For the families who lost children, their world as they knew it has effectively ended. Yet somehow the sun rises again and the next day is here. For the rest of us grieving along with these families, the only way to move forward is to take what President Obama called "meaningful action." I interpret this to be action that is radical and significant enough that it will somehow give meaning to this unimaginable loss.
The first and most obvious front is gun control. Without access to guns, apparently the same rifles used by troops in Afghanistan and Iraq, one individual could not have done this degree of harm. The politics of gun control is not my area of expertise, but certainly the politicians must now be motivated to, as Obama said, "put aside differences" and honor these children with dramatic changes to gun control laws.
The second front is preventive mental health care. This event is the result of a deeply disturbed individual with access to guns. My inbox this morning was full of emails from mental health colleagues referring to pieces they had written for other massacres such as Virginia Tech. I hope that this unspeakable horror will be the one that will finally lead to real change in access to preventive mental health care.
One of these colleagues wrote of how these events are often perpetrated by young adults who have not been "acting out," but rather have been quietly bullied for years and seriously neglected at home. Their symptoms may be more subtle. Yet it is difficult to imagine that there were not people in this family's life who did not recognize that this boy/young man was mentally ill.
The emerging information speaks to a deeply troubled relationship between the shooter and his mother as being at the root of the event. Apparently he first shot his mother and then went to the school to deliberately kill the children at the school where she worked. I wonder, was the hurt he experienced in his relationship with her magnified by his witnessing of the care she gave her young charges at her job? Of course I don't know, and this is only theory as I struggle to make sense of something that doesn't make sense.
As I said to my editor when she asked for our thoughts on this event, the trauma is perhaps too fresh for an in-depth discussion of theory and policy change. However, I am hopeful that the coming weeks and months will be filled with meaningfully dialogue of how we as a society can honor the dead children, both through gun control and improved access to quality preventive mental health care.
children etiketine sahip kayıtlar gösteriliyor. Tüm kayıtları göster
children etiketine sahip kayıtlar gösteriliyor. Tüm kayıtları göster
27 Ocak 2016 Çarşamba
Preventive mental health care for children falls through the cracks
The current issue of the Journal of the American Academy of Child and Adolescent Psychiatry has an excellent article, Integrating Mental Health Care Into Pediatric Primary Care Settings, identifying the causes of this problem.
Another problem intrinsic to the system is that for billing purposes the child is the identified patient, making work with the family challenging.
The article offers this ray of hope:
Pediatric training provides limited experience in screening or intervening for mental disorders. In contrast, child psychiatry training emphasizes the treatment of children with established psychiatric diagnoses and typically offers limited experience with children at risk for mental disorders or children whose symptoms do not reach the threshold for diagnosis.In other words, the current structure of the health care system does not have room for prevention. Primary care clinicians, who have the main contact with young children and families, do not have adequate education in prevention, and specialists who children are referred to when problems arise only know how to treat identified "disorders." The article further elaborates on the reasons for this situation:
Current financing structures reward treating established diagnoses, not providing preventive services, because payment for visits, with few exceptions, requires a DSM-IV diagnosis.This problem is currently being addressed in the refinement of the DC: 0-3, a classification of disorders of infancy and early childhood that recognizes the significant role of relationships in problems in this age group. If the DC:0-3 is "cross-walked" with a DSM diagnosis, then reimbursement is possible. That word "disorder" is still part of the conversation, but it is a step in the right direction.
Another problem intrinsic to the system is that for billing purposes the child is the identified patient, making work with the family challenging.
Research on the treatment of child mental health conditions has strongly indicated the benefit of treating the child and the caregiver as “the patient,” but public and private plans frequently do not pay for family-focused treatment... the need to identify the child as the patient makes family-focused interventions difficult to support financially; likewise, payment for caregiver-only or collateral sessions is lacking.Another problem identified is the lack of financial support for collaborative care. In my work with families in the Early Childhood Social Emotional Health program at Newton Wellesley Hospital I speak regularly with a child's primary care doctor. This is an essential part of care, as that person often has a longstanding ongoing relationship with the child and family and knows them well. In addition, if I refer a family on to more specialized care, such as with a psychiatrist, it is important that I fill them in on the work I have been doing with the family. Working as a team we can hold the family through a difficult time, and get development going in a healthy direction. I spend a lot of time on the phone because it is good care, and I know that many of my pediatrician and child psychiatry colleagues do the same. Yet none of this care is reimbursed.
The article offers this ray of hope:
The Affordable Care Act (Public Law 111-148) requires mental and behavioral health coverage in an essential benefit package at parity with medical benefits. This could incentivize the integration of care.Of course for this to happen, President Obama must be reelected.
A Conversation with Paul Tough: How Children (Dont) Succeed
I had the privilege of speaking with Paul Tough on the very day that his new book How Children Succeed: Grit, Curiosity and the Hidden Power of Character was released. In the middle a massive publicity tour, including NPR interviews and major speaking engagements (he is speaking September 6th at Harvard), his publicist arranged for him to speak on the phone with me. Despite being under what I imagine to be intense pressure, he was very gracious and thoughtful.
It was really more of a conversation than an interview, as my hope was to introduce some ideas that were not addressed in his book. It was understandably relatively brief, and I am using my blog to elaborate on what we discussed. I am thrilled that his book is receiving the attention it is. In presenting his thesis that character, rather than cognitive skill, is the key to success, he brings some very important research to the forefront of public discussion.
Extensive research has shown that in the setting of a safe secure caregiving relationship, children develop the capacity for emotional regulation, cognitive resourcefulness, resilience and the capacity for social adaptation. He uses somewhat different words-including grit, curiosity, self-control, and gratitude, and refers to these traits as a whole as "character."
From my view as a pediatrician and scholar of developmental theory, I see significant obstacles to promoting character development in the way he is advocating for. I wonder if, in addition to funding programs that promote character, or funding research to study these programs, as Tough effectively argues we should be doing, we need to understand the nature of these obstacles.
With that in mind, I asked Tough about three interrelated issues. These are; our society's undervaluing of primary healthcare, overreliance on psychiatric medication, and childism.
Consider the following scenario, variations of which are exceedingly common. It starts with a mother who is under significant stress in pregnancy. Then she has a baby who "cries all the time." Stress in pregnancy is associated with this kind of behavioral "dysregulation" in the newborn. She may struggle with postpartum depression(PPD). The combination of depression and a fussy baby makes providing the kind of attuned relationship a newborn needs extremely difficult. But in the absence of an effective PPD screening and treatment program, the pair may not get help. There is severe sleep deprivation, marital stress and many other factors that make it difficult to be responsive in the way that supports character development.
By age three, the child has significant trouble with emotional regulation. His pediatrician, under the time constraint of the 10-15 minute visit, likely will offer behavior management advice about such things as time out. She likely will not have the opportunity to hear about the stressed marriage or the mother's depression, much less to take the time necessary to make an appropriate referral.
At age four, the child is disruptive in preschool. An ADHD evaluation is recommended by his teachers. He meets diagnostic criteria as defined by DSM. He is started on stimulant medication and immediately his behaviour improves. But soon the problems resurface as the underlying issues have not been addressed. The dose is increased. The medication is changed. This continues throughout the rest of his childhood. When he gets to high school and confronts the barrage of tests Tough writes about in his book, he starts abusing his stimulants.
I'm a clinician, not a policy person, but I do have some thoughts about what needs to happen to get children off this path and on to one where relationships and character development are supported.
1) Transform education of health care professionals, who are on the front lines with young children and families, to focus on relationships as the 4th vital sign. The American Academy of Pediatrics Early Brain and Child Development Initiative is an important step in the right direction.
Just before I spoke with Tough, I read the following from an interview with him in the Hechinger Report:
Childism: Confronting Prejudice Against Children is a brilliant book by Elisabeth Young-Bruehl who tragically died suddenly just before the book was released, depriving us of the opportunity to learn about her work through the kind of publicity tour that Tough is now having. I describe it in detail in a previous post, that I will summarize here.
It was really more of a conversation than an interview, as my hope was to introduce some ideas that were not addressed in his book. It was understandably relatively brief, and I am using my blog to elaborate on what we discussed. I am thrilled that his book is receiving the attention it is. In presenting his thesis that character, rather than cognitive skill, is the key to success, he brings some very important research to the forefront of public discussion.
Extensive research has shown that in the setting of a safe secure caregiving relationship, children develop the capacity for emotional regulation, cognitive resourcefulness, resilience and the capacity for social adaptation. He uses somewhat different words-including grit, curiosity, self-control, and gratitude, and refers to these traits as a whole as "character."
From my view as a pediatrician and scholar of developmental theory, I see significant obstacles to promoting character development in the way he is advocating for. I wonder if, in addition to funding programs that promote character, or funding research to study these programs, as Tough effectively argues we should be doing, we need to understand the nature of these obstacles.
With that in mind, I asked Tough about three interrelated issues. These are; our society's undervaluing of primary healthcare, overreliance on psychiatric medication, and childism.
Consider the following scenario, variations of which are exceedingly common. It starts with a mother who is under significant stress in pregnancy. Then she has a baby who "cries all the time." Stress in pregnancy is associated with this kind of behavioral "dysregulation" in the newborn. She may struggle with postpartum depression(PPD). The combination of depression and a fussy baby makes providing the kind of attuned relationship a newborn needs extremely difficult. But in the absence of an effective PPD screening and treatment program, the pair may not get help. There is severe sleep deprivation, marital stress and many other factors that make it difficult to be responsive in the way that supports character development.
By age three, the child has significant trouble with emotional regulation. His pediatrician, under the time constraint of the 10-15 minute visit, likely will offer behavior management advice about such things as time out. She likely will not have the opportunity to hear about the stressed marriage or the mother's depression, much less to take the time necessary to make an appropriate referral.
At age four, the child is disruptive in preschool. An ADHD evaluation is recommended by his teachers. He meets diagnostic criteria as defined by DSM. He is started on stimulant medication and immediately his behaviour improves. But soon the problems resurface as the underlying issues have not been addressed. The dose is increased. The medication is changed. This continues throughout the rest of his childhood. When he gets to high school and confronts the barrage of tests Tough writes about in his book, he starts abusing his stimulants.
I'm a clinician, not a policy person, but I do have some thoughts about what needs to happen to get children off this path and on to one where relationships and character development are supported.
1) Transform education of health care professionals, who are on the front lines with young children and families, to focus on relationships as the 4th vital sign. The American Academy of Pediatrics Early Brain and Child Development Initiative is an important step in the right direction.
2) Educate all professionals who work with children and families about practical application of contemporary developmental science (I actually wrote my book Keeping Your Child in Mind, for this purpose)
3) Change the system of reimbursement so that primary care clinicians are among the highest rather than the lowest paid
4) Value time as a clinical intervention
5) Offer comprehensive screening and treatment for postpartum depression and other perinatal emotional complications. Representative Ellen Story working to implement just such a program in MA
6) Address the overreliance on psychiatric medication use. There is a severe shortage of qualified mental health care professionals, related in large part to low reimbursement rates for treatments other than medication.
6) Address the overreliance on psychiatric medication use. There is a severe shortage of qualified mental health care professionals, related in large part to low reimbursement rates for treatments other than medication.
Just before I spoke with Tough, I read the following from an interview with him in the Hechinger Report:
Is part of the problem in higher-education and K-12 policy circles that we’re myopic—and that it takes longer than we’re willing to wait to determine if something is working?
In general, yes. I think any time you’re talking about child development and public policy, there’s that problem, which is that any intervention is going to take a long time. There’s a good case to be made that the most effective interventions are early interventions, and quite literally you’re not going to see the payoff for years and years—and our political system is not set up to fund those sorts of things.So we have all this evidence of the importance of promoting healthy relationships in early childhood, as well as compelling evidence from University of Chicago professor James Heckman that investing in early childhood is economically very wise, and still we are so short-sighted and impatient? I asked Tough if perhaps this was a manifestation of childism.
Childism: Confronting Prejudice Against Children is a brilliant book by Elisabeth Young-Bruehl who tragically died suddenly just before the book was released, depriving us of the opportunity to learn about her work through the kind of publicity tour that Tough is now having. I describe it in detail in a previous post, that I will summarize here.
Young-Breuhl, an analyst, political theorist and biographer, calls attention to the way human rights of children are threatened. Childism is defined as “a prejudice against children on the ground of a belief that they are property and can (or even should) be controlled, enslaved, or removed to serve adult needs.”Young-Breuhl provides ample evidence for her assertions, including a detailed history of the field of child abuse and neglect.
She describes Child Protective Services (CPS) as a “rescue service-a child saving service-not a family service supporting child development generally and helping parents…” Rather than setting up a system of treatment, CPS became "an investigative service...a situation in which bad families suspected of making their children bad will be invaded and infiltrated." Young- Breuhl has empathy for both parent and child, arguing that failure to support families is a manifestation of childism.Overreliance on psychiatric medication is in her view is example of childism:
She writes of “a childism of the sort that is now fueling an epidemic of diagnoses of bipolar II disorder and the prescription of medications to children who are, in effect, being doped into acquiescence."Young-Breuhl compares the situation in our country with comparable developed countries that have lower rates of child abuse and neglect.
There, “children have a range of preventative and development-oriented services: universal health care, health services, and parent support services in homes after the birth of a child; maternal and parental leaves for infant care; developmental preschool programs; after-school programs; and economic supports of various kinds.”I don't claim to have the answer to the problem of childism, but I do think that if we are going to be able to make use of Tough's very important book to implement meaningful change, it a least needs to be acknowledged.
Pediatrician T. Berry Brazelton, whose work is featured as an antidote to childism, endorses [Young-Breuhl's] book, recommending that all who are involved with children and families should read it. This book has helped me, like nothing else I've read, to understand why it is so hard to get the kind of help for children that all the best science of our time is telling us they need. I hope everyone reads it. As Young-Breuhl states, “prejudice has to be recognized in order to be overcome.
Paul Tough Speaks at Harvard: How Children Succeed
One of the highlights of Paul Tough's new book How Children Succeed: Grit, Curiosity and the Hidden Power of Character comes in the final chapter, when he describes how he and his wife interact with their three-year-old son Ellington to help develop the qualities he spends the rest of the book demonstrating are associated with success.
He describes helping Ellington to calm down after a tantrum or bad scare, providing discipline and rules, and, in addition to lots of hugs and comfort, helping him learn to manage failure. These are exactly the parenting behaviors that research has shown lead to the capacity for emotional regulation, cognitive resourcefulness, resilience, and the ability to adapt to a complex social world.
The thesis of this book, whose primary focus is the education system-Tough is speaking on Thursday September 6th at the Gutman Library of the Harvard School of Education-, is that the conventional wisdom about the key to success has been misguided. Rather than focus on promoting cognitive abilities, our focus should be on development such things as gratitude, curiosity, self-control and grit, all of which are distilled into the word "character."
While Tough does not explicitly make this point, but rather demonstrates it in writing about his son, character develops in relationships. When a person has a relationship with someone who not only cares about him, but also thinks about him, understands his perspective and unique challenges, helps him calm down in the face of difficult feelings, sets limits on his behavior and trusts him enough to let him fail, he is more likely to develop the "non-cognitive skills" associated with success. He will be able to think clearly and flexibly in the face of stress.
The first chapter offers an excellent overview of the current explosion in research on toxic stress, or stress in the absence of such a secure, safe relationship. Tough refers to the ACES (Adverse Childhood Experiences) study, a huge longitudinal study that dramatically demonstrated the association between early adversity, including such things as abuse and neglect, parental mental illness and substance abuse, and family discord, with many negative health outcomes including not only mental illness but also chronic illnesses such as diabetes, asthma and heart disease.
Particularly important is the work of Alicia Lieberman, one of the pioneers in the field of infant mental health. Tough writes of Lieberman's collaboration with pediatrician Nadine Burke Harris in an innovative San Francisco based program that applies the ACES study to preventive work with children and families. Lieberman recognizes that providing a secure attachment relationship "takes a superhuman quality" in the face of poverty, uncertainty and fear. Her model of intervention works with parent and child together.
Lieberman's treatment is relatively intensive, administered in weekly sessions that can continue for as long as one year. But the principle behind it-improving children's outcomes by promoting stronger relationships between children and their parents-is increasingly in use across the country in a wide variety of interventions. And the results, when the interventions are evaluated, are often powerful.
The rest of Tough's book focuses on interventions for school age children. The implication is that these children have had stressed early relationships, but that interventions in the school setting that focus on character development may mitigate against these early experiences. He writes:
It is hard to argue with the science behind early intervention. Those first few years matter so much in the healthy development of a child's brain; they represent a unique opportunity to make a difference in a child's future. But one of the most promising facts about programs that target emotional and psychological and neurological pathways is that they can be quite effective later on in childhood too-much more so than cognitive interventions.
Tough describes successful school programs that have focused on character development. The Youth Advocate Program, or YAP, in Chicago offers an intensive mentoring program for high-risk teenagers. At KIPP (Knowledge is Power Program) in the South Bronx, where there is a curriculum designed to teach character, and even a character report card, one student describes how the teachers were devoted to him and his fellow students. " They were like my second family, in essence...that's the vibe we all ended up getting, that we were like a family."
Yet another program is OneGoal in Chicago, run by CEO Jeff Nelson:
Nelson's belief is that underperforming high-school students can relatively quickly transform themselves into highly successful college students- but that it is almost impossible for them to make that transition without the help of a highly effective teacher. OneGoal has signed a unique partnership deal with the Chicago public schools that lets the organization work directly with individual teachers...the teacher sticks with the same class for three years...And when the students are freshmen in college the teacher keeps in close touch with them...providing support and advice."
Tough shows how relationships can be stressed not only for the very poor, but also the very wealthy.
Riverdale, a private school in a very different part of the Bronx from KIPP, offers an example of wealthy students who are similarly at risk. Referring to the work of psychologist Madeline Levine, he writes:
Wealthy parents today, she argues, are more likely than others to be emotionally distant from their children while at the same time insisting on high levels of achievement, a potentially toxic blend of influence that can create "intense feelings of shame and hopelessness" in affluent children.
Stressed relationships of this kind may have a negative impact on character development. Riverdale's headmaster, Dominic Randolph, is concerned that students are lacking in important character traits.
Traditionally the purpose of a school like Riverdale is not to raise the ceiling on a child's potential achievement in life but to raise the floor. What Riverdale offers parents, above all else, is a high probability of nonfailure...The problem, as Randolph has realized, is that the best way for a young person to build character is for him to attempt something where there is a real and serious possibility of failure.
The book takes an interesting turn when, after focusing on a number of programs that measure their own success in terms of rates of college graduation, Tough reveals that he himself did not graduate from college. Clearly Tough is a highly successful person. This information led me to wish that more of the book had been devoted to exploration of the definition of success.
I thought of how Sigmund Freud defined mental health as the capacity to love and to work. I though about creativity and empathy as two qualities that are intimately tied to success. I found myself remembering Brandon Fisher, the manufacturer of drilling equipment who was recognized by President Obama in the 2011 State of the Union address for his critical role in the rescue of the Chilean miners.
These other aspects of success are mentioned in Tough's book. For example:
At KIPP, teacher Mike Witter explains to a parent, "The categories [of character traits] we ended up putting together represent qualities that have been studied and determined to be indicators of success. They mean you're more likely to to go to college. More likely to find a good job. Even surprising things, like they mean you are going to get married, or more likely to have a family."
A related body of research, coming from the fields of infant mental health and psychoanalysis, supports the notion that the way Tough interacts with Ellington will in fact lead to this broader definition of success. This literature, and in particular the work of leading researcher Peter Fonagy, refers to the central aspect of a secure attachment relationship, a capacity that is unique to humans, as mentalization, or "holding a child in mind."
John Bowlby, considered the father of attachment theory, writes how in the setting of such a relationship a child becomes, "self-reliant and bold in his exploration of the world, cooperative with others, and also- a very important point-sympathetic and helpful to others in distress."
Tough is applying his considerable talents as a journalist and writer to a critically important task. The question he asks is not only how children succeed, but also how the answer can inform meaningful social policy. He is bringing this issue to the forefront of public discussion. I am thrilled to be in the company of Tough, as in my work I have also been asking: What can we as a society do to promote healthy relationships, that in turn promote both character and success, from infancy through adolescence? Tough writes:
Parents are an excellent vehicle for those interventions, but they are not the only vehicle. Transformative help also comes regularly from social workers, teachers, clergy members, pediatricians, and neighbors.
Tough tackles this issue in his whole body of work, including not only this book, but also his first book, Whatever it Takes, about Geoffrey Canada and the Harlem Children's Zone, and his New Yorker article The Poverty Clinic about pediatrician Nadine Burke Harris' program. I am eager to see what he does next.
25 Ocak 2016 Pazartesi
Giving Troubled Young Children a Voice
It is hard to believe that just two years ago I was drowning under a pile of prescription refill requests for ADHD medication in a busy pediatric practice. As those who have been reading my blog since its beginning know, I was disturbed by the over-reliance on psychiatric medication to treat complex problems, problems that I increasingly recognized had their origins very early in life. This approach was in effect silencing these children.
I left that practice to devote my time to prevention, both through clinical work with young children and their parents, and teaching. I wanted to bring the wealth of new research at the interface of developmental psychology, neuroscience and genetics, largely coming out of the discipline known as infant mental health, to my colleagues in pediatrics. This research offers opportunity for meaningful intervention in the early years, when the brain is most rapidly growing.
I had a resurgence of that old feeling of despair on Sunday when I read the New York Times Magazine cover story Can You Call a Nine-Year-Old a Psychopath? It was yet another example of over-simplified labeling. Problems that represent a complex interplay of genetics and environment are placed squarely in the child, adding the letters CU-for "callous-unemotional"- to a long list of letter combinations used to label children. The article speaks of teaching empathy to children, but the approach is decidedly lacking in empathy for the child.
Children like the one described in that article are a tangle of complexity. Sensory processing problems, which may be genetic in origin, are often associated with colic, sleep and feeding problems in infancy. Marriages are severely strained. There may be generations of mental illness, sometimes untreated and unrecognized. Parents feel overwhelmed with guilt and torn apart by multiple demands on their time and emotional energy. Treatment involves embracing the messiness of the problem at an early age, even before three, with support for the whole family.
Fortunately I have been given many wonderful opportunities to move this preventive model forward. This work keeps me afloat and hopeful in the face of the type of thinking represented in this article.
Michael Jellinek, president of Newton-Wellesley Hospital, hired me to build a program focused on early childhood social-emotional health. Jellinek was chief of Child Psychiatry at Massachusetts General Hospital for 30 years. He really understands and values this preventive approach to children's mental health.
Most recently I had the honor of being invited by J. Kevin Nugent, director of the Brazelton Institute, to be on the training faculty for the Newborn Behavioral Observation System (NBO). This clinical intervention grew out of the original research of T. Berry Brazelton demonstrating the wide range of individual behaviors of newborns. The NBO was designed as a relationship-building tool used to demonstrate a baby's unique capacities, with an aim to promote a positive connection between parents and children. I will join an amazing group of people who give training sessions to a range of professionals who work with young children and families around the world.
In a previous post, I described a talk given by Robert Anda on the ACES study, a study that offers evidence of the long-term negative effects of stress in early childhood on physical and mental health, and is currently exerting significant influence on social policy. Anda spoke of the United States as a giant nursery of 4.3 million babies. He called upon us to think creatively to get those babies, especially those in an environment of risk, going in healthy direction. The NBO offers a way to do just that.
Another exciting event on the horizon is a parenting conference July 20-21 in Stockbridge, MA co-sponsored by the Austen Riggs Center and Yale Child Study Center. I will present alongside master clinicians and leading researchers in the field of child development. The conference "will examine how cutting-edge findings drawn from psychological, neurobiological and genetic studies on parenting clarify and deepen our understanding." My piece will focus on the child's contribution to the development of the parent. If any readers are interested in attending, I suggest making reservations ASAP. The Berkshires are a popular summer destination!!!
In another post I described of a great experience traveling to Seattle to speak with a group of pediatricians about this work, and our need to embrace a new paradigm of care in order to make use of our position in the lives of young children and families.
The icing on the cake is that this weekend I will have the great privilege of speaking alongside Peter Fonagy to the current fellows in the UMass Boston Infant Parent Mental Health Post Graduate Certificate program. I recently graduated from this terrific program, in which I had the opportunity to work closely with leaders in the field and a great group of fellows from a wide range of disciplines.
Fonagy, a world-renowned clinician and researcher, has had an enormous influence on my work. I learned from him to listen to parents from a stance of non-judgmental curiosity about the meaning of behavior, rather than focusing on "behavior management." His ideas form the basis for my book Keeping Your Child in Mind.
Now rather than feeling like I'm drowning, I often feel like I'm walking on air- exhilarated by the opportunity to work alongside an amazing group of people who share a passion for helping young children and their families in meaningful ways.
Relationships are central to promoting children's healthy emotional development, relationships between caregivers and children as well as between clinicians and caregivers. Perhaps equally important are relationships among colleagues. Two years ago I felt alone and discouraged. Joining in this work with a wonderful group of people, including many that I have not mentioned here, I am hopeful that together our voices will be heard, in turn giving voice to young children and their families.
Stressed Doctors, Parents, and Children
This past weekend I had the privilege to present the ideas I have been describing in my blog and book to an audience of general pediatricians at the North Pacific Pediatric Society. It was a wonderful, highly receptive audience. The essence of the problem, in my opinion, is that this cascade of stress impairs effective listening. We have a basic human need to be heard and understood. This holds true for clinicians, parents and children.
The American Academy of Pediatrics, in a recent policy statement, has charged pediatricians, along with a very long list of things to do in a 15-minute visit, with preventing "toxic stress" or stress in the absence of a secure, safe caregiving relationship. Extensive research has shown that these kind of relationships can protect against many negative health outcomes. We are ideally suited for this task, as primary care clinicians as a profession have by far the largest interface with young children and families, and usually have a relationship of implicit trust.
Time to listen to parents and an opportunity to share their own experiences with other clinicians are two essential components needed to enable primary care clinicians to take on this critical task of promoting healthy relationships. Currently a pediatrician is paid more for a 10-minute visit for an ear infection (that may very well get better on its own) than a 50-minute visit for an emotional or behavioral concern. On the policy level, changing this would be a good place to start.
As is usually the case after giving such a talk, I think of points that I would have liked to address but did not. Fortunately I have this blog, so can add them here.
1) I spoke about the need to reframe a child's "difficult" behavior as "stressed" behavior. Over the course of the weekend, a number of references were made to the "difficult" parent. Equally important is to reframe this notion of the "difficult" parent" as the "stressed" parent. We cannot help the child if we do not have an empathic stance toward the caregiver.
2) I talked about the significance of D.W. Winnicott's contributions, but neglected to mention his very important notion of the "good-enough mother." The essence of this idea is that mistakes we make as parents, moments when we miss our children's cues, lose our cool or any number of things that inevitable go wrong in the daily life of families, if these "mistakes," or disruptions, are recognized and addressed, are not only OK but essential to move development forward in a healthy direction.
3) A general pediatrician questioned why I, as a specialist in infant mental health, would ever be referred a patient with colic, a problem that is so common and so much considered the job of the primary care clinician. The point I wanted to make is that meaningful evaluation of this issue may involve more than a 15-
The last talk of the weekend was about mindfulness. The speaker was a specialist in adolescence, and she was advocating for mindfulness both for parents of teenagers and for the clinicians in the audience. She offered Jon Kabat-Zinn's definition:
Mindfulness means paying attention in a particular way; On purpose, in the present moment, and nonjudgmentally.
This is one tool that can help us to slow down just enough to be able to carefully listen to each other. In doing so, we will go a long way in stopping this cascade of stress that has potential to wreak havoc on our society in the long run.
Engaging Our Right Brains to Support Parents and Children
"People have to feel something in order to change the way they think and behave." This is a quote from my book Keeping Your Child in Mind. The right brain is the seat of emotional regulation. Most, if not all, emotional and behavioral problems are intrinsically tied to the ability to regulate emotions. Changes in the brain can occur only if the right brain centers that regulate emotion are actually firing.
I was thinking about this idea when I attended an amazing conference at the Picower Institute for Learning and Memory at MIT, New Insights on Early Life Stress and Mental Health. Leaders from a range of disciplines presented the explosion of scientific evidence showing that early caregiving relationships have a significant long term impact on both mental and physical health.
MIT is a particularly left brain place, and there was a lot of hard core science at this talk. One speaker, Robert Anda, did inject a bit of right brain experience. Anda is one of the main authors of the ACES study, a powerful longitudinal research project that shows the cumulative effect of adverse childhood experiences, including parental mental illness, divorce, neglect and abuse, on many outcomes related to physical and emotional health. He used art to make our right brains fire. In a painting he showed, a little boy of about seven sat at the dinner table as his parents engaged in an argument, his father holding a knife and his mother's face distorted by rage. The terror on the boy's face was palpable.
The conference was very much framed around the concept of adversity. Anda kept apologizing for making us depressed. Consider the conference description:
I had given Pediatric Grand Rounds at Newton-Wellesley Hospital, where I was introducing the scientific basis of my new Social Emotional Health program, where I see families of children under age six. When families come to see me, parents and children feel sad, angry, and out-of-control. By carefully listening to parents' own experience I help them to reflect on the meaning of their child's behavior, rather than responding to the behavior itself. This approach is founded in decades of longitudinal research at the intersection of developmental psychology, neuroscience and genetics that I describe in my book.
I told my audience the story of a visit with a mother who experienced her 3-year-old son's behavior as an assault. I had reframed the child's behavior in these out-of-control moments as helpless rather than defiant. She said, "I know what you mean." She described one moment when, rather than getting angry, she had held her son firmly on her lap and said gently "What's wrong?" She told me how her son "melted in my arms" and replied softly, "I don't know."
This mother felt this change not only in her brain, but in her body. It is not uncommon for parents to have themselves experienced trauma in early relationships. They react to their child's provocative behavior on a physical level that is related to their own history, not to the child. By carefully listening to parents, in a visit that is not fifteen minutes but an hour, I help them to make these connections. Once their own issues are in a sense moved out of the way, they are free to reflect on their child's experience in a way that is not encumbered by their own trauma history. When a child feels understood in this way, his behavior improves. A positive cycle of interaction is set in place.
When I told this story during Grand Rounds, I felt a tingling in my arms as I spoke of this mother's transformation in my office. The visit with that family had been a powerful experience for me. The fact that I felt something in the telling makes me hopeful that I was able to convey this to my audience. Maybe they understood how this kind of careful listening may actually change brains.
My book is full of stories like this one. If we are going to change this path that was described at MIT, of early childhood stress leading to terrible outcomes, these conferences need to include stories of what goes right; when clinician-parent-child connect in a meaningful way. Once we know what this feels like, we will be closer to understanding what we need to do to set children and families on a better path.
I was thinking about this idea when I attended an amazing conference at the Picower Institute for Learning and Memory at MIT, New Insights on Early Life Stress and Mental Health. Leaders from a range of disciplines presented the explosion of scientific evidence showing that early caregiving relationships have a significant long term impact on both mental and physical health.
MIT is a particularly left brain place, and there was a lot of hard core science at this talk. One speaker, Robert Anda, did inject a bit of right brain experience. Anda is one of the main authors of the ACES study, a powerful longitudinal research project that shows the cumulative effect of adverse childhood experiences, including parental mental illness, divorce, neglect and abuse, on many outcomes related to physical and emotional health. He used art to make our right brains fire. In a painting he showed, a little boy of about seven sat at the dinner table as his parents engaged in an argument, his father holding a knife and his mother's face distorted by rage. The terror on the boy's face was palpable.
The conference was very much framed around the concept of adversity. Anda kept apologizing for making us depressed. Consider the conference description:
Within the last two decades, scientists have begun to examine the biological repercussions of early childhood stress, and have uncovered clues as to how these early life experiences cause lasting changes in DNA and the brain that predispose individuals to disabling behavioral and psychiatric disorders in adolescence and adulthood.The whole day I found myself thinking that what was missing was a right brain experience of what it feels like when things go well. We know it is bad for kids when they do not have a secure safe relationship. But what does it feel like when parents and children do connect in a way that makes a child feel safe and secure? Earlier in the day I had had the opportunity to share just such a right brain experience.
I had given Pediatric Grand Rounds at Newton-Wellesley Hospital, where I was introducing the scientific basis of my new Social Emotional Health program, where I see families of children under age six. When families come to see me, parents and children feel sad, angry, and out-of-control. By carefully listening to parents' own experience I help them to reflect on the meaning of their child's behavior, rather than responding to the behavior itself. This approach is founded in decades of longitudinal research at the intersection of developmental psychology, neuroscience and genetics that I describe in my book.
I told my audience the story of a visit with a mother who experienced her 3-year-old son's behavior as an assault. I had reframed the child's behavior in these out-of-control moments as helpless rather than defiant. She said, "I know what you mean." She described one moment when, rather than getting angry, she had held her son firmly on her lap and said gently "What's wrong?" She told me how her son "melted in my arms" and replied softly, "I don't know."
This mother felt this change not only in her brain, but in her body. It is not uncommon for parents to have themselves experienced trauma in early relationships. They react to their child's provocative behavior on a physical level that is related to their own history, not to the child. By carefully listening to parents, in a visit that is not fifteen minutes but an hour, I help them to make these connections. Once their own issues are in a sense moved out of the way, they are free to reflect on their child's experience in a way that is not encumbered by their own trauma history. When a child feels understood in this way, his behavior improves. A positive cycle of interaction is set in place.
When I told this story during Grand Rounds, I felt a tingling in my arms as I spoke of this mother's transformation in my office. The visit with that family had been a powerful experience for me. The fact that I felt something in the telling makes me hopeful that I was able to convey this to my audience. Maybe they understood how this kind of careful listening may actually change brains.
My book is full of stories like this one. If we are going to change this path that was described at MIT, of early childhood stress leading to terrible outcomes, these conferences need to include stories of what goes right; when clinician-parent-child connect in a meaningful way. Once we know what this feels like, we will be closer to understanding what we need to do to set children and families on a better path.
24 Ocak 2016 Pazar
Animal Therapy for Children (and Parents)
Recently there was a beautiful article, Wonder Dog , in the New York Times magazine about an emotionally troubled boy who was helped significantly by a devoted dog. I thought about this story this past week when my beloved dog, a lab-border collie mix who we adopted 9 years ago at the age of two , died rather suddenly. It turns out he had a tumor on his spleen and bled internally-at least it was quick and painless.
The thing is- he really helped me out with my emotional regulation, especially in my role as mother to my daughter, who as a young teenager had an incredible capacity to push my buttons. In the interests of full disclosure, I also had a lot of help from a wonderful therapist in understanding the roots of this issue. But Jasper was there with us on the front lines.
Whenever we would get into any kind of conflict and I would start to raise my voice, Jasper would immediately get up from his dog bed and come and lie right next to me. At once I would feel calm. My breathing slowed and I am quite sure my blood pressure went down. Rather than continue to butt heads with her, I would be able to think more clearly about what was happening and to reflect on the meaning of her behavior. Often I could identify some event in her life that was causing her stress and anxiety that she was now taking out on me. I was able to remain calm in the face of assault. Jasper helped me to much more rapidly defuse these encounters.
Now that he is gone, I think of his beautiful soulful eyes and his oh-so soft head, and I hope that I have internalized his presence enough that I can just think of him to gain that calm feeling. My daughter is older now and she herself has learned to regulate her own emotions. Part of this is simply development and maturation. But to some degree I believe she has learned this from me, and I in turn learned it in part from Jasper.
In my book, Keeping Your Child in Mind, I talk about how parents themselves need to find ways to manage their own emotions in order to be present with their children in a way that promotes healthy development. This involves having someone to hold them in mind, be it a spouse, friend, family member or therapist. I should add animals to that list.
The therapeutic value of animals for children is well known. I often recommend horseback riding as an activity for children with problems of emotional regulation. Child psychiatrist Bruce Perry, in his description of the Neurosequential Model of Therapeutics that he developed for working with traumatized children, writes:
If your child wants a dog, and you worry that you will "get stuck" taking care of it, remember that the dog can be a wonderful asset for the whole family. I know it will take our family a long time to heal from this terrible loss. I would often say to Jasper, "You are truly a good person ( as dog)." I hope that in writing this I can to some degree immortalize his gifts to us.
The thing is- he really helped me out with my emotional regulation, especially in my role as mother to my daughter, who as a young teenager had an incredible capacity to push my buttons. In the interests of full disclosure, I also had a lot of help from a wonderful therapist in understanding the roots of this issue. But Jasper was there with us on the front lines.
Whenever we would get into any kind of conflict and I would start to raise my voice, Jasper would immediately get up from his dog bed and come and lie right next to me. At once I would feel calm. My breathing slowed and I am quite sure my blood pressure went down. Rather than continue to butt heads with her, I would be able to think more clearly about what was happening and to reflect on the meaning of her behavior. Often I could identify some event in her life that was causing her stress and anxiety that she was now taking out on me. I was able to remain calm in the face of assault. Jasper helped me to much more rapidly defuse these encounters.
Now that he is gone, I think of his beautiful soulful eyes and his oh-so soft head, and I hope that I have internalized his presence enough that I can just think of him to gain that calm feeling. My daughter is older now and she herself has learned to regulate her own emotions. Part of this is simply development and maturation. But to some degree I believe she has learned this from me, and I in turn learned it in part from Jasper.
In my book, Keeping Your Child in Mind, I talk about how parents themselves need to find ways to manage their own emotions in order to be present with their children in a way that promotes healthy development. This involves having someone to hold them in mind, be it a spouse, friend, family member or therapist. I should add animals to that list.
The therapeutic value of animals for children is well known. I often recommend horseback riding as an activity for children with problems of emotional regulation. Child psychiatrist Bruce Perry, in his description of the Neurosequential Model of Therapeutics that he developed for working with traumatized children, writes:
Dogs have the capacity to provide the unconditional accepting and repetitive nurturing experiences required to help some of these children.The wonderful documentary film Buck, clearly demonstrates how Buck's close relationship with horses has helped him to recover from the severe physical and emotional abuse he experienced as a child. He now uses this experience to help others. In training workshops he runs all over the country he shows the importance of managing your own emotions in order to be present with your horse in a way that helps him to manage his. It's an amazingly similar concept to my book!
If your child wants a dog, and you worry that you will "get stuck" taking care of it, remember that the dog can be a wonderful asset for the whole family. I know it will take our family a long time to heal from this terrible loss. I would often say to Jasper, "You are truly a good person ( as dog)." I hope that in writing this I can to some degree immortalize his gifts to us.
23 Ocak 2016 Cumartesi
Learning Video for Children to Watch: 200 Million Views
Our video's will help toddlers, preschoolers & kindergarten kids learn letters of the Alphabet using Mnemonic techniques. We help stimulate retention of information in your child's brain by creating many pathways and connections between those pathways. With the use of rhythm, rhymes, patterns & visuals, we help increase the level of memorization in a short period. Try it out, your children will see visuals, hear rhythms & be engaged with our cute narrator's voice.
QAZIINC brings you Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a learning environment that will engage kids & encourage them to interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Video cho trẻ em để xem và học hỏi
Видео для детей , чтобы смотреть и учиться.
子供のためのビデオを見て、学ぶために。
어린이를위한 비디오 보고 배울 수 있습니다 .
فيديو للأطفال لمشاهدة و التعلم.
Video para sa mga bata upang mapanood at matuto.
Vidéo pour les enfants à regarder et apprendre.
Video für Kinder zu sehen und zu lernen.
बच्चों के लिए वीडियो देखने और जानने के लिए।
Video untuk kanak-kanak untuk melihat dan belajar.
Vídeo para los niños para ver y aprender.
Video pentru copii pentru a viziona și să învețe.
Vídeo para as crianças para assistir e aprender.
Film dla dzieci oglądać i uczyć się.
视频为孩子们观看和学习。
Çocuklar için video izlemek ve öğrenmek için.
بچوں کے لئے ویڈیو دیکھنے اور سیکھنے کے لئے .
וידאו פֿאַר קינדער צו היטן און לערנען.
Βίντεο για τα παιδιά να παρακολουθήσουν και να μάθουν.
WidīxoJamal Qazi All Rights reserved 2015.
You can join us on our other social networks:
20 Ocak 2016 Çarşamba
The Alphabet Letter S for Children
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The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter S, and the word SWIM. We used video's of a toddler learning to SWIM in a swimming pool to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter S, and the word SWIM.
Learning the letter S video was created to help children prepare themselves prior to visiting a swimming pool for the first time. Providing a visual to your children prior to an activity will help mentally prepare them. In addition, it will help promote & encourage participation.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2013. HD 720p.
TRANSCRIPT:
This is me learning how to SWIM.
You should try it.
SWIM.
The word SWIM starts with the letter S.
This is the Letter S.
The letter S sounds like SA.
SWIMMING.
This is me getting comfortable in the water.
Watch me try to catch my DAD.
Look, I got my DAD's leg.
Look at my legs, I'm trying to keep them up.
Watch my hands.
I have to use them like paddles.
Look, I'm getting better.
Look how far I can SWIM.
S, W, I, M.
What does that spell?
SWIM.
Lets try one more time.
Hey, how do I get out of here?
That was FUN.
See you later.
Thank you for watching, please Subscribe.
QUACK, QUACK.
子供のためのアルファベット。アルファベットの歌からの手紙Sを学習。スイミングプー
الفيديو التعليمية لمرحلة ما قبل المدرسة والأطفال الرضع. الرجاء ترك تعليق والاشتراك.
18 Ocak 2016 Pazartesi
The Letter K for Children
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Letters for children. A fun and engaging children's video helping kids learn the letter K from the English Alphabet song. A cute toddler enjoys driving a KART while helping other children, babies, toddlers, preschoolers & kindergarten kids learn the word KART & KARTING.
The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter K, and the word KART. We used a few video's of a toddler driving a KART to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter K, and the word KART.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2013. HD 720p.
幼児や未就学児のための教育ビデオ。コメントを購読してお任せください。
الفيديو التعليمية لمرحلة ما قبل المدرسة والأطفال الرضع. الرجاء ترك تعليق والاشتراك.
Learning Colors for Children using Crayons
A cute video of a toddler drawing circles using different colored | coloured crayons.
The following activity will help toddlers, preschoolers & kindergarten children learn to recognize colors while developing & improving fine motor skills.
Let your children choose what shape they would like to draw, this will increase engagement and help nurture decision making skills.
Intelligent Kids World - iKIDSWORLD. Creating FREE educational video's, Flashcards & eBooks for Babies, Toddlers, Preschoolers & Kindergarten children.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
学习颜色 儿童
学習色 子ども Gakushū-iro Kodomo
सीखना रंग बच्चे
aprender los colores niños
cores aprendizagem crianças
يتعلم الطفل اللون
Apprendre l'enfant des couleurs
узнать цвет детей deti uchat·sya tsvet
lernen Farben
幼児や未就学児のための教育ビデオ。コメントを購読してお任せください。
الفيديو التعليمية لمرحلة ما قبل المدرسة والأطفال الرضع. الرجاء ترك تعليق والاشتراك.
Jamal Qazi All Rights Reserved 2012.
The Alphabet Letters for Children - Letter C
Learning Letters of the Alphabet video for babies, toddlers, preschoolers & kindergarten children. Learning the Letter C from the Alphabet ABC Song.
The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter C and the word CROCODILE. We used a Crocodile Video & a few Crocodile pictures to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter C and the word Crocodile.
Our Amazing video of a Man and Crocodile coming in contact will entertain and engage children & help kids learn the letter C, and the word Crocodile.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2012.
The Alphabet Letters for Children - Letter F
Learning letters of the Alphabet Song, Video for children - Letter F.
The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter F and the word FROG. We used a few Frog Videos & a few Frog pictures to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter F.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2012.
The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter F and the word FROG. We used a few Frog Videos & a few Frog pictures to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter F.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2012.
Learning the Letter B for Children
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Letters for children. A fun and engaging children's video helping kids learn the letter B from the English Alphabet song. A cute toddler enjoys riding his bike while helping other children, babies, toddlers, preschoolers & kindergarten kids learn the abbreviated word for bicycle, BIKE.
The following video will help Babies, Toddlers, Preschoolers & Kindergarten kids learn the letter B and the word BIKE. We used a few video's of a toddler riding a bike to keep children engaged & entertained, while still achieving our goal to help kids identify & learn the letter B and the word BIKE.
Our cute video of a Toddler will entertain and engage children & help kids learn the letter B, and the word BIKE.
Intelligent Kids World - iKIDSWORLD creating FREE Educational E-learning videos for Children. Our Video Flashcards & eBooks help Babies, Toddlers, Preschoolers & Kindergarten Kids learn The Alphabet Song, Colors | Colours, Numbers, Counting, Animals & much more.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Jamal Qazi All Rights Reserved 2013. HD 720p.
幼児や未就学児のための教育ビデオ。コメントを購読してお任せください。
الفيديو التعليمية لمرحلة ما قبل المدرسة والأطفال الرضع. الرجاء ترك تعليق والاشتراك.
Learning Numbers 1-10 for Children in French.
Learning to Count Numbers's 1-10 in French for Babies, Toddlers, Preschoolers & Kindergarten Kids.
We help create a Learning Environment that will Engage Kids & Encourage them to Interact. We achieve this by using a cute child's voice throughout our video's to relate & maintain the attention of our little viewer's.
Occupy your kid's time efficiently and effectively. Having a routine will encourage responsibility and help children develop quality skills that will allow them to succeed and excel in school.
Intelligent Kids World - iKIDSWORLD: Creating FREE Educational video's, Flashcards & eBooks for infants, Babies, Toddlers, Preschoolers & Kindergarten Children.
Jamal Qazi All Rights Reserved 2012.
Learning Colors | Colours for Children
A Cute toddler learning color's by playing a fun and engaging game of matching colours.
Watching this video will help babies, toddlers, preschoolers & kindergarten kids learn to identify Colors & Shapes.
Encouraging touch will help children develop fine motor skills & memory retention. The use of bright colorful objects & a child's voice, helps to maintain the attention of a child and encouraging participation in the activity or game.
Watching this video will help babies, toddlers, preschoolers & kindergarten kids learn to identify Colors & Shapes.
Encouraging touch will help children develop fine motor skills & memory retention. The use of bright colorful objects & a child's voice, helps to maintain the attention of a child and encouraging participation in the activity or game.
Our Video teaches kids to learn colors in English through games, stories, songs, eBooks & flashcards.
Kids learn to identify and match colors using colored toy balls and colored cups.
1. Teach The Colors first - Educate and allow the child to retain the colors & then introduce the fun matching game. (Learning Colors Flashcards)
E-learning is an excellent tool used to help kids learn English.
Occupy your child's time efficiently and effectively. Having a routine will encourage responsibility and help the child develop Healthy quality skills that will allow them to succeed.
Intelligent Kids World - iKIDSWORLD - FREE Educational videos, flashcards & eBooks for babies, toddlers, preschoolers & kindergarten children, in English.
学习颜色 儿童
学習色 子ども Gakushū-iro Kodomo
सीखना रंग बच्चे
aprender los colores niños
cores aprendizagem crianças
يتعلم الطفل اللون
Apprendre l'enfant des couleurs
узнать цвет детей deti uchat·sya tsvet
lernen Farben
Jamal Qazi All Rights reserved 2011.
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