Managing Children’s Behavior

How to Manage Children’s Behavior:

managing behavior by building strong homes

Children need consistency, rules and routines to flourish. In short, all they need is a stable environment.

It sounds simple, it might be simple however it takes some work to establish that. Let us take a look at the framework for a stable environment whether it is a classroom or home.

Managing children’s behavior by building strong homes and classrooms:

  1.  Routine:

Consistency helps children know what to expect and know your expectations of them.

example: bedtime should be consistent, classroom schedule should be consistent

  • Of course, there may be changes and a need to tweak your schedule however it is something that should not happen often, such as you came home late from work and dinner and bedtime is running late. It happens don’t fret yet make sure it does not happen too often.
  • Help children by giving them a time frame. If it is almost bedtime, let the child know, ” five more minutes to play and then we have to go to sleep”, if it is clean up time or lunch time give the children the opportunity to transition smoothly by reminding them: ” We have 2 more minutes to play, after we play we clean up and then we have lunch.” This feeds into the children’s structure and they know what to expect.

2. Rules:

In order to establish a smooth running home or classroom, rules must be in place. It may be difficult to enforce in the beginning yet you need to be consistent and stick to them!

Remind children of the rules if they break them so that they get into the habit of following your rules. I prefer if teachers do not teach the first few weeks in school and work on establishing their routines and rules for this will establish a smooth classroom, with everyone knowing the expectations of them and therefore cutting out possible frustration and anger in the future.

  • If you see the same rule is constantly broken check to see if your expectation is not too much and too hard for children to fulfill.
  • Remind the rule especially in the beginning of establishing the rule:” When we come home we hang up our coats.” ” Remember, when we go outside to play we wait on line for our turn on the swings.”

3. Warm and caring relationship with the children:

Children want to please adults whom they feel care for them. If a child feels you want the best for them they will look to make you happy.

4. Home/ School Alignment

All adults in the child’s life should have the same goals. Of course everyone is entitled to their opinion, however the general rule of thumb is the child should know if teacher said something mom will agree and vice versa. This holds true for at home as well. If dad said something mom should stand by dad, even though she disagrees. When the child is not around the two parties can discuss it further, however in front of the child they should seem in agreement.

I call it the “run to mom” effect. Many children know that majority of times mom is softer than dad, and if they do not like something they can ” run to mom” to complain or reverse dads decision. However it is important for the child to know they cannot manipulate mom or dad to change their mind.

This is true in a classroom as well. If one teacher says no to something the child wants to do, the other adult in the room, whether it is an aide, assistant or co teacher should respect the first teachers decision even though they might disagree. They can always visit the subject at a later time without the child present.

This builds structure in the child’s life and they see that there are rules to follow.

 5. Expectations

It is very important to take into consideration that all children are different and learn differently. When deciding on rules and routine you must take into consideration that one child may have an easy time  complying while another will find it difficult. It is not because they want to act out, yet because they either cannot accomplish that task, cannot sit so long etc.. therefore when you set rules take each child’s need into consideration.

Just like when you set bedtime in your house children should have different time depending on their age for each age group requires a differnt amount of time for sleep. The same holds true in your classroom.

Remember: ” fair is not equal and equal is not fair.”

Do not get upset when a child broke a rule first see if it is something they can follow.

Example: you require children to hang up their coats when they enter your home/ classroom. This is a reasonable request however you always note that Johnny dumps his coat on the floor near the hooks. You reviewed the rules with him and constantly remind him to hang up his coat and you know that you have a warm relationship with him yet he is still not complying. After further investigation you realize the hooks are too high for him to reach. It is not that he wants to dump them and make you upset!

This is a general framework to give the children the foundation to meet your expectations and follow classroom or household rules. Although it is not a guarantee to always work, for the majority of the children it works. Some children may need additional intervention or assistance.

In addition, while this framework may help on a day to day basis children are people with emotions. They may have had a difficult day and may not follow your rules one day. It does not mean that they are out to disobey they just may need some more attention and care. As long as you are providing a stable environment you are giving the children the tools to thrive.

Children lying, is that a problem?

Is this a lie?

children lying

It’s an ongoing discussion among educators and parents how to deal with children lying. Some see it as as children’s imagination or want for fantasy while others feel children should not go ahead making up stories.

It is a hot and heavy discussion, how to deal with lying. However it is important to know the differences and understand where lying is coming from.

There are many ages and stages to lying and different times to be concerned and times to just to letting it pass.

Let us take a look how lying will look differently for each age group and then we can take a look how to interpret lying without freaking out that your child/ student lied:

Children lying:

2-4 Age Group – Toddlers and Preschoolers little lies:

When a child is young, such as 2 to 3 years of age their lying may just reflect their feelings. If you ask them: “Did you break this?”  their response might be “no”, as in I did not want to do it rather than no I did not break it. You might notice them lying in order for them to benefit something such as fear of your anger or punishment.

” Did you take my ring?”  children very likely might just respond no for it easier to say that than to deal with our anger or punishment.

Young children generally do not know the difference between truth and fiction.

Toddlers are too young to be punished for lying yet they are not to young to be educated about lying! You can gently point out to them- ” I see you are holding my ring.. seems like you took it.” However do not spend too much time on what had occurred and move on.

Preschoolers enjoy living in the world of make believe. At times their lies reflect their fantasy and imagination. It is important to realize that to them it is not always a lie. It is something that feels real and factual.

5 year old children can have make believe friends or siblings. ” My friend, Bella was punished today because she took away my teachers book.” This is something that the child dreamed of and it seemingly is not a lie to her. This is the age where their imagination is hard at work and helps children develop skills and creativity. There should not be much of a concern if your child likes to immerse themselves in wishful thinking.

5-8 Age Group- School-age lies

This is the age group where you can find children saying white lies to either cover up for a friends, avoid embarrassment or punishment.

It is important to realize and understand why children are lying in this age group. It likely is because they are having social or school difficulties that can be helped out with.

At this age, children understand that lying is not right and you can slowly educate them about the importance of saying the truth. Punishing them for the lie will not help the situation that they were caught lying about. Be sure to check the underlying factor as to what prompted them to lie.

Tweens- White lies and big lies:

Occasional lies are not unusual for children this age. They usually lie for the same reason adults do, to gain something or get away with something they did.

This is the age group where you should lead by example and show children it is not OK to lie.

 

So now you caught your child or student lying-

What can you do to prevent lies?

  1. consider age– remember if they are currently living in the fantasy world, leave them be!
  2. why are they lying- what is the underlying reason? At times you help the situation you can prevent lying ( such as a child saying they do not have homework because they do not know know how to do it)
  3. be a role model
  4. allow children to tell the truth without punishing in the heat of the moment- make it safe to tell the truth
  • Remember children lying is not the end of the world- how you deal with it can be!

 

Keep the praise flowing!

Hey, how well do you praise others?

Do you know that it is a skill to praise well?

Think about it, when someone praises you, you sometimes feel a warm bubbly feeling rising up within you, and other times it totally just passed you. That  shows that praising is a skill, not all of us can do it well.  However we can easily learn to make others feel great! Read on!

People praise others when they like what is being done. Praise gets that person to repeat that behavior that you enjoy for every person likes to be praised and will want to be praised again. It actually helps you to praise others because it will cause that person to repeat the behavior to receive the praise again.

So how can we get praise to cause that warm bubbly feeling to rise?

You got to FIRE it up!

Praising with fire:

praise well

F– Focus- the praise should be focused on something specific, such as ” I like the way you cleaned up your toys.” Instead of “nice job.”

I – Immediate- say it right away! As soon as you notice the behavior, this shows that you are excited and appreciative.

R– Real- the praise has to be real and genuine. You got to mean what you say. If the dinner was not so good find something else to praise such as the time it took to cook , never lie when you praise. Children and adults can tel! the truth!

E-Enthusiastic- When praise is said in a way that shows excitement and appreciation it means much more. Praising with a high five, a smile, thumbs up goes a long way!

 

Go to statements for praising well:

Saying thank you for…

I like when you…

great sharing…..

the __________________ was delicious

Remember the more specific you are the more the child or adult knows what to do next time to earn that enthusiastic praise and response from you.

Are transitions hard for everyone?

how to transition easily

How to transition easily:

The definition of transition is change from one position, state, stage, or concept to another. Transitions occur on a daily basis whether from school to home or from play time to lunch time. When children graduate or move up a grade, they too transition.

Everyone takes to change differently, some react with stress while others seamlessly transition. And that is OK. Children too, take to transition differently. As a parent or educator you can help them stream line the process and make the change a wonderful start to something new.

Why are transitions so difficult for some people?

Many people like to be comfortable. They like to know what to expect at a given time and place. Children, like adults appreciate structure. It is important for them to know that play time is the same time of day everyday. Lunch time too, is important to occur the same time. This helps them feel safe and open to learning.

When transitions occur they can disturb the equilibrium for some people. They feel lost and unsure of themselves and do not know what to do and what is expected of them. This can cause them to act in a seemingly irrational and disturbing manner. However, their actions are really just reflecting their inner confusion and discomfort.

How to make transitions easier:

When children or adults are properly prepared for change it can make the process so much clearer and simpler.

So as a parent or educator what can you do when you see a child has difficulty transitioning from one activity to another or seems whiny and disinterested to transition to school or camp?

Prepare them! How?

  • books- there are many great books that tell a child all about the changes they can expect when there is a transition looming
  • story telling- tell a child in your own words what they can expect
  • if possible have them transition slowly- such as a new baby in the family let them meet some babies and hear from siblings. If changing schools have them visit the school prior to their first day.

Transitions can be difficult however they do not have to be life altering. Preparation makes it all the easier.

How to raise happy children with positive behavior guidelines

how to raise happy children

Do you want happy children? What does your discipline look like?

The most acceptable ways to discipline has changed over the past few years. Yes, we all know things have changed. However with much research it has shown that positive behavior directly influences children’s behavior and limits the need for discipline.

How does this work?

Work on respect and trust.

The first step is respect and trust, without it children cannot learn. Children can feel when they are in a safe and nurturing environment. How do you do so? Use positive language, be warm and welcoming, engage in positive communications. When you greet a child warmly at the start or at the end of the day- it shows you care about them. Acknowledge them, use their name, notice something new or different, follow up on a previous conversation- ” so how was your night at Grandmas?”

When you show children you care- you listen to their woes or read a book that interests them it helps build a foundation of trust, respect and care.

Structure and Routine

In addition to a warm atmosphere children need structure and routine. The children should know what to expect at the start of the day. Have a set schedule, of course if things come up and you change something let the children know. Do not think the children will not pick it up! Flexibility is important. However it cannot take away from routine.

Children learn better when there is routine. They know what to expect and are not hit with many surprises along the way. Although there are changes throughout the day and children may get lost and frustrated, parents and teachers should prepare them for it. When teachers or parents prepare the children for transitions or changes, children know what to expect and it makes it easier for them to follow the adults expectations. Before you go outside to play, remind children the outside rules and how we walk in the hallway. This indicates the teacher is aware of problems or issues that can arise yet she is prepared to deal with them.

In addition, it is important for children to know a bit of a time frame. Telling children that they have 5 more minutes to play and then 2 minutes.. helps them realize that play time is almost up.

As a parent before you take your children out for a day trip, reminding them of your expectations can help them try to attain it for they know what you want. Telling a child ” why did you run off?” without them knowing it is dangerous or something that should not be done will cause frustration for you and for them. However if you tell them before you go how you expect them to behave you will nip problems before they happen.

Communicate clear expectations

Once you have the atmosphere and structure you need to communicate your expectations of them. These are your rules. What  should be your rules? Think it through well, let us call them your “musts”. This is what you must have in order to run an efficient classroom or orderly home. Keep  them simple and clear. They can range from-

One person talks at a time to-

we keep our hands and feet to ourselves.

This list of rules should be about 4-5 rules depending on the age group.

Rules should be in a positive manner, such as what we do, not what we don’t do.

Once you have your set of rules, you can expect for them to be broken- aren’t rules meant to be broken? No more! You will need to take the time to reinforce, constantly remind and gently point out and re visit the rules. This is the tough part. That is because you will stick to your rules and ensure that they are followed to a t. In the classroom, I call it transition time, the students are learning what the classroom rules are and are learning that they cannot break them. When a rule is broken that is the perfect time for teachable moments, revisit the rules, reteach if necessary.

Limit your teaching and focus strongly on your classroom routine and rules. This is usually done the first 2-6 weeks of school. However if you missed that don’t fret start now, though beware it might be tougher to emphasize them. Children will not be sure if you will stick to them and they might try to make you break! Be a stickler, for it will make the next few months or years a wonderful time for learning and growth. You will not need to discipline much for you took care of it a while ago!

Acknowledge thoughts or feelings

It is important to remember that children are children. They have thoughts and feelings. When an adult such as a parent or teacher acknowledges their thoughts or feelings it makes children feel empowered and understood. They will feel less inclined to act out for they know that you know they are upset/angry…However it is important to teach children how to deal with their emotions. It is normal to become frustrated and upset at times, however there is a proper way to deal with emotions.

When you show children how you deal with specific emotions, they learn what to do. When you get frustrated that someone did not cap the markers and say- ” Who did not cap the markers? you cannot play with markers anymore this year.” Children see that you can be unreasonable when you get upset. However, when you say something like- ” I am so frustrated that someone forgot to cover the markers and now we have less markers that work. I hope that next time someone will remember to  cover them. My favorite color marker is dry, I guess I will use my second favorite color.” Children note that you named your emotion, dealt with it properly and moved on. You can teach children emotions through various ways such as through puppet play or picture cards.

 

Now how can you enforce the positive behavior that you worked so hard on?

How to Maintain Positive Behavior at home or in the classroom:

Let the children know how they are doing! Are they playing nicely? sharing toys? let them know either through praise or a physical sign such as a high five or thumbs up.

When a child breaks one of the rules there is redirection– remind them the rule and redirect to something positive. such as when you are  reading a book and a child talks disrupting the flow you can remind the rule and say “OK remember rule #1, no talking when someone is talking- let us get back to our book and see what happened to the caterpillar.” This is called redirection you are redirecting the child to the task at hand. They usually do not mean to break a rule or disrupt.

When redirection does not work positive reinforcement might do the task-” I love the way Rachel and Sara are sitting..” Reinforce the positive, bring attention to it.

Some times a child may be acting out if something is bothering him/her, they did not sleep well or something is going on at home. If an unusual behavior is continuing on for more than 2 days, I follow up with the parent to clue in to see what is disturbing the child. At times the structure or set up in the classroom is hard for the child to maintain. Work with the parent to figure out what you can do. Keep track when the disturbing behavior is occurring so that it can give you and the parents an indication of why it might occur.

Tools to help children in the classroom:
  • offer children choices, either we can do this or we can do that
  • support children- teach them how to regulate emotions and what they can do when they are upset ( cozy corner, quiet time, calm down box)
  • focus on positive behavior at home and in the classroom
  • when there is a need to discipline, let it make sense to the children such as when markers are not being used properly they will be put on hold.
  • develop strategies with the child to help them stay on task, such as a visual cue

 

Work with the parent that your goals and the parent goals are aligned. There should be the same  bedtime goals, responsibility and accountability. This will help the child extend his/her day to their home turf and further his learning and responsibility. Positive behavior guidelines will help you raise happy children.

Best of luck!

Baby Talk, Kids Talk and Parents talk

kids talk

How baby talk is different from kid talk and kid talk is different from parent talk.

Talk, talk talk. Don’t we do that all day? However all talk is different talk, yet they are all meant to communicate a need. Each need varies, some may be a need for food or drink while other needs are for emotional support.

Don’t we all know someone that won’t stop talking? Well, that is for a very good reason! Either they are trying to build a relationship with you or they might be looking for emotional companionship or support. Talking, is how they understand they will receive what they need.

Baby Talk:

When a baby talks they usually mean to communicate an urgent matter, such as “I need a diaper change now”, “I need a drink”. Of course, their talk is usually in the form of crying. When they get older they will point to what they want until they can utter some semblance of speech. When it gets frustrating that a parent does not understand what they want, they will resort to the talk we originally understood, crying.

When a baby cries our natural instinct is to soothe and calm them. This usually has the desired effect on the baby. When parents or caregivers show that they care and look to minimize baby’s distress the crying usually stops.

Kids Talk:

As a child grown older, speech gets clearer and kids might talk more. Kids talk might be meaningless as they try out new words such as sharing that they are “nauseous” before understanding what that means or that they are” sooooo exhausted!”

However all talk is important! Children at this stage are learning new words daily and are trying to figure out the meaning. They want to see if they can say it too! In addition, when kids talk they are also expressing a need. They look to converse with their parent or caregiver to build a relationship with them. At times, it would be meaningless talk yet they notice if you are nodding along, asking questions and see interested. This in turn builds children’s trust in their caregivers. Parents should let children talk. Do not fill in for them unless they ask or turn for help. Let them try to figure it out on their own. It helps build their language as well.

Having toys or activities to model speech and communication assists children with their talk. Puppets, dolls, dress up clothes go a long way with helping children and kids talk. they get to mimic conversation, share experiences and act out various scenes.

Parents Talk:

What’s parents talk like? We talk to communicate, we talk to share and laugh, and we talk to foster relationships with those around us. Our talk is there to fill a need as well.

Whether we talk with our children to hear about their day or share what happened in our day it helps build our relationship with them. When we talk to a partner, friend or colleague we gather information, friendship and understanding.

However, when we talk to our children to tell them what to do that is not talk. Instructed our children to clean up or get ready for bed falls in a complete different category of talk. I would consider it semi- talk, the need is there to get the child to complete a task and do what you need them to do however it usually does not foster and help build relationships.

Talking has different levels. Make sure you talk the real talk to your charges. Talk, converse, laugh read and enjoy each others company, build your relationship with others in a positive talking fashion..

Remember the key rule:

“Talk builds communication and communication builds relationships.”

Does Environment Affect Children?

environment affects child

Can it be that environment affects children?

Does having a clean and organized space really help children flourish and learn? I’m sure most parents reading this will get scared saying ” help, my house is a mess!” However, no need to worry if your house is basically organized and all dangerous items are under lock and key. Read on.

It is important to know that, yes,  environment affect children. In a safe and productive environment children learn and absorb better. It is important that teachers and parents accommodate children’s needs and know what they can do  to help children reach their full potential.

Many children learn better, absorb and remember and feel comfortable asking questions when their environment such as their classroom and home is safe and pleasant. So what does safe and pleasant mean?

According to the ECERS scale – a tool used to assess classrooms says that the environment is all encompassing. Their definition of environment is ” those spatial, programmatic, and interpersonal features that directly affect the children and adults in an early childhood setting.” So yes,  the environment affect children.

What are they and how can we ensure that our environment is conducive for our children or students?

The features that they noted that affect children are :

Space and Furnishing,                                                                                                                   Personal Care Routines                                                                                                             Language- Reasoning                                                                                                                 Activities                                                                                                                                                     Interaction                                                                                                                                                Program Structure                                                                                                                                Parents and staff

Space and Furnishing:                               

This covers the classroom or if you want to assess your house it will cover your space at home. It includes amount of space, cleanliness, proper lighting, ventilation and any safety hazards. Your goal is to make your house/ classroom comfortable and a pleasure to be there. No child can be in a hot stuffy room whether it is at home or in school.

What can you do to ensure proper and a safe space?
  1. Make sure there is enough light coming in, open the shades.
  2. There should be enough space to move around ( if you live in the city in a tiny space you might need to get your child moving outdoors!)
  3. Keep your classroom neat and orderly. ( Obviously it will get messy though make sure everything has a space :). )
  4. Clean up spills as they happen.
  5. Furniture in house or classroom is in good repair and sturdy – nothing will fall and break on a child.
  6. The ECERS demands a :”cozy corner” or a soft space in the classroom. I use this at home too. It is a safe space for a child to go to if they need time for themselves or some space and quiet.
  7. Is your furniture arrangement thought out? Is the playroom next to the bedroom? A “quiet center next to a “loud center” in your classroom?
  8. Do you foster independence? Do your children or students know where the toys or classroom materials belong? Label the stuff with pictures to help them!
  9. Decorate your house and classroom with the students/ child’s artwork!

Personal Care Routines:

Personal Care includes greeting, meals, nap or bedtime. Do the children have a routine?

What can you do to ensure proper personal care and routines?
  1. Greet them when they wake up or come to school. Wish them a good day.
  2. Teach them how and when to wash their hands properly. Do you know how to?
  3. Make meal time, fun time! Talk to the children as you eat with them. Share experiences.
  4. Ensure that bed/nap time is consistent and timely. It is a relaxed time, perfect for music or books.
  5. Teach children proper toileting procedures. How to wipe themselves properly, flush and wash hands.
  6. Don’t forget to brush teeth!
  7. Anticipate problems and look out for it. You are serving cake and children tend to see who got a bigger piece- anticipate it, dont lose your calm!

Language and Reasoning:

Build your child’s or students language. Read books, talk to them, help them learn and grow!

What you can do to ensure proper Language and Reasoning:
  1. Read, read and read some more. Have a huge variety of books such as fact, fiction, science, people, and animals.
  2. Have materials to encourage talking and sharing such as dolls and puppets.
  3. Talk to your children, ask questions, share new words with them.

Activities:

Ensure you have various materials covering a wide range of activities. This includes:

  1. fine motor or manipulatives- stringing, beads, puzzles
  2. art- play dough, markers, crayons, collage materials
  3. music- have a cd player available with many cds, let them make music, drum away!
  4. blocks/ building- let them use their imagination to build and engineer.
  5. sand and water table- this is great for children with sensory needs. At home I usually fill up a sink with water and give them some toys and it keeps them busy for hours!
  6. dramatic play center- kitchen materials, dolls, dress up
  7. science- bring in natural materials such as pine cones, differnt color leaves, let them observe them, take care of pet or plant.
  8. math- counting, patterning, color games, various geometric shapes and sizes

Interaction:

Your interaction with the children should be pleasant. Be there for them to help solve problems and conflicts.

How you can ensure proper interactions:
  1. Enjoy being with the children. shoe them you are happy to be with them.
  2. Discipline in a manner that makes sense, in which they will learn, not from anger.
  3. Look out for child’s needs. ( are they thirsty after playing outside?)
  4. Your conversation with them should be 80% pleasant talk and 20% direction or instruction. When you tell them 5 more minutes until clean up or go get dressed that is considered instruction.

Program/ home Structure:

Understand each child’s needs, some may need more time to complete a task.

How can you ensure proper structure?
  1. Be flexible- understand each child.
  2. Let them play!
  3. When you are not consistent them them know. Such as you are planning to go to the park today- prepare them.

Parents and Staff:

Build relationships with your student’s parents or your child’s teachers. Be in touch with them. Let them know if there are any changes and what is going on. As a teacher send home feedback in the form of newsletters or a small handwritten note. As a parent, send in a thank you note or call teachers to brief them on any changes in the home ( baby, move, grandparent visit). A thank you note will go a long way.

 

Now that you know that things as basic as a warm and loving atmosphere and a safe and clean environment affect children you will hopefully be motivated to make some changes. I know this is a long list with many things to do. Take it one step at a time and you will see it will get easier.  A lot of the things go hand in hand. Loads of luck!

How to visit the Doctor without Crying Children

Can you visit a doctor office without crying children?

Do you think it is a dream to visit the doctor without crying children?

Yup, my dream is to visit the doctor without crying. I just had a well visit today with my little one. I tried to prepare her and told her what she can expect. At first when she waved goodbye to her older sisters she was so excited with the mommy time that she was singing that she is going to visit the doctor!

When pulling up to the office she was still calm and relaxed and then you guessed it we walked in. The waiting room was in chaos. There were many children there. Many unhappy, crying children. Many tired and anxious mommies. Oh boy, it seems like it will be a loooong visit!

5 minutes later, the little girl sitting next to me, said she wants to go home. the wait was getting long and we were impatient yet I was prepared!

Prepared for the visit:

I revisited our little discussion we had in the morning, what we can expect from the visit and why we visit doctors. The parents and some children actually stopped with their noise making to listen in as I was schmoozing with my little one. We were comparing the amount of shots I had and how many my daughter had, the different types of doctors and if she wants to become a doctor when she grows up.

When she grew tired of all the mommy talk and as my girls call it teacher talk, I pulled out a book that I keep stored away for special occasions like these. That made it one happy little girl!

I had a ready goody bag on me! Crayons, books and small toys. When we entered the room where the doctor check her patients, my little girl was calm and relaxed. Yay!

We were informed we had a wait time of 30 minutes for the doctor to come in. Now for a little girl in a small room with lots of scary looking equipment 30 minutes feels like a lifetime. All I can say was I was keeping her engaged in conversation and storytelling. Yes, my mouth really hurt when we finally left!

Alas! Doctor came in and finished rather quickly. My daughter knew that the faster and better she behaves the faster she will be out of there.

Honestly, I am grateful that the visit was pretty much uneventful and my daughter was really good.

What helped me at the doctors office:

  1. My little one was very well prepared. She knew what the doctor will check and how.
  2. The visit was not a surprise.
  3. I came well prepared not just with my goody bag but a hearty breakfast.
  4. My daughter slept well the night before and ate well the day of the visit.

Can you think of anything else?

And oh yea, when I left the office the mommies all wanted to know the magic powder I used, that I was able to visit the doctor without crying. 🙂