Try to think up some “stumpers” such as a jar of  peanut butter vs. a package of  potato chips. Or a package of  marshmallows vs. a can of  soup.Talk about how this seemingly backward ratio comes about.
5. Solve this problem: How can you measure the weight of  your pet if  it won’t stand still on the scale?It’s not higher math, but it is a good problem for older kids to solve.
Here’s an-other one: If  you have more than one pet, which one weighs the most?
6. Liquids have weight, too. Every-body guess how much a gallon of  water weighs—then weigh one gal-lon. o
To conduct some experiments about how much things weigh, put your kitchen or bathroom scale on a table along with several interesting objects to weigh:
A shoe, toy car, doll, apple, cup, a box of  toothpicks and anything else
that looks interesting.
1. First, have each person guess how much an object weighs. Then, put it on the scale and see what its true weight really is.
2. Next, compare the weights of  different objects. Which is heavier: the doll or the shoe? The toy car or the apple?
Weigh the objects again to show the difference.
3. If  you’re using a bathroom scale, put it on the floor and weigh each person who’s participating and line them up by weight from the light-est to the heaviest.
4. Which weighs more: big objects
or little objects?
Games & Activities
Count ‘em up
On a rainy day — or any other day when there’s nothing to do — put together a list of  questions that can be answered with a number. For instance:
• How many windows are there in our home?
• How many shoes are there in your closet?
• How many beans (buttons, coins, pebbles) are in this jar?
• How many tiles are on the bath -room floor?
• How many socks are in your drawer?
• How many people drink milk at your house?
• How far is it — in feet — from the front door to the refrigerator door?
Provide a tape measure — or other appropriate tool — when needed. o
Science & Nature
How much does it weigh?
February 2012Vol. 28 No. 2
Social Skills
How to help a child get along with others
Children are more successful in their relationships when they feel comfortable than when they are self-conscious.
Parents can help by being supportive and encouraging rather than critical or discouraging. Here are some do’s and don’ts:
DON’T suggest he has trouble getting along with others. (“Nobody  really likes you, you know.”)
DO give him positive feedback for getting along with others. (“I really like it when I see you helping Joe
y put on his shoes and jacket.”).DON’T force him into uncomfortable situations.
DON’T insist he “make up” with someone he’s still angry at.
DO allow him to work out his own relationships with a minimum of  interference.
DO respect his wishes about how and with whom he wants to spend time.
DON’T compare him with other children.
DO stand up for him, especially with adults. Everyone needs someone they can depend on, no matter what. o
What TO do:
• Echo back to him what he has said insofar as you can and replace the unintelligible part with one of  the “wh” words.
Youngster: “Sam broke too me ever.” You: “Sam broke what?”• Assure him that you truly un -derstand his feelings (even if  you do not understand his speech). This is very reassuring to a child. None of  us ever outgrows an appreciation for emotional support.
For a child, a hug or squeeze accompanied by simple feedback is calming: “I know you are upset right now. I understand how you feel. Let’s have some orange juice and talk about it.”
Treating a child as a sensitive individual with his own sense of  personal dignity which can be hurt or gratified will result in cooperative behavior. o
Academics Becoming aware of  numbers and sizes
Here’s a little game to play that involves numbers and objects.Find two shoe boxes, coffee cans or other containers that have large openings and thus are easy to fill and empty. Then gather up a large number of  toys and durable objects in a wide range of  sizes.
Both you and Youngster take a container and pile the objects be-tween you.
Then take turns selecting an object and putting it in your own container. The object of  the game is to fill one’s container with as many objects as possible.
When the containers are filled, compare the number of  objects in each. Pour out the contents and arrange the objects in two straight lines, so that your objects line up with Youngster’s.
Count each object out loud as you point to it, and do the same with Youngster’s line. This gives him ex-perience in hearing counting.The purpose of  this game is to show Youngster that there is a relationship between the size of  the objects and the number that can be placed in the container—the smaller the object, the more that can be put in the container.
Don’t give away the winning method by selecting only the smallest objects. Try to be just slightly better than he is and see if  he finds his way to the correct method as he gains experience.
As Youngster begins to grasp the principle, you can anchor his under-standing by using new containers and objects. o
Language
Talking at Two
You’re having coffee with a neighbor when your youngster rushes in to tell you something that is very important to him.
Since he’s not yet a fluent speaker and the urgency of  the situation in-terferes with intelligibility, you don’t know what he’s trying to convey to you.
Here's what NOT to do:
• Don’t belittle the child with criticism. “Who can understand you when you talk that way?”
• Don’t threaten him. “If  you don’t talk better, no one will ever understand you.”
• Don’t bribe him. “If  you can say it nicely, you can have a cookie.”• Don’t command him. “Say it like this so we know what you mean.”• Don’t overprotect him. “Go out and play and we’ll talk about it later.”
the child’s behavior and feelings toward something else, knowing the toddlers have short attention spans and really don’t want to stay upset long.
If  the toddler is a child who seems to need strong physical outlets, provid-ing a toy to pound on or punch may be helpful. If  the toddler benefits from soothing activities, some sensory play, such as water or play dough, may change the mood.
but no hitting. Hitting hurts. Let’s see what we can do (…say, etc.).” Slowly we help children learn that emotions can be expressed in ways other than striking out.
This is an important question, the answer to which is inextricably tied to the big ideas about guiding young chil-dren, ideas such as firm limits, respect of  the child’s developmental abilities, and teaching life-long lessons.Thoughtful responses will move parents toward the goal of  healthy, self-controlled children. o
Note the adult responses I did not suggest. A first incorrect reaction would be to ignore the hitting behavior –children should always receive a
firm limit on not hurting others, no matter how strong the emotion.
A second mistake would be to hit the child back, “so she can see how it feels.” Little ones just don’t have the cognitive capacity to make such connections, let alone understand why it is okay for a big person to hit, while trying to teach little ones a les-son not  to hit.
Another inappropriate response would be to laugh at the admittedly comical sight of  a little one hitting out in frustration: such laughter only shames and demeans the child’s very real emotions.
As the toddler acquires more language and understanding, parents can say things like, “I see you’re upset,
Grandma Says
Hitting is not okay
A reader’s question reminded me that there are some typical childhood behaviors that need to be revisited every now and then for successive generations of  parents.
This parent was concerned about her 14-month-old’s habit of  slapping her hand at her parents when s
he was frustrated, occasionally managing to hit them directly on the face.While certainly annoying to the parents, their biggest concern was that the child would think it is okay to hit people if  she were not corrected.First, let’s consider the probable cause of  this behavior. Imagine, if  you will, the powerful frustration of  a little one who is beginning to get big ideas about what to do in this world——but she has only a handful of  words with which to express them. Such profound disappointment could only be expressed physically, hence the hitting.
But the parent is absolutely cor-rect: This behavior must be decisively stopped. It is never okay for anyone to hit another person, be that person big or small.
Knowing that frustration is the trigger for the hitting behavior, par-ents need to stay close at that point, close enough to be able to firmly grab the small, flailing hands, saying clearly: “No hitting. Hitting hurts. I can’t let you hit me.”
Keep holding the hands until the frustration has passed, or even envel-oping the toddler in an all-encompass-ing bear hug is appropriate.When adults are so clearly in control of  their emotions and the situation, it helps children regain some of  their control.
Then the adult is able to redirect
28
flags of the world.
George Washington’s birthday.Ash Wednesday
between an apple tree and a cherry tree?
How many days until your birthday?
Who is your favorite cartoon character?Why?
weigh weight 区别Lincoln. and telephone number.the U.S. and name the Great Lakes.
cold right now.
”real” names?
month and spend the day at the library.
Growing Child and Growing Parent are published by Growing Child, Inc. P . O. Box 2505, W. Lafayette, IN 47996 ©2012 Growing Child, Inc. All rights reserved. ISSN: 0193-8037.
Kevin    Susan

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