Podar Jumbo Kids Banashankari

Podar Jumbo Kids Banashankari A professionally run Kindergarten preschool, now in our 11th year of operation. Our curriculum is from EYFS UK and we offer Full Daycare and After School Daycare services. We also have daily activity hub for children, reading, writing and sports activities and offer summer camps during summer
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A professionally run Kindergarten preschool, now in our 11th year of operation. Our curriculum is from EYFS UK and we offer Full Daycare and After School Daycare services. We also have daily activity hub for children, reading, writing and sports activities and offer summer camps during summer

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OK Now get ready and book your FREE tickets ONLINE and

REGISTER for the MASTER CHEF NOW . . . at

Click Here


Dear Parents,

We at Podar Jumbo Kids Plus believe that it’s not only the child who gets enrolled with us, but it’s the entire family as they play a significant role in the overall development of the child. We bring you the 5th edition of Master Chef and this year our theme is “Grand mom's recipe with Dad and Grand Dad”

Two problems that all parents face are:
1) Finicky eaters! / 2) Junk food eaters!

So we bring to you “Grand mom's recipe with Dad and Grand Dad” a unique event where father, grandfather and child will come and “make” a recipe that Grand mom makes. So parents, with one event both problems solved, kids will definitely be curious to eat what they have prepared and you all will spend more bonding time with all of you thanking your Grand mom. Time for action for Dad, Grand dad and son/daughter. We look forward for your immense participation to make it a huge success.

DETAILS: - Things we will look for in the Grand mom’s recipes-:
1) Fathers and Grandfathers to carry their own aprons
2) It should be a ‘Healthy Nutritional Recipe.’
3) The simple but yummy dish has to be made by father, grandfather and the child at the centre with equal participation of all making a dish that Grand mom makes or a dish the father liked of his grandmother and his child is enjoying making it today.
4) Participants to carry their dish ingredients and essentials, basic utensils.
5) Together make your dish look special and creative.
6) Use easily available ingredients
7) It should purely be a vegetarian dish
8) Give your DISH a unique name and write it down so that you can place it while presetting at the centre and you can also cook a quick poem about your experience and jot it down and also display it against your dish.
9) The recipe should not involve use of fire.
10) Time limit for the same is 30minutes

If you aim to win heart's by being voted for the Most popular Grand mom’s recipe, ensure your dish includes-:
1. Nutritional value
2. Ingredients with easy availability
3. Overall presentation
4. Layout
5. Your creative write-up about your experience while making the dish with your child.

Details of the event are as follows
Venue: Cubbon Park
Date: Saturday, 19th December' 2015 Time: 10:00 AM

Please do confirm of your entries for Master Chef cooking by Wednesday, 16.12.2015 by registering online at the link and at the school.

LOOK FORWARD TO YOUR ENTHUSIASTIC PARTICIPATION. YOU WILL BE GETTING A CERTIFICATE FOR THE SAME.

Warm regards,

TEAM Podar Jumbo Kids @ Banashankari, Sarjapur and HSR

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You can follow your child’s development by watching how he or
she plays, learns, speaks, and acts.
Look inside for milestones to watch for in your child and how you
can help your child learn and grow.

I found this powerful and yet simple article and hope you find value in the same. The other slides are in the image gallery area.

For the PDF version:
--------------------------

Click Here


For additional information please do visit:
Click Here


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‪#‎MILESTONES‬
‪#‎CHILDRENGROWTH‬
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‪#‎DAYCARE‬
‪#‎CHILDCARE‬
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‪#‎NURSERY‬
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Develop your Child’s Speech and Language Skills

It is not hard to develop your child’s speech and language skills. The early years of a child’s life are key to the development of their speech, language and cognitive skills. For this reason it is important to give them all the stimulation, positive role modeling and human contact that we can. Providing positive input to help develop children s speech and language skills is not a science and can be done easily through play and simple daily interactions.
The child’s brain is like a sponge, they are keen to learn about the world around them and are soaking up all the information and experiences they have.

Top 10 tips for developing your young child’s speech and language:
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1. Have a joint focus – look at things together, point to things and name them.
2. Look at books together, name the pictures, read them stories.
3. Get down to their level and face them when talking.
4. Get a push-chair that has the child facing you so you can talk to them.
5. Take the pacifier out and turn off the TV, and play with your child.
6. Repeat back their vocalizations and words to provide good modelling.
7. Get their hearing checked in case of “Glue Ear“.
8. Sing songs and nursery rhymes to your young children.
9. Make every activity a language learning activity.
10. Remember to keep your level of language simple and easy to understand.

Play - The importance of play
--------------------------------
Play is absolutely vital to a child’s healthy development. A child’s exposure to play provides physical, intellectual, emotional and social development. Some research shows that up to 75% of brain development happens after birth, and the early years of a child’s life are the foundation for healthy growth and development. Every time a baby or child engages in an activity the nerve cells in the brain are stimulated and connections are made. This process influences the development of fine and gross motor skills, language, speech, socialization, personal awareness, listening and attention, emotional well-being, creativity, problem solving and learning ability. A child learns to master his environment by practicing things over and over again.

The stages of play and the development of the child
---------------------------------------------------------
Jean Paiget’s ground breaking theories have influenced the way we think about child development. Although some researchers now have differing opinions on Paiget’s theories, many of his observations and research still dominates the explanation of children’s thinking and development. Paiget saw play in 3 stages:

• Practice play – this takes place in the first 2 years and involves a lot of repetition of simple actions. The child learns about the properties of objects and how to manipulate them. The child also learns to monitor the effects of play on their environment.

• Symbolic Play – the child then starts to create a world of pretend and make-believe play. Children start to identify one object as another, e.g. a brush becomes a boat. This play later develops into imitation and elaborate sequences where the child may take on the role of a doctor or a teacher. The child starts to become less self focused and have more of an awareness of others. By age four the child starts to show an interest in games that have rules and they will move away from parallel play to play that involves more social interaction. These rules are very much based around sensori-motor aspects of play which provide structure and repetition. This play continues to ages 6 or 7 years.

• Games with Rules – these games, such as sports, involve rules and are not made up games created spontaneously. Children may occasionally negotiate the rules of the game. There is also more focus on the social aspects of play and the acceptance of the group.

Although there is discussion around the ages at which these forms of play begin to emerge and whether some of these stages can be broken down into further stages, Paiget’s explanation gives us a simple guideline on child development. These stages involve key processes that will influence the child for the rest of their lives. Their involvement in play will help them learn the concept of rules, it will develop their social skills, speech and language, cognition and imagination. Play is vital to a child’s healthy development.

Building a loving, learning and language rich environment through play and positive daily interaction

Building a language rich environment is, on the face of it, an easy thing to do. Unfortunately, in today’s busy households and with the busy lifestyles of parents who have to work full-time it is harder than many of us realize. However, there are many opportunities to use and teach language in everyday situations.

Firstly, if you can make time to spend with your children and have a shared focus, then great, because this is premium one-to-one time that will benefit your child in the long term. If you have the time, but just put your child in front of the TV with a dummy in his mouth, you are doing him no favours whatsoever. There are a few (and only a few!!) children’s TV programs that are in any way educational, and the child is more likely to learn about things from one-to-one playtime with his parent or carer. TV and video games are passive entertainment and do not encourage any interaction. Studies are now showing that many children who watch too much TV have difficulties with attention and listening when they reach school.

Building a language rich environment is about using every opportunity to use speech and language, to interact, to share a focus, to talk, to take turns. Building a language rich environment is also about building a nurturing environment, giving your child love and affection and building their self-confidence. And finally, it is about building a learning environment, creating a place where love, language and learning can all take place together.

This all might seem quite complicated, but let me give you a small example. You are a dad and you have 15 minutes to spend with your 4-year old son, Bill. You decide to be firemen and imagine that you have just got a call to put out a fire in a big building.

Firstly lets think about the language we will be using: Nouns – fire, fireman, hat, boots, hose, water, fire engine, smoke, ladder

Verbs – drive, climb, run, jump, smell Adjectives – hot, wet Prepositions – in front, in, on

Social skills: – turn taking and shared focus

Self confidence – let your son be the chief fireman, let him give you the orders

Affection – give him a hug to celebrate when you put the fire out and save all the people

How easy was that!! This is just one short simple little role play where Bill is playing, learning, hearing and using language, building social skills, building self confidence, and bonding with his dad. Dad only needed 15 minutes out of his day to do it. So it is not always hard to do, you can do it in short bursts when you have little pieces of time.

Here is another example. Mum has to wash 2 year old Amy’s hands.
Mum: “look your hands are dirty” (takes Amy to the sink)
Amy: “baa”
Mum: “lets turn on the tap….whoosh, here comes the water, whoosh”
Amy: squeals with laughter
Mum: “put some soap on”
Mum: (rubs Amy’s hands together and sings) “wash, wash, wash, wash your hands”
Amy: laughs
Mum: “lets dry them now” (dries Amy’s hands)

Here is a typical example of a daily activity, but mum makes it fun and at the same time uses lots of language. This is a learning activity, with lots of language and it is a fun moment for mum and daughter. How easy is that!! Positive interaction like this is enriching interaction for the child. Surely these activities that last only a few minutes are worth more than an hour sitting passively in front of the TV.

Remember your language level
One of the biggest things to be aware of when using language around your young child is the level and complexity of the language you use. Think about their age and how much language they use. A young child will generally understand more words than he uses in speech. You can use the milestones guide to have a broad idea of your child’s language level. Assuming your child is developing along normal lines think about where to pitch you language. For instance, if your child is aged 2 years and 6 months and is able to follow a short instruction containing 2 key words, be mindful of this when you talk to her. If you use long sentences she will not understand you. If your child does have difficulty understanding, just use key words, more intonation, and gesture, or point as you say the words.

Take a step back and feed in language
------------------------------------------
You can enhance your child’s development of language by sometimes taking a step back during play and letting them take the lead. This gives the child control of their environment and builds their confidence. Although you are still involved in the play you are not dictating what is happening. However, you can still be feeding language into the play as it is happening. So the takeaway here is not to feel you have to fill in any gaps of silence, just watch and listen and add language.

Having a shared focus
The above examples show the importance of having a shared focus. This is important because not only are you giving the child a point of reference when you talk about things, but the child is learning listening and using attention skills. These skills are vitally important for the child when they attend school and the early years are key years for developing these skills. Studies are showing that too much passive television viewing in the early years of life can affect the listening and attention skills of children when they reach school age. The best ways to develop skills is to spend time with your child, talk and play with child, and have a shared focus.

Additional reading:
-------------------

Click Here


Recommended Books:
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1. The Wonder Years: Helping Your Baby and Young Child Successfully Negotiate The Major Developmental Milestones Paperback – Bargain Price, September 25, 2007 by American Academy Of Pediatrics (Author), Tanya Remer Altmann

2. My Toddler Talks: Strategies and Activities to Promote Your Child's Language Development Paperback – November 6, 2012 by Kimberly Scanlon

3. Let's Talk Together - Home Activities for Early Speech & Language Development Paperback – September 9, 2008
by Cory Poland (Author), Amy Chouinard


Credits: Photos and the contents are extract from many websites and consolidated as a Single Point of Information to help parents. The articles have some of my thoughts but much of the credit goes to the various research folks and educators.

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#BANASHANKARI
#SARJAPUR
#HSR
#BANGALORE

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Delayed Speech for Language Development and tools to develop your Child’s Speech and Language Skills
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Your son is 2 years old and still isn't talking. He says a few words, but compared with his peers you think he's way behind. You remember that his sister could put whole sentences together at the same age. Hoping he will catch up, you postpone seeking professional advice. Some kids are early walkers and some are early talkers, you tell yourself. Nothing to worry about...

This scenario is common among parents of kids who are slow to speak. Unless they observe other areas of "slowness" during early development, parents may hesitate to seek advice. Some may excuse the lack of talking by reassuring themselves that "he'll outgrow it" or "she's just more interested in physical things."

Knowing what's "normal" and what's not in speech and language development can help you figure out if you should be concerned or if your child is right on schedule.

Normal Speech & Language Development
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It's important to discuss early speech and language development, as well as other developmental concerns, with your doctor. It can be difficult to tell whether a child is just immature in his or her ability to communicate or has a problem that requires professional attention.

These developmental norms may provide clues:
------------------------------------------------------------

Before 12 Months
-----------------------
It's important for kids this age to be watched for signs that they're using their voices to relate to their environment. Cooing and babbling are early stages of speech development. As babies get older (often around 9 months), they begin to string sounds together, incorporate the different tones of speech, and say words like "mama" and "dada" (without really understanding what those words mean).

Before 12 months of age, babies also should be attentive to sound and begin to recognize names of common objects (bottle, binky, etc.). Babies who watch intently but don't react to sound may be showing signs of hearing loss.

By 12 to 15 Months
------------------------
Kids this age should have a wide range of speech sounds in their babbling (like p, b, m, d, or n), begin to imitate and approximate sounds and words modeled by family members, and typically say one or more words (not including "mama" and "dada") spontaneously. Nouns usually come first, like "baby" and "ball." Your child also should be able to understand and follow simple one-step directions ("Please give me the toy, " etc.).

From 18 to 24 Months
----------------------------
Though there is a lot of variability, most toddlers are saying about 20 words by 18 months and 50 or more words by the time they turn 2. By age 2, kids are starting to combine two words to make simple sentences, such as "baby crying" or "Daddy big." A 2-year-old should be able to identify common objects (in person and in pictures), points to eyes, ears, or nose when asked, and follow two-step commands ("Please pick up the toy and give it to me, " for example).

From 2 to 3 Years
-------------------------
Parents often see huge gains in their child's speech. Your toddler's vocabulary should increase (to too many words to count) and he or she should routinely combine three or more words into sentences.

Comprehension also should increase — by 3 years of age, a child should begin to understand what it means to "put it on the table" or "put it under the bed." Your child also should begin to identify colors and comprehend descriptive concepts (big versus little, for example).

The Difference Between Speech and Language
------------------------------------------------------------
Speech and language are often confused, but there is a distinction between the two:

Speech is the verbal expression of language and includes articulation, which is the way sounds and words are formed.

Language is much broader and refers to the entire system of expressing and receiving information in a way that's meaningful. It's understanding and being understood through communication — verbal, nonverbal, and written.

Although problems in speech and language differ, they often overlap. A child with a language problem may be able to pronounce words well but be unable to put more than two words together. Another child's speech may be difficult to understand, but he or she may use words and phrases to express ideas. And another child may speak well but have difficulty following directions.

Warning Signs of a Possible Problem
------------------------------------------------
If you're concerned about your child's speech and language development, there are some things to watch for. An infant who isn't responding to sound or who isn't vocalizing is of particular concern.

Between 12 and 24 months, reasons for concern include a child who:

- Isn't using gestures, such as pointing or waving bye-bye, by 12 months
- Prefers gestures over vocalizations to communicate at 18 months
- Has trouble imitating sounds by 18 months
- Has difficulty understanding simple verbal requests

Seek an evaluation if a child over 2 years old:
----------------------------------------------------------
- Can only imitate speech or actions and doesn't produce words or phrases spontaneously
- Says only certain sounds or words repeatedly and can't use oral language to communicate more than his or her immediate needs
- Can't follow simple directions
- Has an unusual tone of voice (such as raspy or nasal sounding)
- Is more difficult to understand than expected for his or her age. Parents and regular caregivers should understand about half of a child's speech at 2 years and about three quarters at 3 years. By 4 years old, a child should be mostly understood, even by people who don't know the child.

Causes of Delayed Speech or Language
---------------------------------------------------
Many things can cause delays in speech and language development. Speech delays in an otherwise normally developing child can sometimes be caused by oral impairments, like problems with the tongue or palate (the roof of the mouth). A short frenulum (the fold beneath the tongue) can limit tongue movement for speech production.

Many kids with speech delays have oral-motor problems, meaning there's inefficient communication in the areas of the brain responsible for speech production. The child encounters difficulty using and coordinating the lips, tongue, and jaw to produce speech sounds.

What Speech-Language Pathologists Do
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If you or your doctor suspect that your child has a problem, early evaluation by a speech-language pathologist is crucial. Of course, if there turns out to be no problem after all, an evaluation can ease your fears. They also assess:

1. What your child understands (called receptive language)
2. What your child can say (called expressive language)
3. If your child is attempting to communicate in other ways, such as pointing, head shaking, gesturing, etc.
4. Sound development and clarity of speech.
5. Your child's oral-motor status (how a child's mouth, tongue, palate, etc., work together for speech as well as eating and swallowing)

If the speech-language pathologist finds that your child needs speech therapy, your involvement will be very important. You can observe therapy sessions and learn to participate in the process. The speech therapist will show you how you can work with your child at home to improve speech and language skills.

What Parents Can Do
---------------------------
Like so many other things, speech development is a mixture of nature and nurture. Genetic makeup will, in part, determine intelligence and speech and language development. However, a lot of it depends on environment. Is a child adequately stimulated at home or at childcare? Are there opportunities for communication exchange and participation? What kind of feedback does the child get?

When speech, language, hearing, or developmental problems do exist, early intervention can provide the help a child needs. And when you have a better understanding of why your child isn't talking, you can learn ways to encourage speech development.

Here are a few general tips to use at home:
------------------------------------------
- Spend a lot of time communicating with your child, even during infancy — talk, sing, and encourage imitation of sounds and gestures.

- Read to your child, starting as early as 6 months. You don't have to finish a whole book, but look for age-appropriate soft or board books or picture books that encourage kids to look while you name the pictures. Try starting with a classic book (such as Pat the Bunny, in which your child imitates the patting motion) or books with textures that kids can touch. Later, let your child point to recognizable pictures and try to name them. Then move on to nursery rhymes, which have rhythmic appeal. Progress to predictable books (such as Brown Bear, Brown Bear) that let kids anticipate what happens. Your little one may even start to memorize favorite stories.

- Use everyday situations to reinforce your child's speech and language. In other words, talk your way through the day. For example, name foods at the grocery store, explain what you're doing as you cook a meal or clean a room, point out objects around the house, and as you drive, point out sounds you hear. Ask questions and acknowledge your child's responses (even when they're hard to understand). Keep things simple, but never use "baby talk."

Whatever your child's age, recognizing and treating problems early on is the best approach to help with speech and language delays. With proper therapy and time, your child will likely be better able to communicate with you and the rest of the world.

Please also read:
----------------------

10 Tips for Selecting Toys for Your Speech Delayed Child -
Click Here
and
Click Here


Tips on Using Specific Toys to Help Expand Your Child’s Speech & Language Skills -
Click Here



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