失物

有生气的爆发

短期记忆问题

3.）五大健康问题常常被误入为抑郁症

多动症

甲状腺功能减退症

纤维肌痛

慢性疲劳综合征

莱姆病

）你的蹒跚学步的五种方式

我想要的东西，所以我需要它

我需要看到并听到一切

我只看到一种方式和一种方式

我需要你的注意，不惜一切代价

你应该能够看清我的想法

5.）九种语言发展技术

谈话，谈话，谈话。

读，读，读。

一起享受音乐

讲故事。

跟随你孩子的领导。

不要批评你孩子的表达或言语模式。

谨慎使用电视和电脑。

彻底治疗耳部感染。

去实地考察

6.）帮助儿童应对的二十本重要书籍

介绍一个新的兄弟姐妹：

我们有一个由Cathryn Falwell的宝贝

达西和格兰不喜欢婴儿简·卡特勒

失去爱人

Knuffle Bunny：Mo Willems的警示故事

克里斯Raschka的黛西球

去医院：

富兰克林由Paulette Bourgeois去医院

为什么，查理·布朗，为什么？作者：Charles M. Schulz

在一个亲人的死亡：

Patrice Karst的隐形字符串

Pat Schweibert和Chuck DeKlyen的泪水汤

在宠物的死亡：

狗天堂由辛西娅Rylant

关于Barney的第十个好事Judith Viorst

离婚：

是巧克力布丁吗？由Sandra Levins

两个家由克莱尔Masurel

在会见新的继父母时：

切尔西的树由玛西麦肯

你唱新歌吗由Sandra Levins

有恶梦：

我害怕的是什么？苏斯博士

走开，大绿色怪物！作者：Ed Amberley

搬到新房子

我们正在移动Heather Maisner

亚历山大，谁不是（你听到我吗？我的意思是！）由Judith Viorst去

开始学龄前：

温文恩担心凯文·亨克斯

Audrey Penn的亲吻之手

7.快乐孩子的五个关键

成为一个很好的家长

你的孩子不一定是最好的

保持生日聚会低调

快乐的父母有快乐的孩子

教孩子独立和有帮助

This post is all lists. I want to eventual touch on some or all of these topics in greater depth, but I thought it might be useful, for now, to give some simple bullet points to steer parents in the right direction on these important topics.

So, how better to begin than give a list of our lists:

1. Seven Signs of Family Stress

2. Eight Symptoms of ADHD

3. Five Health Problems often Mistaken for Depression

4. Five Ways Your Toddler Thinks

5. Nine Language Development Techniques

6. Twenty Important Books for Helping Children Cope

7. Five Keys to Having Happy Children 

And here are the lists!

1.) Seven Signs of Family Stress

• no one is sleeping
• you're yelling at each other often
• no family dinners
• you're child is withdrawing
• you're struggling at work
• everyone is under the weather
• you are running around all the time

2.) Eight Symptoms of ADHD

• Not listening carefully
• Making careless mistakes
• Being disorganized
• Fidgeting
• Reckless driving
• Losing things frequently
• Having angry outbursts
• Problems with short-term memory

3.) Five Health Problems Often Mistaken for Depression

• ADHD
• Hypothyroidism
• Fibromyalgia 
• Chronic Fatigue Syndrome
• Lyme Disease

4.) Five Ways Your Toddler Thinks

• I want something so I need it
• I need to see and hear everything
• I see things one way and one way only
• I need your attention at any cost
• You should be able to read my mind

5.) Nine Language Development Techniques

• Talk, talk, talk.
• Read, read, read.
• Enjoy music together.
• Tell stories.
• Follow your child's lead. 
• Never criticize your child's articulation or speech patterns. 
• Use television and computers sparingly. 
• Treat ear infections thoroughly.
• Go on field trips.

6.) Twenty Important Books for Helping Children Cope

On introducing a new sibling:

• We Have A Baby by Cathryn Falwell
• Darcy and Gran Don't Like Babies by Jane Cutler

On losing a lovey:

• Knuffle Bunny: A Cautionary Tale by Mo Willems
• A Ball for Daisy by Chris Raschka

On going to the hospital:

• Franklin Goes To The Hospital by Paulette Bourgeois
• Why, Charlie Brown, Why? by Charles M. Schulz

On the death of a loved one:

• The Invisible String by Patrice Karst
• Tear Soup by Pat Schweibert and Chuck DeKlyen

On the death of a pet:

• Dog Heaven by Cynthia Rylant
• The Tenth Good Thing About Barney by Judith Viorst

On divorce: 

• Was It The Chocolate Pudding? by Sandra Levins
• Two Homes by Claire Masurel

On meeting a new stepparent: 

• Chelsea's Tree by Marcy McCann
• Do You Sing Twinkle? by Sandra Levins

On having nightmares:

• What Was I Scared Of? by Dr. Seuss
• Go Away, Big Green Monster! By Ed Amberley

On moving to a new house:

• We're Moving by Heather Maisner
• Alexander, Who's Not (Do You Hear Me? I Mean It!) Going to Move by Judith Viorst

On starting preschool:

• Wemberly Worried by Kevin Henkes
• The Kissing Hand by Audrey Penn

7.) Five Keys to Having Happy Children 

• Be a Good Enough Parent
• Your Child Doesn't Have to Be the Best
• Keep Birthday Parties Low-Key
• Happy Parents Have Happy Kids
• Teach Children to Be Independent and Helpful

厕所训练你的孩子--Toilet Training Your Child

关于什么时候最好开始厕所训练的问题，没有一个正确的答案。部分是因为每一种文化都会以不同的方式接近厕所训练，也是因为每个孩子都不同很明显的是，为了对厕所进行培训，对儿童产生过度压力至少可以反对生产，如果不是有害的。厕所列车的最佳方法是使其成为一个有趣和轻松的活动。因此，当您的小孩开始对自己的排便和便盆感兴趣时，您应该开始。一个早期的迹象是，他们已经开始沟通，并可以告诉你，当他们有一个湿的尿布。下一步是让他们自己弄湿之后立即告诉他们。显示他们准备好的最后一个标志是当他们开始预期润湿他们的尿布时。

通常的孩子会发现这种自我意识的感觉，以及自己在二点半左右做事情的愿望。在玩游戏的时候，可以让他们坐在便盆上，鼓励他们去玩便盆。你应该让他们看你去便盆。尝试安排白天（约每小时）的便盆时间。也使活​​动乐趣无压力。如果他们拿起他们的船尾来告诉你，可以自由地笑起来，祝贺他们，同时也警告他们这条船很脏。

早期的厕所训练的潮流开始于第一次世界大战后美国，当时母亲经常被孤独照顾大家庭。由于这是尿布前的时候，妇女每天都要洗几十块布尿布。必要的是，他们需要试图限制使用的尿布数量，只需要有时间来做余下的工作。这导致早期便盆训练的推动。还有一个信念，来自于弗洛伊德和其他人的误读，早期的便盆训练对于孩子来说是健康的。早期便盆训练的儿童最终将成为更清洁的成年人，并拥有更多的自我控制能力。推动早期厕所训练是如此之大，以致许多家长觉得如果拒绝厕所训练，就被迫严惩他们的孩子。

我们从这个经验中学到的是，即使在这样的压力下，孩子们仍然没有得到早期的训练，其实很多这些孩子在3岁以下的床上湿润，或者面临其他的心理伤害，如抑郁症或侵略行为。

提高孩子信心，让他们接受培训的最好办法是做好准备，而不是以前做的事情。



There is no single correct answer to the question about what time is best to begin toilet training. In part because every culture approaches toilet training differently, but also because every child is different. What is clear is that producing excess stress on the child in order to toilet train them can be at least counter productive if not harmful. The optimal way to toilet train is by making it a fun and light hearted activity. Therefore, you should begin when your child starts showing an interest in their own bowel movements and the potty. One early sign is that they have begun to communicate and can tell you when they have a wet diaper. The next step is for them to be able to tell immediately after they have wet themselves. The last sign showing they are ready is when they have begun to anticipate wetting their diaper.

Children usual develop this sense of self-awareness as well as the desire to do things themselves around 2 1/2. You can encourage them to go potty by having them sit on the potty while they play a game. You should have them watch you go to the potty. Try to schedule potty times during the day (about every hour). Also make the activity fun and stress free. If they pick up their poop to show you, feel free to laugh and congratulate them while also warning them that poop is dirty.

The fad for early toilet training began in post WWI America when mothers were often left alone to care for large families. Since this was the time before diapers the women had to wash dozens of cloth diapers a day. Necessarily, they needed to try to limit the number of diapers used, simply have time to do the rest of the day's work. This resulted in a push for early potty training. There was also the belief, taken from misreadings of Freud and others, that early potty training was healthy for the child. Children that were potty trained early would end up being cleaner adults and having more self control. The push for early toilet training was so great that many parents felt compelled to severely punish their children if they resisted toilet training.

What we have learned from this experience is that even under such pressure the children still were not trained early, in fact, many of these children either relapsed by wetting their beds in their 3s or faced other psychological damage such as depression or fits of aggression.

The best way to boost your child's confidence and have them trained is to do it when they are ready and not before.

发展教育环境--Developing an Educational Environment

理想的教育环境提供了各种各样的游戏区域，旨在让您的孩子有机会从事身体，社会和认知发展的活动。 在为您的孩子设计教育环境时，需要考虑几件事情。 您希望在积极的游戏和安静的游戏区域之间保持平衡。 凌乱的活动应该靠近沉没和清理区。 分开的水槽应可用于手洗和食物准备。 教室也应该如此组织，使运行最小化。 交错的表会阻止这种情况。 需要包括超时空间。 材料应易于接近。 孩子们还需要一个地方存放他们的个人物品。 儿童不安全的材料应储存在安全区域。 还应有一个传单和其他信息与家长沟通的区域。

The ideal educational environment offers a diverse range of play areas geared towards allowing your children the chance to engage in activities that develop themselves physically, socially, and cognitively. When designing an educational environment for your children there are several things to consider. You want to maintain a balance between areas for active play and quiet play. Messy activities should be close to sinks and clean-up areas. Separate sinks should be available for hand washing and food preparation. The classroom should also be so organized that running is minimized. Staggered tables will prevent this. Time out spaces need to be included. Materials should be easily accessible. Children also need an area to store their personal belongings. Materials not safe for children should be stored in a safe area. There should also be an area for fliers and other information to communicate with parents.

一般来说，教室应该有五个学习领域，一个是一个舒适的地方。 普通学习中心包括：

块
戏剧性戏剧
艺术
手法
识字/书籍/资源库
科学/发现
音乐与运动
沙和水
电脑
户外区域

这些中心每个都有不同的学习技能。 教师应确保儿童在学习中心之间平均分布，以免任何一个中心太拥挤，从而让每个儿童空间发挥。

In general, a classroom should have five learning areas, one being a cozy place. Common learning centers include:

Blocks
Dramatic Play
Art
Manipulative
Literacy/Books/Library
Science/Discovery
Music and Movement
Sand and Water
Computers
Outdoor Area

Each of these centers develops different learning skills. Teachers should make sure that children are spread out evenly between learning centers so that no one center is too crowded, thereby allowing each child space to play.

块中心有助于开发以下领域
社会/情感：孩子们通过共享障碍和决定一起建立什么来学习与其他孩子一起工作。
物理：操纵块产生平衡感和精细运动技能。
认知：玩块可以让孩子重新创造自己观察到的东西，如汽车，建筑物，桥梁等。
语言：教师应鼓励孩子沟通他们所建造的东西。 表达真正的兴趣，并提出有趣的问题。 当他们试图描述他们的创作时，通过发展自己的词汇来帮助孩子。

Block Centers help in the development of the following areas
Social/Emotional: children learn to work with other children by sharing blocks and deciding what to build together.
Physical: manipulating blocks develops a sense of balance and fine motor skills.
Cognitive: playing with blocks allow children to recreate things they have observed in nature such as cars, buildings, bridges, etc.
Language: teachers should encourage children to communicate what they have built. Show a genuine interest and ask engaging questions. Help children by developing their vocabulary when they are trying to describe their creations.

戏剧游戏区
社会/情感：孩子们通过决定谁扮演什么角色，通过他们应该采取什么话题，以及如何描绘每种情况来学习谈判。
身体：穿上和扣上衣服，发展出良好的运动技能。
认知：当他们假装他们表现出他们曾经或曾经看过的经验。
语言：孩子通过解释他们在做什么来发展他们的语言。

Dramatic Play Area
Social/Emotional: children learn to negotiate by deciding on who plays what role, by what topic they should act out, and how to portray each situation.
Physical: putting on and buttoning up clothes develops fine motor skills.
Cognitive: when they pretend they are acting out past experiences they have had or have seen.
Language: children develop their language by explaining to each other what they are doing.

艺术中心
社会/情感：艺术是儿童表达自己感觉的天赋。
物理：切纸，拿铅笔或刷子，操作粘土或物体都是优秀的运动技能的发展。
认知：孩子们创造他们所知道的东西。 创造艺术帮助他们学会计划，组织，决定和表达自己的想法。
语言：教师应该鼓励孩子沟通他们正在做的事情，以及他们如何做这个事情的想法。 教师应留书收集儿童绘画，观察他们正在做的进度。

Art Center
Social/Emotional: Art is a natural vehicle for children to express their feelings.
Physical: cutting paper, holding pencils or brushes, manipulating clay or objects all are excellent for the development of fine motor skills.
Cognitive: Children create things they know. Creating art helps them learn to plan, organize, make decisions, and represent their ideas.
Language: Teachers should encourage children to communicate what they are making and how they had the idea to make this thing. Teachers should keep a book to collect children's drawings and observe progress they are making.

操纵中心（几何形状和块开发数学和计数技能以及解决问题的其他难题）：
社会/情感：孩子轮流学习合作。 孩子们也可以通过互相帮助来共同合作。
身体：孩子练习手眼协调，同时把形状放在一起。
认知：操纵发展早期数学技能，如计数，系列，匹配，图案化和分类。
语言：该领域开发描述物体的形状，大小，数量和颜色的技能。 他们学习描述事物的顺序，方向，并进行其他视觉辨别。

Manipulative Center (geometric shapes and blocks to develop math and counting skills as well as other puzzles for the development of problem solving):
Social/Emotional: Children learn to cooperate by taking turns. Children can also learn to work together by helping each other.
Physical: Children practice hand-eye coordination while putting shapes together.
Cognitive: manipulative develop early math skills such as counting, seriation, matching, patterning, and classification.
Language: this area develops skills in describing shapes, size, number, and color of objects. They learn to describe the order of things, the direction, and make other visual discriminations.

识字/书籍/资源库
社会/情感：了解人们 - 他们是如何相同或不同的。 他们在学习别人如何处理挑战方面发展同情心。
物理：处理书本和翻页可以发展出良好的运动技能。 学习集中和观察发展眼肌。
认知：阅读发展符号的理解（一个男孩的图片与“男孩”相关）。 有孩子的故事讲述他们的序列。 阅读教导他们观察和描述。
语言：开发阅读，写作，听力和口语。

Literacy/Books/Library
Social/Emotional: learn about people-how they are the same or different. They develop empathy in learning how others have dealt with challenges.
Physical: handling books and turning pages develops fine motor skills. Learning to focus and observe  develops eye muscles.
Cognitive: Reading develops an understanding of symbols (a picture of a boy is related to the word "boy"). Having children retell stories teaches them sequence. Reading teaches them to observe and describe.
Language: develops reading, writing, listening, and speaking.

科学/发现
社会/情感：科学发展合作。如果你的班级有一个活的动物，科学领域可以发展同情，因为孩子们照顾和玩宠物。
物理：使用科学设备，例如种植种子或使用滴眼仪，可以发挥精细的运动技能。
认知：科学教孩子分类，比较，测量，计数和图表。
语言：孩子们开发语言来描述事物的外观，触觉，味道，嗅觉和声音。

Science/Discovery
Social/Emotional: Science develops cooperation. If your class has a living animal the science area can develop empathy as the children care for and play with the pet.
Physical: Using science equipment such as planting seeds or using an eye dropper develops fine motor skills.
Cognitive: Science teaches children to classify, compare, measure, count, and graph.
Language: Children develop language to describe how things look, touch, taste, smell, and sound.

音乐与运动
社会/情感：音乐既能平息和激发孩子，从而教导他们一系列的情绪。音乐类型之间的转换进一步帮助他们了解和调节这些情绪。
身体：跳舞是发展大运动技能的一个很好的活动。
认知：玩跳舞游戏，像做围巾飞行教授认知技能。
语言：通过听音乐和音乐互动，儿童发展语言技能。

Music and Movement
Social/Emotional: Music can both sooth and excite children thereby teaching them a range of emotions. Transitioning between types of music further helps them understand and regulate these emotions.
Physical: Dancing is an excellent activity to develop gross motor skills.
Cognitive: Playing dancing games, like making a scarf fly teaches cognitive skills.
Language: By listening and interacting with music children develop language skills.

沙和水
社会/情感：鼓励孩子们在建立水坝，护城河或沙村时共同合作。
身体：范围界定和挖沙发展运动技能。
认知：学习水沙如何行为和如何操纵他们发展认知技能包括对物理学的基本理解。
语言：沙滩水游戏非常适合开发描述性语言，包括沙和水的感觉或描述沙子或水的身体运动。

Sand and Water
Social/Emotional: encourages children to work together as they build a dam, moat, or sand village.
Physical: scoping and digging sand develop gross motor skills.
Cognitive: learning how water and sand behave and how to manipulate them develops cognitive skills include a basic understanding of physics.
Language: Sand and water play is great for developing descriptive language including how the sand and water feel or in describing the physical motion of sand or water.

电脑
社会/情感：在电脑上工作独立。也可以为课堂上的“计算机专家”提供信心和领导实践。
物理：键盘发展出良好的运动技能。
认知：计算机有助于弥合具体和抽象思维之间的差距。
语言：电脑提供机会学习许多与电脑相关的技术词汇。

Computers
Social/Emotional: Working on computers develops independence. It can also give confidence and leadership practice to those "computer experts" in the class.
Physical: Keyboards develop fine motor skills.
Cognitive: Computers help bridge the gap between concrete and abstract thinking.
Language: Computers offer the chance to learn many computer related technical words.


户外区域
社会/情感：学习如何进行户外活动，例如爬上丛林健身房或在秋千上摇摆，发展自信和自豪。
身体：因为孩子越来越久坐，因此放置户外时间越来越重要。户外时间发展良好的运动技能，并且抗击早期儿童肥胖症的发病。
认知：户外是一个自然的科学实验室。孩子们可以学习植物，花卉和花园。他们可以品尝水和雪。有足够的质感感觉。鼓励孩子每天都要外出，即使在轻微的雨中也能进一步增加感受体验的范围。确保父母在孩子身上装备适当的衣服，在寒冷，炎热或下雨的天气下玩耍。
语言：学习昆虫，植物的名称和每个特征的发展词汇。

Outdoor Area
Social/Emotional: learning how to perform outdoor activities such as climb on a jungle gym or swing on a swing develops self-confidence and pride.
Physical: Because children are becoming increasingly more sedentary it is ever more important to set aside outdoor time. Outdoor time develops fine motor skills as well as combats the onset of early childhood obesity.
Cognitive: The outdoors are a natural scientific laboratory. Children can study plants, flowers, and gardens. They can taste water and snow. There are ample texture to feel. Children should be encourage to go outside every day, even during mild rain to further increase their range of sensory experiences. Make sure parents equip their children with proper clothing to play outside on cold, hot, or rainy days.
Language: Learning the names of insects, plants, and the characteristics of each develops vocabulary.

培养孩子的社会情感技能--Developing your child's social-emotional skills

孩子在生活中的整体成功比智力或能力更重要，社交情感技能更为重要。发展社会情感技能使孩子们能够：

与别人相处;
遵循指示;
识别和规范情绪;
坚持一个任务;
从事社交交流与合作玩耍;
正确解释别人的行为和情绪;
对自己感觉良好
解决问题。

正如你所看到的，社会情感技能是生活日常工作的核心。一个发展社会情感技能的孩子能够轮流，知道她感觉到什么情绪，并且知道如何让自己平静下来。如果你的孩子与社会情感技能斗争，这里有5个活动可以帮助她发展。

当你的孩子感到沮丧的时候，和她一起工作来表达自己的感受。如果你的孩子很伤心，请与她确认。例如，“我知道你很伤心，我们不能再在公园玩了”。你也可以命名你的感受，“当我陷入交通时，我感到很沮丧。”

不要停止消极的情绪。当你的孩子看到任何情绪时，一定要为他们识别。 “你太开心啦，看看你脸上的微笑！”

当你生气时，模特儿会为你的孩子安抚自己。深呼吸。向你的小孩解释你在做什么“我现在很生气，我要深吸一口气，算是五点。”

当你看到你的孩子生气时，模仿他们的深呼吸。

当你的孩子出现问题时，他们会考虑如何一起解决问题。有时，如果您认为自己的孩子将会遇到困难，那么最好给您的孩子选择。 “你现在很生气，我们现在要离开公园了，我离开之前怎么样再放一个玩具，你想要在秋千上还是在幻灯片上？

Social-emotional skills are more essential to a child's overall success in life than intelligence or ability. Developing social-emotional skills prepares children to:

get along with others;
follow directions;
identify and regulate emotions;
persist on a task;
engage in social conversation and cooperative play;
correctly interpret the behavior and emotions of others;
feel good about oneself;
solve problems.

As you can see, social-emotional skills are at the heart of all of life's daily tasks. A child who has developed social-emotional skills is able to take turns, know what emotions she is feeling, and know how to calm herself down. If your child struggles with social-emotional skills here are 5 activities you can do to help her develop them.

1. When your child is frustrated, work with her to name her feelings. If your child is sad, identify it with her. For example, "I know you are feeling sad that we can't play at the park anymore." You can also name your feelings, "I feel so frustrated when I am stuck in traffic."

2. Don't stop at negative emotions though. When you see any emotion in your child be sure to identify it for them. "You are so happy Lily! Look at that smile on your face!"

3. When you are angry, model calming yourself for your child. Take deep breaths. Explain to your child what you are doing. "I'm feeling angry now, I am going to take a deep breath and count to five."

4. When you see your child getting angry, model deep breathing for them.

5. When your child has a problem help them think about how to solve it together. Sometimes it is best to give your child options if you think they will have trouble deciding what to do. "You are mad that we have to leave the park now. How about I let you go on one more toy before we leave. Do you want to go on the swing or down the slide?"

Open Mic in Weston Mass

http://www.westonaic.org/single-post/2017/01/26/Talent-Showcased-at-First-Open-Mic-Night

儿童的设置限制 - Setting Limits for Children

我们的孩子在一种关系的背景下发展。他们通过我们如何行动和对他们做出反应学习如何行动。一个好的父母就像一个好老师，就像一个好老师应该像一个好父母。因此，毫不奇怪，父母最困难的挑战是对孩子的行为设置限制。设置限制不是惩罚。惩罚只有当限制通过。处罚应该被认为是当一个限制本身不起作用时取走的东西。我们需要教导我们的孩子，所有的情绪是自然的和可以接受的，甚至愤怒。我们需要教他们是如何表达和调节他们的情绪。

限制的目的是：
调节情绪;
发展自我控制;
教导他们成为自主;
4.理解正确的行为。

所有这些目的是相互交织的。一个可以调节自己情绪的孩子将会发展自我控制，因此是一个更自主的个体。当他们有为他们设定的限制，他们将内在一种社会正确的行为的感觉。

你可能听说过棉花糖测试，这是一个在20世纪60年代和70年代进行的着名测试。在这个测试中，孩子们被给了棉花糖。面试官告诉他们，他需要走出房间几分钟。他们告诉孩子他们可以吃棉花糖现在，但如果他们等待，他们将被给第二个棉花糖当他们回来。测试不仅旨在测试孩子的自我调节能力，而且还要考察那些能够自我调节的孩子是否在生命后期更成功。你看，研究人员在18年后跟踪了家庭。他们测量每个孩子的生活质量。他们有什么工作，他们的工资是什么，他们是否能够保持稳定的健康关系，以及其他几个因素。那些能够自我调节的儿童在所有这些领域的得分持续上升。

还有许多其他测试和游戏来检查孩子的自我调节能力。你可以玩“红灯，绿灯”只举一个例子。设置限制的重要性是记住解释你的原因。当孩子感到他们有理性和公正的限制，他们不感到局限，而是他们安全和自由。当给予适当的限制时，孩子们可以自由探索。

设置限制是一个过程：
首先，你需要听他们。找出他们为什么不适当地行事。问题是什么。
第二，承认他们的感觉。像我们前面所说的，感觉是自然的。不要让他们因感情而感到不适或有罪。
第三，识别（姓名）他们的感觉。说，“我可以看到你感到悲伤”或“看起来你很生气”或“我知道你喜欢和你的朋友一起玩，不高兴你必须离开。
第四，澄清，有理由（不只是，“我这样说”），为什么你需要设置极限。基本原因是保持你的孩子安全或防止他们做社会不可接受的行为。
第五，用选择来解决问题。你可以告诉你的孩子，“我知道你不想穿你的手套，但你必须或你的双手将握住你可以告诉我你要穿什么手套你可以穿你的绿色手套或你的蓝色手套“。如果你的孩子坚持不穿手套，他们可能会试图妥协与你。他们可能会说：“妈妈，我可以带上我的手套，如果我的手冷了，只能戴上手套吗？由你决定是否要和你的孩子谈判。允许他们在决策过程中有发言权可以做很多验证。
最后，你需要遵循你的极限。如果你不对他们采取行动，你的孩子将永远不会跟随他们。如果你的孩子拒绝所有的选择，你可能必须强迫他们做必要的。在这一点上，你可以告诉他们，“我可以看到你需要帮助这样做，我会帮你穿上你的外套。


Our children develop in the context of a relationship. They learn how to act by how we act and react to them. A good parent is like a good teacher, just like a good teacher should be like a good parent. It is no surprise then that the most difficult challenge for a parent is setting limits on their children's behavior. Setting limits is not punishment. Punishment only comes when limits are passed. Punishment should be thought of as taking something away when a limit by itself doesn't work. We need to teach our children that all emotions are natural and acceptable, even anger. What we need to teach them is how to express and regulate their emotions.

The purpose of limits are to:
1. regulate emotions;
2. develop self-control;
3. teach them to become autonomous;
4. understand correct behavior.

All of these purposes are intertwined. A child who can regulate their emotions will have developed self-control and therefore be a more autonomous individual. When they have had limits set for them they will have internalized a sense of socially correct behavior.

You may have heard of the marshmallow test, it was a famous test conducted in the 1960s and 70s. In this test children were given a marshmallow. The interviewer told them he needed to step out of the room for a few minutes. They told the child they could eat the marshmallow now, but if they waited they would be given a second marshmallow when they returned. The test was not only designed to test a child's ability to self-regulate, but also to see whether those children who were able to self-regulate had more success later in life. You see, the researchers followed up with the families 18 years later. They measured the quality of life of each of the children. What jobs they had, what their salary was, whether they were able to maintain stable healthy relationships, and several other factors. Those children who were able to self-regulate were shown to consistently score higher in all of these areas.

There are many other tests and games to check a child's ability to self-regulate. You can play "Red-light, Green-light" to name only one other example. The importance thing when setting limits is to remember to explain your reasons. When a child feels they have rational and just limits they don't feel confined, rather they safe and free. When proper limits are given children will feel free to explore.

Setting limits is a process:
First, you need to listen to them. Find out why they are acting out inappropriately. What is the problem.
Second, acknowledge their feelings. Like we said earlier, feelings are natural. Don't make them feel bad or guilty for having emotions.
Third, identify (name) their feelings. Say, "I can see you are feeling sad" or "It looks like you're upset" or "I know you like playing with your friends and are not happy that you have to leave."
Fourth, clarify, with reasons (not just, "I said so"), why you need to set the limit. The basic reason is to keep your child safe or to prevent them from doing socially unacceptable behavior.
Fifth, resolve the situation with choices. You can tell your child, "I know you don't want to wear your mittens, but you have to or your hands will get hold. You can tell me which mittens you want to wear. You can wear your green mittens or your blue mittens." If your child is persistent in not wearing the mittens, they may try to compromise with you. They may say, "Mom, can I bring my mittens and only put them on if my hands get cold?" It is up to you to decide whether you want to negotiate with your child. Allowing them to have a say in the decision process can do a lot to validate them.
Lastly, you need to follow through on your limits. If you don't act on them then your children will never follow them. If your child refuses all their choices then you may have to force them to do the necessary. At this point you can tell them, "I can see you need help with doing this. I am going to help you put on your coat."

教你的孩子自律--Teaching your child to discipline themselves

每个父母都梦想拥有周到，负责任和尊重的孩子。我们希望我们的孩子说，谢谢你。我们希望他们能够遵循每日仪式的指示 - 上床，刷牙，穿上你的鞋子。但是怎么办呢？我们可以惩罚他们，如果他们不遵守我们的命令，但这常常导致怨恨和叛乱。我们可以贿赂他们，但只会造成更多的坏行为。最好的方法是与你的孩子理性地说话，以便他们了解你的命令的基本重要性。如果你能用清楚和简单的语言向你的孩子解释为什么重要的是刷牙和早点睡觉，他们更有可能自愿做这些行为。

1.设置固定规则 - 并预期尊重
孩子们相信他们可以做任何他们想做的事情，并得到任何他们想要的，往往是那些谁做的行为，通过鞭打或投掷发脾气，当他们的要求没有达到。

告诉他们为什么。你不必给你的孩子详细解释为什么你期望他们的某些行为。但是，如果你的孩子明白你的规则有简单的原因，他会意识到他们不是武断的，更有可能遵守。告诉他，例如，“你需要在八点钟睡觉，因为你的身体需要大量的睡眠，保持强壮和健康。或者“你必须放下你的玩具，所以我们知道下次你想玩的地方在哪里。
提供大量的赞誉。无论是做床，帮助设置桌子，还是让他的妹妹和他的街区玩耍，确保你通过庆祝孩子的成功来加强规则跟随。例如，“你记得做你的床的规则是伟大的，当你的行为像一个大男孩时，我很自豪！或者，“你很有礼貌地说，”请你，当你问我这种蜡笔，干得好！

2.构建问题解决技巧
儿童行为不良的一个主要原因是他们感到沮丧和无能为力。当你给孩子们他们需要的工具，他们需要自己去做事情，他们会表现得更好，因为他们会更好地装备自己照顾自己，不会尖叫给你，或在每次遇到挑战时采取行动。

让孩子做决定。给孩子们一旦他们年纪大了就能做出选择的机会。问，“你想穿你的Elmo睡衣还是你的睡衣？” “你想要吃什么小吃，一个苹果或奶酪棒？”一旦孩子可以管理这些小的决定，拿起一个缺口：如果你的孩子正在与她的姐姐战斗，例如，而不是大喊“不要这样做！或给她一个超时。例如，问他们“你能如何处理这个不同？你可能会惊讶于她会提出解决方案的方式。

鼓励“尝试，再试一次”的态度。当然，你为他们做的一切都快了很多，但重要的是让学龄前儿童在没有你干预的情况下练习和成功 - 无论是绑鞋，放玩具，还是在洗衣店里排序袜子。

让他们想想事情。通过挑战孩子为自己找到答案来伸展孩子的认知技能。例如，当你的孩子问一个问题，如何做某事，回答一个自己的问题：“你认为你应该做什么？这样的反应最终会让他相信自己的能力。

3.帮助孩子练习耐心
没有人喜欢等待，特别是年轻的孩子。在发展和神经方面，这是很困难的，因为孩子们通过让他们的需要立即知道生存。这就是为什么父母在幼儿时期开始教导耐心尤其重要。你希望你的孩子对不耐烦的感觉产生宽容，这通常是不愉快的，所以他们在面对未来的感觉时不会行为不端或行为冲动。

让他们等待。一旦你的孩子要求一些东西，不要总是丢弃一切。让你的孩子感觉到等待的不愉快，因为它是一个伟大的变革者。例如，不要立即给他喝果汁，你会帮助他管理他的不耐烦的练习。

告诉他们他们的感觉。孩子不能表达他们的沮丧，不得不等待的东西，但你可以帮助标签他们的情绪，并表现出耐心的赞美。如果你的学龄前儿童必须等待轮到你，你可能会说：“我知道站在这里很难，但你做了一个了不起的工作，你很耐心，这太棒了！ “当你验证你的孩子的斗争的东西，它更有可能他会努力尝试。

参与促进耐心的活动。鼓励你的孩子做不能立即产生结果的事情，例如块建筑和解决问题，或种植花种子，并观察它随着时间的推移而增长。 “确保他们不只是玩高科技小工具，提供即时按下按钮的结果。

4.强调同理心
你有多少次你必须判断一个爆炸，因为你的学龄前儿童带了一个朋友的玩具或拒绝与她的妹妹分享？孩子们出生时相信世界围绕着他们，所以你越早帮助他们了解每个人都有感觉和情绪，他们越不可能以惹恼或伤害别人的方式表现。

庆祝你的孩子的善良的行为。一般来说，最好找到自然的机会来教同理心。任何时候你的孩子表示尊重别人，你应该用一个简单的叙述加强她的倾向。例如，如果你看到你的学龄前儿童用毛毯覆盖她的娃娃，说：“这是你要确保你的小车是温暖和舒适，她一定很冷。

问，不要告诉。你不能向蹒跚学步的人解释同情，但你可以开始让她思考别人的感受。这个年龄的孩子不会理解讲座，但如果你向他们提出问题，你可以提高他们的意识水平。例如，如果你的孩子不让她的朋友玩弄她的毛绒动物，问“你觉得艾玛玫瑰感觉，当你不会与她分享你的东西？”

帮助他们阅读肢体语言。能够解释手势和面部表情是我们发展同情的基本方法之一。给你的蹒跚学步的指针：“当你和她分享你的cookie时，看看玛格丽特姑妈怎么样，你注意到她在笑吗？你让她感觉很好。你的孩子最初可能不会完全理解，但是当她这样做时，她会知道其他人的反应 - 更好地注意自己的行为会如何影响他人。

最后，一句警告：你不能教你的孩子一夜之间自律。毫无疑问，有时他们的行为不管，无论你多么努力，以防止它。但如果你继续专注于这些信息，迟早会吸取教训。在他们做，你的良好的孩子将需要更少和更少的干预。


It is every parents dream to have thoughtful, responsible, and respectful children. We want our children to say please and thank you. We want them to be able to follow instructions for their daily rituals--go to bed, brush your teeth, put on your shoes. But how to do it? We can discipline them if they don't comply with our commands, but that often leads to resentment and rebellion. We can bribe them, but that only creates further bad behaviors. The best approach is to speak rationally with your children so that they understand the basic importance of your commands. If you can explain to your children in clear and simple language why it is important to brush their teeth and go to bed early they are far more likely to do these behaviors willingly.

1. Set Firm Rules—and Expect Respect
Kids who believe they can do anything they feel like doing, and get whatever they want, tend to be the ones who act out by whining or throwing a tantrum when their demands aren't met.

Tell them why. You don't have to give your children elaborate explanations for why you expect certain behaviors from them. But if your child understands that there are simple reasons for your rules, he'll realize they aren't arbitrary and will be more likely to comply. Tell him, for example, "You need to go to bed at eight o'clock because your body needs a lot of sleep to stay strong and healthy." Or "You have to put away your toys so we'll know where to find them next time you want to play."
Offer lots of praise. Whether it's making the bed, helping set the table, or letting his sister play with his blocks, make sure you reinforce rule-following by celebrating your child's successes. For example, "It's great that you remembered the rule to make your bed. I'm so proud when you behave like a big boy!" or, "You were so polite to say 'please' when you asked me for that crayon. Good job!"

2. Build Problem-Solving Skills
One of the major reasons children behave badly is because they feel frustrated and powerless. When you give children the tools they need to figure things out on their own, they will behave better because they'll be better equipped to take care of themselves and won't come screaming to you or act out every time they encounter a challenge.

Let kids make decisions. Give children the opportunity to make choices as soon as they're old enough to understand. Ask, "Do you want to wear your Elmo pajamas or your nightgown?" "Which snack do you want to take to school, an apple or a cheese stick?" Once kids can manage these small decisions, take it up a notch: If your child is fighting with her sister, for example, instead of yelling "Don't do that!" or giving her a time-out. For example, ask them "How can you handle this differently?" You may be surprised at the way she will come up with solutions.

Encourage a "try, try again" attitude. Sure, it's a lot quicker for you to do everything for them, but it's important to let preschoolers practice and succeed without your intervention -- whether it's tying their shoes, putting away toys, or sorting socks in the laundry.

Make them think things out. Stretch your child's cognitive skills by challenging him to find answers for himself. For example, when your child asks a question about how to do something, respond with a question of your own: "What do you think you should do?" Such a response will eventually give him confidence in his own ability to figure things out.

3. Help Kids Practice Patience
No one likes to wait, especially young kids. Developmentally and neurologically it's difficult because children survive by letting their needs be known immediately. That's why it's especially important for parents to start teaching patience in the toddler years. You want your kids to develop tolerance for the feeling of impatience, which is often unpleasant, so they won't misbehave or act impulsively when faced with that feeling in the future.

Make them wait. Don't always drop everything as soon as your child asks for something. Allow your child to feel the unpleasantness of waiting because it's a great change agent. By not giving him the juice immediately, for example, you'll help him get practice in managing his impatience.

Tell them what they're feeling. Toddlers aren't able to express their frustration at having to wait for things, but you can help by labeling their emotions and offering praise when they demonstrate patience. If your preschooler has to wait his turn, you might say: "I know it's tough to just stand here. But you're doing a terrific job. You're being patient, and that's great!" "When you validate your child's struggle with something, it's more likely he'll try harder."

Engage in activities that promote patience. Encourage your child to do things that don't offer immediate results, like block building and puzzle solving, or planting a flower seed and watching it grow over time. "Make sure they're not only playing with high-tech gadgets that offer instant press-of-a-button results."

4. Put an Emphasis on Empathy
How many times have you had to referee a blowup because your preschooler took a friend's toy or refused to share with her sister? Children are born believing that the world revolves around them, so the sooner you help them understand that everybody has feelings and emotions, the less likely they'll be to behave in ways that annoy or hurt other people.

Celebrate your child's acts of kindness. In general, it's best to find natural opportunities to teach empathy. Any time your child shows regard for someone else, you should reinforce her inclination with a simple narrative. For example, if you see your preschooler covering her doll with a blanket, say, "it was so kind of you to make sure that your dolly is warm and cozy. She must have been very cold."

Ask, don't tell. You can't explain empathy to a toddler, but you can begin to get her thinking about other people's feelings. Kids this age won't understand lectures, but if you pose questions to them you can raise their awareness level. For instance, if your child won't let her friend play with her stuffed animals, ask, "How do you think Emma-Rose feels when you won't share your things with her?"

Help them read body language. Being able to interpret gestures and facial expressions is one of the basic ways that we develop empathy. Give your toddler pointers: "See how Aunt Margaret looked when you shared your cookie with her. Did you notice that she was smiling? You made her feel so good." Your child may not fully understand at first, but when she does, she'll be clued in to other people's reactions -- and better able to notice how her own behavior can affect others.

Finally, a word of caution: You aren't going to be able to teach your children to discipline themselves overnight. No doubt there will be times when they misbehave, no matter how hard you've tried to prevent it. But if you continue to focus on these messages, sooner or later the lessons will sink in. As they do, your well-behaved child will need less and less intervention from you.

Howard Gardner关于创造力的谈话--Howard Gardener on Creativity

霍华德·加德纳昨晚发表了他对创意兴趣的历史。当然，Gardener因其多元智能理论而闻名。他对创造力的兴趣来自于他已经对M.I.做了许多工作。这似乎是一个合乎逻辑的下一步。如果个人以不同的方式思考，他们不可能以不同的方式创造性吗？

在演讲中，他选出了两位关于创造力的关键学者--JPGifford和他的继任者Ellis Paul Torrance，Torrance考试的创始人。 Gardener与这些学者分歧，认为他们的创造力工作只是他所说的“小C”创造力，而不是爱因斯坦，毕加索或詹姆斯·乔伊斯等“天才”的创造力。 Gardener将这些大C创意人定义为：

创意个人定期解决问题，时尚产品，并在一个领域的问题，最初被认为是新颖的，但最终在至少一个文化环境中被接受的方式。

加德纳的书“创造心灵：通过弗洛伊德，爱因斯坦，毕加索，斯特拉文斯基，艾略特，格拉汉姆和甘迪尼的生活所看到的创造力的解剖”，他的理论是多元智能的（本书中的每个数字至少代表他七多个智力类别），并将其应用于创造力。在做这个，他想出了几个意见。

1. 所有这些数字的青年都是资产阶级。父母支持孩子，也使他们努力工作。孩子们通常在成年后离开他们的国家住在一个大城市。离开后，他们通常与一群类似的叛逆心灵联系在一起。

2. 他们的第一个创作是在他们掌握了自己的领域之后。创意类型不满足于掌握，并渴望找到新的领域。与其试图解释野生异常，他们是启发和痴迷他们。随着他们的思维远离主流，他们变得越来越孤立。他们经常有故障，有时是突破。在学科和开箱即用的思维之间存在着长期的紧张关系。

3. 他们也有不好的性格，例如夸大的需要，促进自己结合无视和经常虐待他人。

4. 他们在突破时期迫切需要他人的认知和情感支持。

5. 他们打一个浮士德式的交易，一切都被置于危险的工作。

园丁认为创造性的天才是孩子般的，充满激情和承诺，有点奇怪，有大量的孤独，以及对自己的工作真诚和诚实的坚定的献身。他开发了三个课程，我们可以从学习这些创造性的头脑中学习。

1. 反思 - 思考我们正在努力做什么。自我交谈。

2. 利用 - 将我们的优势与他人进行比较，并找到我们独一无二的领域。

3. 框架 - 从我们的失败和错误中学习。


Howard Gardener gave a talk last night on the history of his interest in creativity. Of course, Gardener is famous for his multiple intelligences theory. His interest in creativity came after he had already done much work on M.I. It seemed like a logical next step. If individuals think in different ways, were it not possible that they would be creative in different ways as well?

In the talk he singled out two pivotal scholars on creativity--JP Gifford and his successor Ellis Paul Torrance, creator of the Torrance test. Gardener diverges from these scholars in seeing that their work on creativity only accounts for what he calls "little C" creativity and not the "big C" creativity of geniuses like Einstein, Picasso, or James Joyce. Gardener defines these big C creative individuals as:

Creative individuals regularly solve problems, fashion products, and pose issues in a domain in a way which is initially considered novel but which is ultimately accepted in at least one cultural setting.

Gardner's book, Creating Minds: An Anatomy of Creativity Seen Through the Lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Ghandi takes his theory of multiple intelligences (each of the figures in this book represents at least one of his seven multiple intelligence categories) and applies it to creativity. In doing this he came up with a few observations.

1. The youths of all these figures was bourgeois. The parents supported the children, but also made them work hard. The children usually left their country home in early adulthood to live in a big city. After moving away they usually connected with a group of similar rebellious minds.

2. Their first creations come after they have mastered their domain. The creative types are not satisfied with mastery and are eager to find new areas. Rather than try to explain away wild anomalies, they are inspired and obsessed with them. As their thinking moves away from the mainstream they become increasingly isolated. They often have breakdowns, sometimes followed by breakthroughs. There is a perennial tension between discipline and out-of-the-box thinking.

3. They have bad traits as well such as an exaggerated need to promote themselves combined with a disregard and often abusive treatment of others.

4. They have a desperate need for the cognitive and affective support of others during the time of a breakthrough.

5. They strike a Faustian bargain where everything is put at stake for the work.

Gardener identifies creative geniuses as being childlike, passionate and committed, a bit odd, having a large capacity for solitude, as well as an unflinching devotion to truth and honesty regarding their own work. He developed three lessons we can learn from studying these creative minds.

1. Reflecting--thinking about what we are trying to do. Self-conversation.

2. Leveraging--comparing our strengths to others and finding areas where we are uniquely strong.

3. Framing--learning from our failures and mistakes.

 

构建儿童的神经网络 -- Building a Child's Neural Networks

构建儿童的神经网络

有两种竞争的冲动，人类如何治疗不仅彼此，而且他们的孩子。有一种感觉，我们必须是坚韧的，并且松懈鼓励懒惰，最终导致性格的削弱。这是一个冲动。另一个是我们应该模拟理想的行为。如果我们以热爱，温和，慷慨的方式行事，我们将激发他​​人的这些行为。

我们所有人都知道的是，我们抚养孩子的方式影响他们将成为什么样的人。我们许多人还不完全明白我们的行动如何塑造我们的孩子，同样，我们应该采取什么样的行动来实现预期的结果。

证据表明，在儿童的早期，没有必要惩罚孩子。对于前两年，所有的孩子真正需要的是很多的爱和关注。作为一个家庭，你的责任应该是创建一个安全，热爱，和平的家。与你的孩子尽可能多。给她很多拥抱和身体的注意。与她一起玩，并参与她感兴趣的事情。

大约两岁，当你的孩子是移动的，能够有基本的沟通，你可以开始教学和训练你的孩子通过建模，爱情和温柔的纪律。没有必要使用体罚。简单地剥夺孩子的特权将经常治愈不良行为。

我们都知道，直觉和通过研究，是所有的人表现最好的时候做他们喜欢的事情。因此，最好是通过鼓励而不是惩罚来训练孩子。当我们模拟良好的行为，使它似乎是可取的事情，他们将更可能采取这种行为永久在自己的生活。如果我们强迫他们进入某些行为，使他们只是勉强地跟随他们，他们将可能在生活后来反叛。当然，所有的孩子都反叛，但是那些被教导过幸福生活的孩子，比那些有良好品质的负面关系的人更有可能摆脱不良行为。


Building a Child's Neural Networks

There are two competing impulses in how humans treat not only each other, but also their children. There is the sense that we have to be tough and that to be lax encourages laziness and ultimately leads to a weakening of character. That is one impulse. The other is that we should model ideal behavior. If we act in a loving, gentle, and generous way we will inspire those kinds of behavior in others.

What all of us already know is that the way we raise our children affects the kind of person they will become. What many of us don't fully understand is how our actions shape our children and likewise, what kinds of actions we should perform in order to bring about the desired results.

The evidence shows that in the early years of childhood it is not necessary to discipline children. For the first two years all children really need is a lot of love and attention. As a family your duty should be to create a safe, loving, and peaceful home. Talk to your child as much as possible. Give her a lot of hugs and physical attention. Play with her and engage in whatever she's interested in.

Around the age of two, when your child is mobile and able to have basic communication you can begin to teach and train your child through modeling, love, and gentle discipline. It is never necessary to use corporal punishment. Simply depriving the child of privileges will often cure the undesired behavior.

What we all know, both intuitively and through research, is that all people perform best when doing things they love. For this reason it is best to train a child through encouragement rather than punishment. When we model good behavior so that it seems the desirable thing to do they will be more likely to adopt that behavior permanently in their own lives. If we force them into certain behaviors so that they only follow them grudgingly they will likely rebel later in life. Of course, all children rebel, but those children who were taught the joy in living a good life are far more likely to turn away from bad behaviors than those who have negative associations with good qualities.  

什么时候幼儿的偏心成为关注？-- When does a toddler's eccentricities become a concern?

1.自我舒缓

什么是正常？

偶尔移动重复
偶尔会有节奏地敲击他们的头
偶尔把东西放在嘴里（地毯，污垢等）


什么不是？

摇滚整天
撞头一整天
不断地吃非食品


2.坚持仪式

什么是正常？

任何强迫和重复的行动，如排队的玩具和哭泣，如果一个单一的移动
行为好，如果部分假装玩叙事，如需要组织他的火车在车站睡觉的夜晚。


什么不是？

需要进行仪式到干扰他吃饭，睡觉或日常生活的程度。
对精确排列玩具的痴迷，但显示没有兴趣与他们玩。
有很差的沟通能力，似乎在他自己的世界。



身体探索

什么是正常？

镐
触摸他们自己的私人部分


什么不是？

  专注于触摸她的身体部位，而牺牲阅读，玩耍和探索。


1. Self-Soothing
What's Normal?

• moving repetitively on occasion
• bang their head rhythmically on occasion
• putting things in mouth (carpet, dirt, etc) on occasion

What's Not?

• rocking all day
• banging head all day
• eating nonfood items constantly

2. Clinging to Rituals
What's Normal?

• any compulsive and repetitive action such as lining up toys and crying if a single piece is moved
• behavior okay if part of a pretend play narrative, such as needing to organize his trains at the station to sleep for the night.

What's Not?

• Needing to carry out rituals to the point that it interferes with his eating, sleeping, or daily routine.
• An obsession with lining up toys precisely but showing no interest in playing with them.
• Having poor communication skills and seeming to be in his own world.

3. Body Exploration
What's Normal?

• pick nose
• touching their own private parts

What's Not?

•  Being preoccupied with touching her body parts at the expense of reading, playing, and exploring.