What is Phonemic Awareness?
Simply put, phonemic awareness is “the ability to identify and manipulate individual sounds (phonemes) in spoken words.” (Reading Rockets, n.d.).
Phonemes are the sounds that letters make. So phonemic awareness is the ability to hear, understand and manipulate those individual sounds within words. 

What is Phonics?
Phonics, on the other hand, is defined as “the relationships between the letters of written language and the sounds of spoken language.” (Reading Rockets, n.d.).
So, phonics describes the correlation between letters and words that we see in texts and the sound of the words when we speak. It is necessary to understand phonemic awareness in order to develop phonics skills. 

How Does Phonemic Awareness and Phonics Benefit You Child?
“One of the major components that determines a child's readiness to learn to read is his or her understanding of how the sounds work together.” (Tankersley, 2003).  This is phonemic awareness. This awareness helps children understand the very basics of reading. Studies have shown “the level of phonemic awareness that children possess when first beginning reading instruction and their knowledge of letters are the two best predictors of how well they will learn to read during the first two years of formal reading instruction.” (National Institute of Child Health and Human Development, 2000).
Phonemic awareness and phonics benefit your child because these are the skills necessary to teach them to read. 

How can YOU Support Phonemic Awareness and Phonics Development at Home?
The following are activities that can be done at home that support both phonemic awareness and phonetic development in young children.

1. Applications and online games: Check out some of these inexpensive and free applications that you can download to support reading readiness. Many options are also available on the computer if you do not have a smart device. These sites and applications have adaptive technology that “assesses the students as they learn.” (Hasselbring, 2012).
   1. Teach Your Monster to Read
   2. Phonics Farm
   3. Sound Beginnings
   4. Duolingo
2. Family television time. This sounds a little absurd, but there are some very educational shows that you can watch with your children to support phonemic awareness. Try the show Word World, on PBS! https://youtu.be/FUxnCk730ag
3. Another way to support reading readiness is by displaying alphabet posters in your child’s room. Often these posters (which can be printed online or purchased at many stores including your local dollar store) display each letter with a picture of an object that begins with the corresponding letter. This helps your child to make the connection between the spoken letter and its phoneme and letters in text. Additionally, children associate the sound of the name of the object with the corresponding letter.
4. Word Building with Legos is another fun activity that children love. You can write letters on Legos (/c/ /a/ /t/) and work with your child to determine the sounds (phonemes) and build the word!

**Remember to use technology as a support when helping your child learn phonemic awareness and phonics. Nothing can replace your one- on- one time, reading and supporting your child as they learn to read.**

References:

Hasselbring, T. (2012). Five reasons readers need technology. Educational Leadership, 69(6).  Retrieved from: http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Five-Reasons-Readers-Need-Technology.aspx
​
National Intstitute of Child Health and Human Development. (2000). National Reading Panel Report.  Retrieved from: https://www.nichd.nih.gov/publications/product/64

Reading Rockets. (n.d.). Phonological and Phonemic Awareness. Retrieved from: https://www.readingrockets.org/reading-topics/phonological-and-phonemic-awareness

Tankersley, K. (2003). Threads of reading. Retrieved from: http://www.ascd.org/publications/books/103316/chapters/Readiness~Phonemic-Awareness.aspx#:~:text=When%20children%20have%20phonemic%20awareness,of%20acquiring%20meaning%20from%20text



 
 
 
 
 
 
 
 
 

My discussion topic is spanking as a form of discipline.
     In our American culture, spanking as discipline has become a bit taboo. Spanking used to be accepted as punishment in various settings like home, church and school. A whack on the behind, or smack on the hand was customary to discipline children. A switch, belt, wooden paddle or ruler were the tools of such discipline. After all, “[w]hoever spares the rod hates their children, but the one who loves their children is careful to discipline them.” (Proverbs 13:24 New International Version).  Over the years, however, we have acknowledged some of these spanking techniques as abuse. There are pros and cons to spanking your child as a form of discipline. Let us explore some of the negative and positive attributes.
      “Sometimes spanking happens when a parent simply gets angry, reacts to what a child has just done and spanks in order to send a strong message in the hopes that the child will not engage in that behavior again.” (Rock, 2020). This angered spanking is not a form of discipline, but rather it is more of a reaction.  Spanking can demonstrate aggressive behavior. Our children will imitate our actions. Thus, they can become more aggressive. In fact, studies have shown that “three-year-olds who are spanked frequently are more likely to be aggressive when they’re five, and that spanking has been linked to mental health disorders later on in life.” (Rock, 2020). When children are spanked, they tend to focus more on the punishment and less on the behavior that warranted the punishment.
      On the other side of this argument, spanking is an effective way of disciplining children. “[P]arents need to establish a balance between two requirements: consistency in enforcing good behavior, while obeying God's command that we love our children.” (All About Parenting, n.d.). Correcting the behavior of our children is one way of showing our love for them. “A child develops within boundaries that need to be filled with parental love. It is important that children learn the consequences of crossing those boundaries when they rebel or disregard authority.” (All About Parenting, n.d.). Spanking as a form of discipline is not hitting your child because you are angry that he cracked the television. “The purpose of spanking is not for parents to express their anxiety or frustration.” (All About Parenting, n.d.). In fact, James 1:19 tells us that “everyone should be quick to listen, slow to speak and slow to become angry because human anger does not produce the righteousness that God desires.” (James 1:19-20, New International Version). Spanking is effective when it follows the guidelines to correct our children, not simply hitting them in an angered response. We should not be angry when we spank our children. We should “spank for acts of disobedience, defiance, and rebellion, [so that our] [c]hildren learn that the reason for their discipline is to get their attention and to change their behavior.” (All About Parenting, n.d.). The idea is that children will learn and correct their behavior.
      There are both positive and negative attributes of spanking as a form of discipline. Parents should do what works best for their individual child. When done in a loving manner, and not out of anger, spanking can be an effective way to discipline our children. However, when we are not careful to spank out of love and duty to correct, we can cultivate aggressiveness and contempt in our children. Regardless of the way we discipline our children (spanking, etc.), it is a necessary and required form of love. “Discipline your children, for in that there is hope.” (Proverbs 19:18 New International Version).
 
References:
All About Parenting. (n.d.). Spanking as a Discipline for Children. Retrieved from: https://www.allaboutparenting.org/spanking-as-a-discipline-for-children-faq.htm
Rock, A. (2020). Is Spanking an Appropriate Form of Child Discipline? Retrieved from: https://www.verywellfamily.com/spanking-children-2764636

​     There are several factors that can affect the physical growth and health of young children. These factors include nutrition, sleep, prenatal exposure to drugs, abuse and poverty. “Well nourished children are typically more alert, attentive, physically active and better able to benefit from learning experiences.” (Marotz, 2015). Prenatal drug abuse can affect the development of an infants’ brain; thus it can affect the development of the baby. “[I]f the drug crosses the placenta (and the vast majority of drugs of abuse do cross), then it can directly act on its molecular target in the fetus.” (Ross, Graham, Money & Stanwood, 2014). Poverty can affect a young child’s development as well. Children from lower income families are less likely to receive healthier food choices than children from more affluent families due to availability and other factors. Additionally, children who live in poverty may be less likely to receive adequate outdoor playtime due to safety issues or lack of play spaces and/ or equipment. This lack of healthy choices and lack of outdoor play can lead to health issues such as obesity or undernourishment.
Childcare providers can share this knowledge with parent through a parent/ family board available in classrooms, family engagement workshops about health and nutrition, family newsletters sent out, emails about health and development, etc. A parent resource binder is a great tool to keep in the classroom where parents can take copies of articles or lists of resources home with them.
The following are a list of websites that can be shared with parents to increase awareness about different factors that affect their child’s growth and development.
https://www.zerotothree.org/early-development/sleep
https://www.zerotothree.org/early-development/brain-development
https://www.healthyparentshealthychildren.ca/im-a-parent/overview-of-parenting/factors-that-affect-child-development/
https://www.healthyparentshealthychildren.ca/im-a-parent/healthy-growing-families  
https://www.beststart.org/OnTrack_English/2-factors.html
https://www.verywellfamily.com/biological-factors-affecting-child-development-2162219
References:
Marotz, L. (2015). Health, safety & nutrition for the young child. (9th Edition). Cenage Learning.
Ross, E., Graham, D., Money, K. and Stanwood, G. (2014). Developmental Consequences to Fetal Exposire to Drugs. What we Know and What we Still Must Learn. Neuropsychopharmacology (40)1. 61-87. DOI: 10.1038np.2014.147

     Children learn through play. Studies have shown that toddler- aged children should have at least 60 minutes of play time daily. In fact the National Association for Sports and Physical Education (NASPE) states that “Toddlers should engage in at least 60 minutes and up to several hours per day of daily, unstructured physical activity and should not be sedentary for more than 60 minutes at a time except when sleeping.” (NAPSE, 2002).
   Unstructured outdoor play provides a number of benefits to young children including sunshine, exercise, appreciation of nature and executive function. Children “need time alone and with other children, and to be allowed (perhaps forced) to make up their own games, figure things out, and amuse themselves.” (McCarthy, 2018). Additionally,
[p]hysical activity is also related to positive cognitive outcomes in young children including increases in executive function and academic performance. Early childhood is an important window for developing healthy physical activity behaviors because physical activity tracks from childhood into adulthood. (Tsuda, Goodway, Famelia & Brian, 2019).
A list of supporting literature can be found below.

1. Nemours Health and Prevention. Best Practices for Physical Activity. https://d3knp61p33sjvn.cloudfront.net/media-resources/ECELC/C2P2/LS3/ECE_Program_Participants/English_PhysicalActivityGuide_FINAL.pdf
2. Kinsner, K. (2019). Rocking and Rolling. Fresh Air Fun and Exploration: Why Outdoor Play is Essential for Healthy Development. Young Children 74(2). https://www.naeyc.org/resources/pubs/yc/may2019/outdoor-play-is-essential#:~:text=Playing%20outdoors%20has%20benefits%20for%20both%20young%20children%20and%20educators.&text=Time%20spent%20outside%20can%20lead,emotional%20gains%20for%20young%20children.
3. Wardle and Christie Johnson. (2010). The Importance of Outdoor Play for Children. http://www.communityplaythings.com/resources/articles/2010/outdoor-play  

References:
NAPSE. (2002). Active Start- The Physical Activity Guidelines for Children Birth to Five Years. Retrieved from: http://cecpdonline.org/wp-content/uploads/2016/05/08-NAPSE-Guidelines.pdf
McCarthy, C. (2018). 6 Reasons Children Need to Play Outside. Retrieved from: https://www.health.harvard.edu/blog/6-reasons-children-need-to-play-outside-2018052213880
Tsuda, E., Goodway, J., Famelia, R., and Brian, A. (2019). Relationship Between Fundamental Motor Skill Competence, Perceived Physical Competence and Free-Play Physical Activity in Children. Research Quarterly for Exercise and Sport 91(1) p55-63, DOI: 10.1080/02701367.2019.1646851. 

​There are many ways to encourage toddlers to be interested in healthy food choices. One way is to lead by example. Often your toddler wants whatever is on your plate, even if they have the same food. You can help them become interested in healthy foods by making sure that you are eating healthy foods. Another strategy is to take your toddler to local farmers markets with you. They will likely become intrigued by all the interesting and brightly colored fruits and vegetables. Discuss the farmers market ahead of time to hype it up and discuss the yummy foods they can see. Let your toddler pick out a few of the vegetables/ fruits you purchase. Take them to a local farm Or orchard to show them where the foods are grown. Letting your child help you prepare food is another way to encourage them to make healthy food choices. This will give them responsibility as well as an opportunity to choose something (perhaps that you bought from the farmers market) to prepare that they will enjoy. Two awesome snacks  to prepare with toddlers are peanut butter oatmeal bites and salad face. I used to (and still do) make these with my daughter.
Peanut butter oatmeal bites
Ingredients:
1/2 cup of peanut butter
1 cup of oats
1/4 cup of honey (not for under 12 months)
*blending the oats a little can make them smaller*
Combine ingredients Use a teaspoon or melon baller to scoop out balls of the mix. Work with your toddler to make little balls of the mixture. Store in an airtight container. You can use alternative nut butters as well.
Salad face
Ingredients:
Pre-sliced cucumbers (Eyes)
Olives (nose)
Baby spinach leaves (hair)
Baby carrots (mouth)
Ranch (optional)
Assemble the ingredients (with your toddler’s help) on a plate to create a face.

Birth - 12 Months
Development:
Cognitive Development: how children think, explore and figure things out.1 Example: the way your baby cries when he/she wants something, imitates your facial expressions and recognizes familiar items. To support your child’s cognitive development, you can identify sounds and noises (e.g. that’s the garbage truck, that’s the phone ringing).
Social Development: the way that children learn to interact with others. Example: The way your baby reaches out to specific people, attempts to say mama or dada2, and plays games like Peek a Boo. To support your child’s social development, speak clearly to your child frequently.
Emotional Development: the way children understand who they are and their feelings. Example: when your child cries around unfamiliar people, socially smiles, and cries if he/she drops a toy (not deliberately) The best way to support your child’s emotional development is to control your own emotions Infants are highly sensitive to your facial expressions, and will read your emotions to check whether everything is ok. If everything is ok, they can relax.3
Physical Development: the growth and development of the body including senses. Example: grabbing objects, control of the head and turning head towards sounds. To support your child’s physical development, encourage coordination skills by placing objects just out of reach for your baby to get attempt to retrieve.
Language Development: the way your child listens and communicates. Example: recognizing parent’s voices, cries when he/she wants something and babbles in sentence form. To support your child’s language development, speak and read to your child frequently.

Milestones:
Ability to bring hands to the mouth

Prefers certain caregivers over others

Copies facial expressions

Can grasp items

Babbling in a sentence-like pattern

13-24 Months 
Development 
Cognitive Development: how children think, explore and figure things out.1 Example: the way your toddler understands commands. To support cognitive development, give your toddler tasks like putting toys away or throwing something in the trash can.
Social Development: the way that children learn to interact with others. Example: The way your toddler wants to play next to another child. To support social development, have play dates with children of similar age.
Emotional Development: the way children understand who they are and their feelings. Example: When your toddler “voices displeasure”2 To support emotional development, verbalize pleasure and discomfort; when you stub your toe, say ouch or when your meal is good, say yummy.
Physical Development: the growth and development of the body including senses. Example: The way your toddler can hold and carry a cup or spoon. To support this physical development, continue to place objects just out of your child’s reach so they can strengthen the fine motor skills.
Language Development: the way your child listens and communicates. Example: The way your toddler uses babbling to express him/herself. To support language development, speak to your child frequently using alternative words like delicious to express food that is good. 

Milestones:
By 24 months can follow two-step directions

Holds on to parents in new environments

Voices displeasure

Can walk with little to no assistance and possibly run

Can use simple sentences like “more please” or “what’s this?”

25-36 Months
Development
Cognitive Development: how children think, explore and figure things out.1 Example: Putting together a three- or four-piece puzzle. To support cognitive development, challenge your toddler to help sort clean laundry, finding matching socks.
Social Development: the way that children learn to interact with others. Example: The way your toddler wants to play with another person. To support social development, have play games where you must take turns like rolling a ball.
Emotional Development: the way children understand who they are and their feelings. Example: Temper tantrums. To support emotional development, try to speak calmly to your child when he/she is having a tantrum and identify the feelings your child may be having during that time.
Physical Development: the growth and development of the body including senses. Example: Jumping in place. To support this physical development, play games like No More Monkeys Jumping on the Bed.
Language Development: the way your child listens and communicates. Example: Your toddler likely knows about 200 words. To support language development, introduce new vocabulary to your toddler. 
Milestones:
Can identify him/herself by name

Plays WITH other children

Shows awareness of feelings

Can run and kick a ball

Can use three- or four-word sentences regularly

References:
1 Help Me Grow. (n.d.). What is Cognitive Development. Retrieved from: https://helpmegrowmn.org/HMG/HelpfulRes/Articles/WhatCognitiveDev/index.html •  2Marotz, l. (2015). Health, safety & nutrition for the young child (9th. Ed.) Cenage Learning• 3McCaskil, M. (2016). Parenting Infants: How to Meet Your Infant’s Emotional Needs. Retrieved from: http://www.thinkclinicalpsychologists.com.au/2016/08/07/parenting-infants-how-to-meet-your-infants-emotional-needs/#:~:text=As%20well%20as%20physical%20needs,self%2Dconfidence%20and%20emotional%20stability. •4Center for Disease Control and Prevention. (2020). Preschoolers (3-5 years of age). Retrieved from: https://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html

Okay guys. I fell off a bit. With all the changes that COVID has brought about, mommy's extra curriculars got pushed aside. But, I'm back. Well, sort of. My schooling has not skipped a beat because I go online. So I've been getting up early doing my own school work then helping the kiddo with her school work. It seems as though my schedule has gotten busier. BUT I've decided to share some of these papers that I have been writing with you, as they are quite informational for you parents of children ages 0-8.  My goal is to post something, anything once a month. So, here goes nothing....
Erika

Hey guys!
How are you enjoying your time at home??? How is the home schooling going? I was introduced to some new educational sites through my daughter's distance learning site. If you are looking for some extra learning activities for your kids, try some of these!!
1. gonoodle.com
2. starfall.com
3. storylineonline.net (this is one of my favorites! it has inspired me... stay tuned!)
4. youtube has awesome drawing tutorials in addition to the ones I previously shared. Check out Mo Willems lunch doodles (that's the author of the Pigeon books!!)


I'll post more as I find them!
Happy quarantine!!
​Erika