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Read this newsletter in Spanish. Use Google Translate to view this newsletter in additional languages: http://translate.google.com/translate?u=https://content.govdelivery.com/accounts/ORNWRESD/bulletins/3bcfbfa
Dear Families,
My oldest son called me this week for some parenting advice. It seems that his son, who is two, has developed what my son is calling the “Two Book Paradox.” Each night at bedtime, my grandson requests, “two books.” They go to the bookshelf and my son will ask, “Do you want to read this one?” No matter which book is presented to him, my grandson sweetly replies, “No, not that one.” My son, at his wit’s end, exclaimed, “Mom! It wouldn’t matter if I offered him every book in the Harvard library, he’s going to say, ‘No, not that one.’ But if I put him to bed without the books, or with books I picked out for him, he screams so loud it rattles the windows! It’s making me crazy, what can I do?” Hence the paradox. The two books that he wants do not, in fact, exist. Though my grandson says that he wants two books, what he means is, “I am not even a little bit interested in going to bed. I’m going to keep asking for books until you drop this whole bedtime thing and let me keep playing.”
It made me so happy to hear that his little two-year-old is giving him a run for his money, just like my son used to do to me. And it reminded me that these are the situations when we learn that there is a difference between caring for a child and parenting a child. Simply caring for infants/toddlers/children takes one set of skills, parenting takes another. And nothing makes us quite so crazy as the irrationality of a two or three-year-old toddler. They want what they want, but getting them what they want is often an impossible task–mostly because they don’t actually know what they want. I offered my son some suggestions for how to change up the bedtime routine, and then politely asked, “Would it be helpful if I sent you a few resources on what’s normal for two-year-olds?” To my surprise, he said yes.
I was reminded that most people, myself included (back when I was raising toddlers), don’t know what they are doing when it comes to parenting. I too found myself wondering, “How in the heck do I tackle this?” when my boys were little. I often felt isolated and alone, and my youngest (who had many challenges) was the only child I knew with his unique set of needs. Most of the time I felt like I was stumbling around in the dark, just trying to get through the day, while shoveling Oreo cookies into my mouth to cope with the stress! (In case you are wondering, yes, they helped!)
That’s why I am grateful that each month we will be sharing a variety of parenting resources. Not only are we offering resources you can read and explore at your convenience, but you have someone you can call when you are having difficulty and/or need some advice. Your child’s service coordinator has a wealth of knowledge about child development and is willing to partner with you on this journey. We believe that we are all lifelong learners. Your kids are going to throw you curveballs at all stages of life, but being willing to seek out or ask for help, and learn how to manage those situations is the true mark of success in parenting–whether you are parenting your own child or children, a grandchild, niece or nephew, a foster child, or any child for whom you are a trusted adult. I hope that you find tools that you can use, and please don’t hesitate to reach out if you need something more specific–we are here to help. Email us at askearlylearning@nwresd.org if you have questions, ideas or concerns.
Respectfully,
Stacy Rager
Executive Director of Early Learning
Corrected Information from Last Month’s Newsletter Regarding LRE
In the previous letter Stacy stated that for children under 5, the child’s home is considered the least restrictive environment for services. We need to provide a correction. For children who are between the ages of 3-5 and are attending preschool, the home is one option when considering where to deliver the child’s special education services. The preschool the child is currently attending should also be considered, as well as any other appropriate program options available through the EI/ECSE program and as determined an appropriate option by the child’s IFSP team. For children not enrolled in a private or publicly funded preschool program, the home is the least restrictive environment because it is the child’s natural environment.
You can learn more about the Least Restrictive Environment and the placement process in the Procedural Safeguards manuals located at one of the links below.
EI/ECSE Procedural Safeguards
Updated Preschool Pickup Expectations
We've updated our site-based preschool pickup expectations to help ensure a safe and smooth pickup process for all our students and staff. These changes are designed to ensure everyone gets home safely and on time. We appreciate your cooperation and support! For full details, please see our updated policy here.
Correct and consistent use of safety belts and child safety seats information here.
Modified AI image sourced via pixabay
Finding Community Matters - Social Connectedness: An Overlooked Need of Autistic Individuals. Finding community creates a sense of purpose, provides a means to build social connections, and offers a support network for our early learners and families. Within the autism community, finding your place or people, or even one person, is known to contribute to an increase in happiness, improved health and a better quality of life.
Language adapted from Autism Speaks
Here are a few ways to connect and engage with the community in the area.
“Schools connect children to their communities. Jobs connect adults to their societies. Persons with autism deserve to walk the same path.” -Ban Ki-moon
Autism Video Highlight: Potty Training for Kids with ASD / Spanish Version
Go on a gratitude scavenger hunt or thankful nature walk.
Invite children to go on a gratitude scavenger hunt! This can be indoors or outdoors!
Remember: NOTICE, THINK, FEEL, DO:
- Notice something that makes you happy
- Recognize a picture of someone you are thankful for
- Find something to give someone else to make them smile
- Identify one thing that you love to smell
- Find something that’s your favorite color
- Search for something you are thankful for in nature
- Find something that you can use to make a gift for someone
- Draw a “Thank You” picture
Other Activities to Express Gratitude:
- Help trace your child’s hand and list a person they are thankful for on each finger
- When going to bed, stop and think with your child about good things that have happened that day. What are they thankful for?
Books are a wonderful way to teach children. Here are some books about being thankful. Talk about the book, help your child recognize how the characters feel and show appreciation.
Fall theme activities:
Books in English:
Clatsop County:
Columbia County:
Tillamook County:
Washington County:
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