Child TV 8 - Used

 

Children & the News

Post 2 of our series on the effect of the news on children deals with young(er) children. Maureen Boggs, COAD’s ECE Division Director, has the following recommendations: Adults must monitor routine media play at home – TV, radio, adult discussions. Prevent what you can. If news is not filtered, a preschooler might pick up name-calling moments and begin repeating them to friends and family.  I like watching news while cooking.  Immediate discussion can ward off bad effects.  Hearing name calling, bend down; get to your child’s level and say directly, “I’m sorry that you heard that politician calling people bad names. That was a very hurtful thing to do. How would you feel if someone called you such a name?  I surely don’t want you to call names. Let’s turn the station to something friendlier.”   You’ve identified the issue, you’ve given the direction, and you’ve demonstrated how to avoid a similar situation in the future.

 

 

Yelling - Used

 

Children & Political Rhetoric

We’re in the midst of another election year and some of the political statements being made seem even louder and angrier than usual. If you’re concerned about the effect this might have on your child, we’ll be featuring a series of posts over the next few weeks that will help you explain the news. We start today with an article from CNN that covers several aspects of this including how to “De-fang hate speech and fear-mongering.”

 

 

Pout

 

An Alternative to Time-Outs

Recently, ExchangeEveryDay discussed how time-outs can be detrimental to children. Maureen Boggs, COAD’s ECE Division Director, describes how to obtain improved behavior from a small child (a toddler or 2-3 year old) that doesn’t involve time-outs.

1. STOP your own behavior – stand still; become visibly calm; get quiet; make eye contact with the child and move close to them in an unthreatening manner.
2. APPROACH: As you move close, speak soothingly and be sincere. Tell the child you want to help them feel better. Repeat as necessary till you have their attention.
3. EMBRACE the child, with a hand or a hug or have them sit with you, however they accept your presence best.
4. TALK through the moment – use ‘ I’ statements: When you ___ , I feel___ Let’s___. Reinforce the behavior they need to demonstrate, then follow through to help them learn that new skill when they get emotional next time. (And, they will have these moments!)

See the ExchangeEveryDay for their comments on time-outs.