gambar baby nanti2 saya upload ye...
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Showing posts with label baby. Show all posts
Showing posts with label baby. Show all posts
Friday, September 25, 2009
Alhamdulillah
Alhamdulillah...saya selamat melahirkan baby girl pada 23 September 2009 pukul 10.45mlm...ptg tadi baru je keluar hospital...minggu depan baru la saya balik teluk intan untuk berpantang kat sana...
gambar baby nanti2 saya upload ye...
written by,
gambar baby nanti2 saya upload ye...
written by,
Wednesday, November 21, 2007
How Can I Encourage My Young Child to Read?
As a parent of a young child, you are probably more concerned about your child's progress in reading than in any other subject taught in school. To achieve in math, science, English, history, geography, or any other subject, your child must have reading skills that are developed to the point that most of them are automatic. He can't be struggling to recognize words in a school textbook when he is trying to read quickly to grasp the meaning of the text. In other words, children must learn to read before they can read to learn.
Why Should Parents Encourage Children To Read?
Many parents recognize the value and enjoyment of reading to their young children but perhaps are not clear about how they can help their children become better readers. Because reading is so important to children's success in school, parents can and should help their children become interested in reading and encourage growth in their reading skills. "Learning to read is a lengthy and difficult process for many children, and success in learning to read is based in large part on developing language and literacy-related skills very early in life" (Lyon, 1997). Young children develop a more positive attitude toward reading if they experience warm and close contact with their parents while reading.
What Are Some Ways To Encourage Young Readers?
The most important thing to remember is that reading should be an enjoyable experience. The following activities can help you stimulate your child's interest in reading.
Talk with your infant or young child before he learns to read. Talking with your child before he even speaks will help him learn important language skills. Most children need strong oral language skills if they are to develop as readers and writers. Using short, simple sentences, you can talk about your daily activities, what he is seeing and doing, his environment, sizes of objects, the shapes of signs, and so forth.
Read to and with your child at least 30 minutes each day. Your child will gain awareness of the conventions of reading (left to right, top to bottom), and even the very young will gain vocabulary. Running your index finger under the print as you read will help your child notice that printed words have meaning. Gradually you can ask her to identify letters and sounds.
Sing songs and recite poems and rhymes that have repetitive sounds. Repetition makes it easier for your child to pick up on the patterns in the sounds you make.
Make sure your child's day care provider, nursery school teacher, or preschool teacher reads aloud daily and offers books for your child to look at.
Model good reading habits. Help your child understand that reading is important by letting him see you reading maps, books, recipes, and directions. Suggest reading as a free-time activity. Keep books that are of interest to your child in an easy place for him to reach.
Visit your local library. While you're there you can sign your child up for preschool story time and let her choose some books to take home.
What Are Some Ways To Encourage School-Age Readers?
Once your child begins nursery school, preschool, or elementary school, you should work with her teacher to improve her reading skills. Many teachers are now sending home practical ideas for parents to use with their school-age children to help them develop skills and to encourage good reading habits. Ask your child's teacher for these practice activities. By reinforcing the skills your child's teacher emphasizes, you will be supplementing what he has learned about reading throughout the school day. Additional ways to encourage your school-age child to read are listed below.
Continue being a good role model. Let your child see you read.
Encourage your child to read on her own at home. Reading at home can help your child do better in school.
Keep a variety of reading materials in the house. Make sure to have reading materials for enjoyment as well as for reference.
Encourage your child to practice reading aloud. Frequently listen to your child read out loud and praise her often as she does so. Offer to read every other page or even every other chapter to your child. Have conversations and discussions about the book with your child.
Write short notes for your child to read. Write down his weekly household responsibilities for him to keep track of or put a note in his lunch bag.
Encourage activities that require reading. Cooking (reading a recipe), constructing a kite (reading directions), or identifying a bird's nest or a shell at the beach (reading a reference book) are some examples.
Establish a reading time, even if it's only 10 minutes each day. Make sure there is a good reading light in your child's room and stock her bookshelves with books and magazines that are easy to both read and reach.
Talk with your child. Talking makes children think about their experiences more and helps them expand their vocabularies. Ask your child to give detailed descriptions of events and to tell complete stories.
Give your child writing materials. Reading and writing go hand in hand. Children want to learn to write and to practice writing. If you make pencils, crayons, and paper available at all times, your child will be more inclined to initiate writing activities on his own.
Restrict television time. The less time your child spends watching television, the more time he will have for reading-related activities.
Visit the library once a week. Have your child apply for her own library card so she can check out books on her own for schoolwork and for pleasure reading. Ask your child to bring home a library book to read to a younger sibling and encourage her to check out books on tape that she can listen to on long car trips.
Work in partnership with your child's school. The more you know about the type of reading program his school follows, the more you can help by supplementing the program at home. Offer to volunteer in the classroom or school library as often as your schedule allows. Ask the school for parent participation materials.
To help your child succeed in school, you should do your part to ensure that he or she starts school with a strong foundation in language and literacy-related skills and a desire to learn to read. In the early elementary years--from first through third grades--your child will continue learning how to read, which is a complex process that is difficult for some and easy for others. Take care during these years not to overemphasize the process of learning to read while encouraging your child to practice reading often. Reading for pleasure and interest will help your child to develop reading skills and will give your child the opportunity to practice these skills in meaningful ways.
article from http://www.babyzone.com/toddler_preschooler_development/early_education/a863
Why Should Parents Encourage Children To Read?
Many parents recognize the value and enjoyment of reading to their young children but perhaps are not clear about how they can help their children become better readers. Because reading is so important to children's success in school, parents can and should help their children become interested in reading and encourage growth in their reading skills. "Learning to read is a lengthy and difficult process for many children, and success in learning to read is based in large part on developing language and literacy-related skills very early in life" (Lyon, 1997). Young children develop a more positive attitude toward reading if they experience warm and close contact with their parents while reading.
What Are Some Ways To Encourage Young Readers?
The most important thing to remember is that reading should be an enjoyable experience. The following activities can help you stimulate your child's interest in reading.
Talk with your infant or young child before he learns to read. Talking with your child before he even speaks will help him learn important language skills. Most children need strong oral language skills if they are to develop as readers and writers. Using short, simple sentences, you can talk about your daily activities, what he is seeing and doing, his environment, sizes of objects, the shapes of signs, and so forth.
Read to and with your child at least 30 minutes each day. Your child will gain awareness of the conventions of reading (left to right, top to bottom), and even the very young will gain vocabulary. Running your index finger under the print as you read will help your child notice that printed words have meaning. Gradually you can ask her to identify letters and sounds.
Sing songs and recite poems and rhymes that have repetitive sounds. Repetition makes it easier for your child to pick up on the patterns in the sounds you make.
Make sure your child's day care provider, nursery school teacher, or preschool teacher reads aloud daily and offers books for your child to look at.
Model good reading habits. Help your child understand that reading is important by letting him see you reading maps, books, recipes, and directions. Suggest reading as a free-time activity. Keep books that are of interest to your child in an easy place for him to reach.
Visit your local library. While you're there you can sign your child up for preschool story time and let her choose some books to take home.
What Are Some Ways To Encourage School-Age Readers?
Once your child begins nursery school, preschool, or elementary school, you should work with her teacher to improve her reading skills. Many teachers are now sending home practical ideas for parents to use with their school-age children to help them develop skills and to encourage good reading habits. Ask your child's teacher for these practice activities. By reinforcing the skills your child's teacher emphasizes, you will be supplementing what he has learned about reading throughout the school day. Additional ways to encourage your school-age child to read are listed below.
Continue being a good role model. Let your child see you read.
Encourage your child to read on her own at home. Reading at home can help your child do better in school.
Keep a variety of reading materials in the house. Make sure to have reading materials for enjoyment as well as for reference.
Encourage your child to practice reading aloud. Frequently listen to your child read out loud and praise her often as she does so. Offer to read every other page or even every other chapter to your child. Have conversations and discussions about the book with your child.
Write short notes for your child to read. Write down his weekly household responsibilities for him to keep track of or put a note in his lunch bag.
Encourage activities that require reading. Cooking (reading a recipe), constructing a kite (reading directions), or identifying a bird's nest or a shell at the beach (reading a reference book) are some examples.
Establish a reading time, even if it's only 10 minutes each day. Make sure there is a good reading light in your child's room and stock her bookshelves with books and magazines that are easy to both read and reach.
Talk with your child. Talking makes children think about their experiences more and helps them expand their vocabularies. Ask your child to give detailed descriptions of events and to tell complete stories.
Give your child writing materials. Reading and writing go hand in hand. Children want to learn to write and to practice writing. If you make pencils, crayons, and paper available at all times, your child will be more inclined to initiate writing activities on his own.
Restrict television time. The less time your child spends watching television, the more time he will have for reading-related activities.
Visit the library once a week. Have your child apply for her own library card so she can check out books on her own for schoolwork and for pleasure reading. Ask your child to bring home a library book to read to a younger sibling and encourage her to check out books on tape that she can listen to on long car trips.
Work in partnership with your child's school. The more you know about the type of reading program his school follows, the more you can help by supplementing the program at home. Offer to volunteer in the classroom or school library as often as your schedule allows. Ask the school for parent participation materials.
To help your child succeed in school, you should do your part to ensure that he or she starts school with a strong foundation in language and literacy-related skills and a desire to learn to read. In the early elementary years--from first through third grades--your child will continue learning how to read, which is a complex process that is difficult for some and easy for others. Take care during these years not to overemphasize the process of learning to read while encouraging your child to practice reading often. Reading for pleasure and interest will help your child to develop reading skills and will give your child the opportunity to practice these skills in meaningful ways.
article from http://www.babyzone.com/toddler_preschooler_development/early_education/a863
Wednesday, November 14, 2007
Self-esteem
What is self-esteem?
# Self-esteem is liking yourself. It is not conceit or boastfulness, but believing in yourself and what you do.
# Self-esteem is how you feel about yourself as a person and knowing that there are things that you can do well – in other words, it is about being and about doing.
# Part of self-esteem is feeling that you have a place in the world where you belong – that you are part of a family where you matter. It is knowing about your roots and having confidence in your future. This can be a problem for children who have come from other countries and lost touch with their ‘roots’. It can also be a problem for children who have been part of a family break-up if they are split off from part of their family and its history.
# Self-esteem is about what matters to you. If you want to be good at sport but everyone tells you that you are good at art, it will not help your self-esteem very much. If you get encouragement and help in something you want to do, and you succeed, your self-esteem will grow.
How self-esteem is developed
Babies
# Very young babies don't have a sense of themselves as being separate human beings so they don't really have self-esteem as such. They gradually learn that they are loved and lovable because people care for them gently, look after them when they cry and smile at them consistently. When this happens it says to the baby: ‘You matter in the world’.
Toddlers
# As infants grow to become toddlers, they still don't have a complete understanding about themselves. For example, if a one-year-old is standing on the end of a rope that she is trying to pull, she may not move her feet off the rope. This is because she doesn't yet realise that both the feet and the hands belong to her. One-year-olds still don't understand that all of their body and mind belong to them. Every time they learn a new skill they add to their sense of being able to do things and learning who they are.
# When they say 'No' they are really saying: ‘I am learning that I am a separate person and this is very exciting and important for me. I can practise this by saying “No” even if I do want the ice-cream that you are giving me’.
# Toddlers learn about themselves by learning what they look like, what they can do and where they belong. They find it very difficult to share because they are just learning who they are and what is theirs.
# Toddlers see themselves through their parents' eyes. If their parents see them as special and lovable and show them and tell them this often, they will develop self-esteem. If they keep getting messages that they are not lovable or a nuisance they will not so easily develop self-esteem.
Preschoolers
# By age three or so children have learned that their bodies and minds are their own. They can manage time away from their parents or main caregivers because they have an inner sense of feeling safe. They still learn their self-esteem in fairly physical ways, by comparing themselves with others, e.g. who is the tallest, who is the fastest.
Primary school age children
Self-esteem tends to fall in many children when they start school and have to cope in a strange new situation with lots of other new children and new rules to learn. Self-esteem in the primary school years is about how well children manage the learning tasks of the school, how they do at sport, how they look and how they can make friends with other children. Stresses at home, such as parents fighting with each other, can affect children's self-esteem. So can problems at school, such as having trouble with schoolwork, being bullied or not having friends.
What parents can do
Most parents will worry about their child's self-esteem at some time. Here are some things you can do to help nurture your child's self-esteem.
# Tell your child often that you love her and let her see that you are glad she is who she is.
# Show your child that you love her by spending time with her, listening to her point of view, and being willing to help her achieve her goals, e.g. drive her to sport and watch when she plays.
# Support her schoolwork – take an interest without taking over. Support school working bees or volunteer at the tuck shop if you can.
# Encourage friendships, make her friends welcome and get to know them.
# Provide help with schoolwork if she needs extra support but don't always focus on what she is not good at – children need to practise what they are good at to feel successful.
# Talk with the teacher. A good relationship between school and home is very important.
# Help your child to explore any hobbies that she is interested in.
# Help your child feel that she is needed in your family. Keeping in mind your child's age, ask and expect some help with the family chores, such as feeding pets, setting the table (tasks that contribute to the family, not just cleaning up her own mess).
# Let your child assist you with something, e.g. teenagers may be better than you at making the video or DVD work.
# When you play games with your primary school age child make sure that she has opportunities to win. Children who occasionally win, find it easier to be good losers.
# Involve them in the wider family; help them to know about their relatives, your family and its history.
# Keep special mementoes of their successes and important milestones.
# Keep little family rituals, e.g. a story at bedtime, a special goodbye kiss or other ways of doing things that are special to your family.
# Celebrate achievements and successes.
# Don't solve all problems for your child. Help her learn problem-solving skills and learn to feel that she can manage many things for herself. Show her that you have faith in her.
# If children have had a lot of changes, such as coming from another country, parents separating, or even moving house a lot, try and keep them in touch with their roots as much as you can. Keep a diary with pictures of where they have been. Try to keep them in touch with both sides of the family if possible. Let them know what you can about their family history. Adopted children can have two sets of roots.
Messages that damage children's self-esteem
# Ignoring them and not taking an interest in them.
# Messages that say you do not like the child, e.g., ‘I love you but I don't like you’.
# ‘You are ... ’ messages that say something bad about them as people, e.g., ‘You are lazy, untidy, naughty, a nuisance, a bully, shy, a sook ... ’
# Comparing them with others, especially their brothers and sisters.
# Giving messages that life would be better without them, e.g., ‘If it weren't for the children we could have a good holiday' or ‘I wish you hadn't been born’.
# Threatening to leave them if they do not do as you wish.
# Frowning or sighing when they want to talk to you or ask you for something.
Special tips for parents
# It is important to look after your own self-esteem too. It is part of good parenting to let your children see that you feel good about yourself.
# Take time out for yourself regularly. Do some things you really enjoy or feel proud of. For example take a bubble bath, join a team, read a book, go for a walk or a run, go to a movie, learn something new.
# Spend some time with friends who support you and help you to feel good.
# If you have a partner make sure that you keep regular time to be together.
Reminders
# Self-esteem is very important for everyone.
# Young children learn self-esteem through what they can do and through what their parents think of them.
# ‘Put down’ messages really damage self-esteem.
# ‘Doing’ messages, such as giving time, hugs and smiles, are very important in building self-esteem.
# Self-esteem is learned and can be changed.
# Take care of your own self-esteem as well.
copy & paste from =>
http://raisingchildren.net.au/articles/self-esteem_-_cyh.html/context/734
# Self-esteem is liking yourself. It is not conceit or boastfulness, but believing in yourself and what you do.
# Self-esteem is how you feel about yourself as a person and knowing that there are things that you can do well – in other words, it is about being and about doing.
# Part of self-esteem is feeling that you have a place in the world where you belong – that you are part of a family where you matter. It is knowing about your roots and having confidence in your future. This can be a problem for children who have come from other countries and lost touch with their ‘roots’. It can also be a problem for children who have been part of a family break-up if they are split off from part of their family and its history.
# Self-esteem is about what matters to you. If you want to be good at sport but everyone tells you that you are good at art, it will not help your self-esteem very much. If you get encouragement and help in something you want to do, and you succeed, your self-esteem will grow.
How self-esteem is developed
Babies
# Very young babies don't have a sense of themselves as being separate human beings so they don't really have self-esteem as such. They gradually learn that they are loved and lovable because people care for them gently, look after them when they cry and smile at them consistently. When this happens it says to the baby: ‘You matter in the world’.
Toddlers
# As infants grow to become toddlers, they still don't have a complete understanding about themselves. For example, if a one-year-old is standing on the end of a rope that she is trying to pull, she may not move her feet off the rope. This is because she doesn't yet realise that both the feet and the hands belong to her. One-year-olds still don't understand that all of their body and mind belong to them. Every time they learn a new skill they add to their sense of being able to do things and learning who they are.
# When they say 'No' they are really saying: ‘I am learning that I am a separate person and this is very exciting and important for me. I can practise this by saying “No” even if I do want the ice-cream that you are giving me’.
# Toddlers learn about themselves by learning what they look like, what they can do and where they belong. They find it very difficult to share because they are just learning who they are and what is theirs.
# Toddlers see themselves through their parents' eyes. If their parents see them as special and lovable and show them and tell them this often, they will develop self-esteem. If they keep getting messages that they are not lovable or a nuisance they will not so easily develop self-esteem.
Preschoolers
# By age three or so children have learned that their bodies and minds are their own. They can manage time away from their parents or main caregivers because they have an inner sense of feeling safe. They still learn their self-esteem in fairly physical ways, by comparing themselves with others, e.g. who is the tallest, who is the fastest.
Primary school age children
Self-esteem tends to fall in many children when they start school and have to cope in a strange new situation with lots of other new children and new rules to learn. Self-esteem in the primary school years is about how well children manage the learning tasks of the school, how they do at sport, how they look and how they can make friends with other children. Stresses at home, such as parents fighting with each other, can affect children's self-esteem. So can problems at school, such as having trouble with schoolwork, being bullied or not having friends.
What parents can do
Most parents will worry about their child's self-esteem at some time. Here are some things you can do to help nurture your child's self-esteem.
# Tell your child often that you love her and let her see that you are glad she is who she is.
# Show your child that you love her by spending time with her, listening to her point of view, and being willing to help her achieve her goals, e.g. drive her to sport and watch when she plays.
# Support her schoolwork – take an interest without taking over. Support school working bees or volunteer at the tuck shop if you can.
# Encourage friendships, make her friends welcome and get to know them.
# Provide help with schoolwork if she needs extra support but don't always focus on what she is not good at – children need to practise what they are good at to feel successful.
# Talk with the teacher. A good relationship between school and home is very important.
# Help your child to explore any hobbies that she is interested in.
# Help your child feel that she is needed in your family. Keeping in mind your child's age, ask and expect some help with the family chores, such as feeding pets, setting the table (tasks that contribute to the family, not just cleaning up her own mess).
# Let your child assist you with something, e.g. teenagers may be better than you at making the video or DVD work.
# When you play games with your primary school age child make sure that she has opportunities to win. Children who occasionally win, find it easier to be good losers.
# Involve them in the wider family; help them to know about their relatives, your family and its history.
# Keep special mementoes of their successes and important milestones.
# Keep little family rituals, e.g. a story at bedtime, a special goodbye kiss or other ways of doing things that are special to your family.
# Celebrate achievements and successes.
# Don't solve all problems for your child. Help her learn problem-solving skills and learn to feel that she can manage many things for herself. Show her that you have faith in her.
# If children have had a lot of changes, such as coming from another country, parents separating, or even moving house a lot, try and keep them in touch with their roots as much as you can. Keep a diary with pictures of where they have been. Try to keep them in touch with both sides of the family if possible. Let them know what you can about their family history. Adopted children can have two sets of roots.
Messages that damage children's self-esteem
# Ignoring them and not taking an interest in them.
# Messages that say you do not like the child, e.g., ‘I love you but I don't like you’.
# ‘You are ... ’ messages that say something bad about them as people, e.g., ‘You are lazy, untidy, naughty, a nuisance, a bully, shy, a sook ... ’
# Comparing them with others, especially their brothers and sisters.
# Giving messages that life would be better without them, e.g., ‘If it weren't for the children we could have a good holiday' or ‘I wish you hadn't been born’.
# Threatening to leave them if they do not do as you wish.
# Frowning or sighing when they want to talk to you or ask you for something.
Special tips for parents
# It is important to look after your own self-esteem too. It is part of good parenting to let your children see that you feel good about yourself.
# Take time out for yourself regularly. Do some things you really enjoy or feel proud of. For example take a bubble bath, join a team, read a book, go for a walk or a run, go to a movie, learn something new.
# Spend some time with friends who support you and help you to feel good.
# If you have a partner make sure that you keep regular time to be together.
Reminders
# Self-esteem is very important for everyone.
# Young children learn self-esteem through what they can do and through what their parents think of them.
# ‘Put down’ messages really damage self-esteem.
# ‘Doing’ messages, such as giving time, hugs and smiles, are very important in building self-esteem.
# Self-esteem is learned and can be changed.
# Take care of your own self-esteem as well.
copy & paste from =>
http://raisingchildren.net.au/articles/self-esteem_-_cyh.html/context/734
Monday, October 8, 2007
irfan nak adik ke?
semalam kami pegi melawat kawan abah baru lepas bersalin kat kj...cute baby girl..berat 2.6kg...nama faiqa rausyana...bila mama tgk baby iqa, teringat masa baru lepas bersalin dulu..irfan so small...sama cam baby iqa ni...now, irfan dah nak setahun dah..cepat je masa berlalu....
masa mama pegang baby iqa, irfan tak jeles pun..dia siap sengih2 lagi..hehehe...lepas tu dia dah tak layan...cam biasa la...nak main je....mmg lasak sungguh si kenit ni....mak kawan abah pun cakap la, bagila irfan adik..ade kawan main2 nanti...hehehe...mama pun cam nak baby lagi...tapi tunggu dulu la...irfan kecik lagi...belum puas bermanja ngan dia....
nyum..nyum..
tetiba skarang ni irfan suka pulak hisap jari kaki..kenapa ntah...kekadang tu dia sengaja je hisap bila kita pandang dia...pastu dia sengih2, hisap lagi jari kaki...orang tua2 kata kalau baby hisap jari kaki tanda nye dia nak adik...betul ke?...tak kot..hehehe...tunggu irfan besar sikit baru la leh tambah lagi sorang...lagi pun irfan baru je nak masuk setahun...
sedap nye hisap jari kaki niMonday, September 24, 2007
Can you spoil your baby?
suatu hari irfan di dalam playpen
irfan : uwaaaa
mama : (nak gi dukung irfan)
abah : tak yah la amik irfan...biar je dia
mama : takkan nak biar dia nangis camtu
abah : biar je dia nangis..ni nangis sikit terus dukung...biar je dia dalam tu dulu..nanti diam la tu..jgn di manja kan sgt...tgk sekarang dah tak nak tido dalam cot...
mama : bukan manja kan...dia kecik lagi la..takkan nak biar nangis cam tu...(mama dukung dan pujuk irfan)
abah selalu cakap camtu..biar je irfan nangis dulu...jgn di manjakan...ade kawan abah pun pesan ngan abah cam tu....hmmm...betul ke?...manja kan ke kalau camtu...mama rasa tak...takkan nak biar irfan nangis lama2...kesian kan...budak tu kecik lagi....
ni article yg mama dapat dari http://raisingchildren.net.au/articles/can_you_spoil_your_baby.html/context/259
Can you spoil your baby?
This question comes up naturally in the first few weeks at home if a baby is fussing a lot between feedings instead of sleeping peacefully. You pick him up and walk him around and he stops crying, at least for the time being. Lay him down, and he starts all over again.
I don't think you need to worry much about spoiling in the first month or even the first six months. The chances are great that such a young baby is feeling miserable. If he stops fussing when picked up, it's probably because the motion and distraction and perhaps the warm pressure on his abdomen from being held make him forget his pain or tension at least temporarily.
The answer to this question really depends on what lessons you think babies are learning in the first months of life. It is unlikely that they are capable of learning to expect their every whim to be attended to 24 hours a day. That's what being spoiled would mean.
But we know that young infants can't anticipate the future; they live entirely in the here and now. They also can't formulate this thought: ‘Well I'm going to make life miserable for these people until they give me everything I want’ – another key component of the spoiled child.
Basic trust
What infants are learning during this period is a sense of basic trust (or mistrust) in the world. If their needs are met promptly and lovingly, they come to feel that the world is a benign place, a place where good things generally happen and bad experiences are soon rectified.
The famous psychiatrist Erik Erikson felt that this sense of basic trust becomes a core of the baby's character. So the answer to the question ‘Can a young baby be spoiled?’ is ‘No, not until he's old enough to understand why his needs aren't being immediately met (maybe at nine months of age)’.
I would change the question altogether to ask: ‘How can you instill a sense of basic trust in babies?’
Secure attachment
Psychologists use the term ‘secure attachment’ to talk about basic trust. A child who has a secure attachment to a parent or caregiver believes deep down that that parent will keep him safe and will provide for his pressing needs. A lot of research shows that this sense of security develops during the first year of an infant's life, and then continues to deepen and change as the child grows.
Babies who do not have a chance to develop an attachment by one year of age – babies, for example, who are raised in orphanages with little or no personal attention – often have severe problems in forming relationships. Babies with strong, secure attachments are more able to go off to school and to learn.
Some parents feel that babies have to learn at a young age to be independent and comfort themselves.
They worry that picking up babies right away when they cry will make them overly dependent. I like to tell these parents about a very important study on the effects of picking up crying babies. Babies whose parents tried to respond promptly to their crying actually cried less, and were more independent as preschoolers, compared to babies who were left to ‘cry it out’.
Their earlier experience had made them more secure, so they were better able to handle difficulties by themselves later on.
irfan : uwaaaa
mama : (nak gi dukung irfan)
abah : tak yah la amik irfan...biar je dia
mama : takkan nak biar dia nangis camtu
abah : biar je dia nangis..ni nangis sikit terus dukung...biar je dia dalam tu dulu..nanti diam la tu..jgn di manja kan sgt...tgk sekarang dah tak nak tido dalam cot...
mama : bukan manja kan...dia kecik lagi la..takkan nak biar nangis cam tu...(mama dukung dan pujuk irfan)
abah selalu cakap camtu..biar je irfan nangis dulu...jgn di manjakan...ade kawan abah pun pesan ngan abah cam tu....hmmm...betul ke?...manja kan ke kalau camtu...mama rasa tak...takkan nak biar irfan nangis lama2...kesian kan...budak tu kecik lagi....
ni article yg mama dapat dari http://raisingchildren.net.au/articles/can_you_spoil_your_baby.html/context/259
Can you spoil your baby?
This question comes up naturally in the first few weeks at home if a baby is fussing a lot between feedings instead of sleeping peacefully. You pick him up and walk him around and he stops crying, at least for the time being. Lay him down, and he starts all over again.
I don't think you need to worry much about spoiling in the first month or even the first six months. The chances are great that such a young baby is feeling miserable. If he stops fussing when picked up, it's probably because the motion and distraction and perhaps the warm pressure on his abdomen from being held make him forget his pain or tension at least temporarily.
The answer to this question really depends on what lessons you think babies are learning in the first months of life. It is unlikely that they are capable of learning to expect their every whim to be attended to 24 hours a day. That's what being spoiled would mean.
But we know that young infants can't anticipate the future; they live entirely in the here and now. They also can't formulate this thought: ‘Well I'm going to make life miserable for these people until they give me everything I want’ – another key component of the spoiled child.
Basic trust
What infants are learning during this period is a sense of basic trust (or mistrust) in the world. If their needs are met promptly and lovingly, they come to feel that the world is a benign place, a place where good things generally happen and bad experiences are soon rectified.
The famous psychiatrist Erik Erikson felt that this sense of basic trust becomes a core of the baby's character. So the answer to the question ‘Can a young baby be spoiled?’ is ‘No, not until he's old enough to understand why his needs aren't being immediately met (maybe at nine months of age)’.
I would change the question altogether to ask: ‘How can you instill a sense of basic trust in babies?’
Secure attachment
Psychologists use the term ‘secure attachment’ to talk about basic trust. A child who has a secure attachment to a parent or caregiver believes deep down that that parent will keep him safe and will provide for his pressing needs. A lot of research shows that this sense of security develops during the first year of an infant's life, and then continues to deepen and change as the child grows.
Babies who do not have a chance to develop an attachment by one year of age – babies, for example, who are raised in orphanages with little or no personal attention – often have severe problems in forming relationships. Babies with strong, secure attachments are more able to go off to school and to learn.
Some parents feel that babies have to learn at a young age to be independent and comfort themselves.
They worry that picking up babies right away when they cry will make them overly dependent. I like to tell these parents about a very important study on the effects of picking up crying babies. Babies whose parents tried to respond promptly to their crying actually cried less, and were more independent as preschoolers, compared to babies who were left to ‘cry it out’.
Their earlier experience had made them more secure, so they were better able to handle difficulties by themselves later on.
Wednesday, September 5, 2007
My Baby
SMILES
© Jaya Russell
© Jaya Russell
As you lay there in your crib,
Watching the mobile go around,
A smile comes upon your face,
And I couldn't make a sound.
I start to remember the past two months,
From new born to infant,
God I love you so much. We play airplane together,
You're face is so serious.
Before I sit you down you grin,
How unbelievable.
You're growing so fast,
Just yesterday I could feel you move inside me.
Waiting nine months to see you,
And a lifetime to enjoy.
I love you with every ounce of my being,
And couldn't imagine life any other way,
You bring so much peace and love,
To me each and every day.
Monday, September 3, 2007
4 ways to have a smart baby
1. Talk to your baby. This may seem obvious, but, particularly with the first born, it is easy to fall into a pattern of performing the household chores in silence while your baby watches from his swing or baby seat. Speak clearly and look at your baby while you speak. Tell him about what you are doing. If you are cooking supper, you can introduce him to food words, words describing kitchen utensils and appliances, and other words such as slice, chop, or mix. You just might be able to distract your child during what may be a cranky time. Use simple sentences and gradually introduce descriptive words. Baby talk is fine! Talk in a sing-song voice if you want. Play with words and vary your expression. Have fun with your baby!
2. Read to your baby from birth. Find a comfy rocker, prop your baby in the crook of your arm, and pick out a favorite picture book. (See some suggestions on this page.) Point to the pictures and describe what you say. A book before naps and bedtime is a pleasant routine and a nice way to wind down for sleeping. Vary your tone of voice and pause for your baby to enjoy the pictures. Remember, reading is not limited to books. When you are stopped at a stop sign - show your toddler the word STOP, read KIX on the front of the cereal box, DELI in the grocery store.... (My children were all very pleased with themselves when they realized they could read the word PIZZA )
3. Listen to music. There are many tapes and cd's on the market today which encourage early learning in our babies such as Build Your Baby's Brain - Through the Power of Music , Baby Bach , and Baby needs Mozart Try one of these or one of the more traditional children's song's tapes. Or go through your own music collection and pick out what you like best. Sing along or dance-along just for fun. Remember to keep the volume low to moderate.
4. Infant Toys. Textured toys, mobiles, activity centers, unbreakable mirrors, black and white line drawings, squeaky toys....just because your baby may not be sitting or holding things yet, should not stop you from playing with her. Talk to her and hold objects in front of her showing her the different sounds and letting her touch the variety of textures. This stimulation is wonderful for infants. Later, balls, stacking bricks, and other engaging toys are excellent. It is a good idea to give your child one or two toys at a time and trade them in for others when you notice his attention start to fade. Show your child how the toy works and then leave them to explore it on their own
Thursday, August 30, 2007
Baby Temper Tantrums- 4 ways to get your child to cooperate
Getting your baby into his car seat (or out of his clothes) used to be easy, but now he cries and flails. What gives?
By around 6 months, he may no longer cry just in response to needing something. He's now able to express what he wants, which means he might cry or arch his back when he's angry. Getting your baby to snap out of it can be tricky — he's no longer as easily amused by your distractions.
To help him chill:
Show some empathy. Try something like "I know, you don't want your diaper changed." He won't understand the words, but he'll understand the tone of your voice and actions.
Try a new kind of distraction. If jingling keys and making funny faces aren't cutting it, a song can soothe, as can a little back rub or a change of scenery.
Keep calm. Sometimes babies throw tantrums because they're overstimulated, so taking a break from all your make-the-baby-smile tricks might actually help.
Stay a step ahead. If you know your baby is fascinated with the TV remote, make sure it's out of sight. If he screams in the high chair, let him eat with a lovey on the tray (more laundry for you, but less screaming!).
article from http://www.parenting.com/parenting/baby/article/0,19840,1641249,00.html?age=11980&topic=11997&stage=01
By around 6 months, he may no longer cry just in response to needing something. He's now able to express what he wants, which means he might cry or arch his back when he's angry. Getting your baby to snap out of it can be tricky — he's no longer as easily amused by your distractions.
To help him chill:
Show some empathy. Try something like "I know, you don't want your diaper changed." He won't understand the words, but he'll understand the tone of your voice and actions.
Try a new kind of distraction. If jingling keys and making funny faces aren't cutting it, a song can soothe, as can a little back rub or a change of scenery.
Keep calm. Sometimes babies throw tantrums because they're overstimulated, so taking a break from all your make-the-baby-smile tricks might actually help.
Stay a step ahead. If you know your baby is fascinated with the TV remote, make sure it's out of sight. If he screams in the high chair, let him eat with a lovey on the tray (more laundry for you, but less screaming!).
article from http://www.parenting.com/parenting/baby/article/0,19840,1641249,00.html?age=11980&topic=11997&stage=01
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