mcrcblogs

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Shining the Spotlight on Bruce Bundy

1)    What is your role in the organization?

I am the Controller

  2)    What three traits define you?

 a)    Honesty

b)    Focused

c)    Insightful

 3)    What is your personal philosophy?

Do your best and have fun.

  4)    What characteristic do you admire in others?

People who show their passion for something, who are not afraid to put others first.  

   5)    What has surprised you the most while working at MCRC?

The devotion of the staff.  People really seem to care, like and enjoy their jobs here.  They go above and beyond what is necessary to ensure success.

    6)    What advice would you give to new hires?

Don’t be afraid to ask questions, everyone is so helpful.  

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Shining the Spotlight on Laura Gilbert

1)    What is your role in the organization?

I am the Infant Food Bank Facilitator. I meet with clients to provide them with monthly infant supplies and to connect them with the free programs and supports here at MCRC and elsewhere.

2)    What three traits define you?

a)    Grateful

b)    Open-minded

c)    Lighthearted

 3)    What is your personal philosophy?

There is no us and them—we’re all in this together. So be kind, have fun, and go explore this amazing world.

4)    What characteristic do you admire in others?

Cheerfulness in the morning.

5)    What has surprised you the most while working at MCRC?

That I never get tired of hearing the sounds of the children in the hallways—I love their energy!!

6)    What advice would you give to new hires?

No advice; I would just want new hires to know that this is a very supportive and cooperative place to work.

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Shining the Spotlight on Geethmi Premaratne

1)    What is your role in the organization?

Preschool Facilitator, In Center Support Team

2)    What three traits define you?

a)    Conscientious

b)    Collaborative

c)    Loving

  3)    What is your personal philosophy?

See the best in others and in yourself

  4)    What characteristic do you admire in others?

Compassion

  5)    What has surprised you the most while working at MCRC?

Team work and openness

  6)    What advice would you give to new hires?

Be yourself

Keep the lines of communication open.

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Learn how to create gorgeous handmade paper flowers by Ms.Mariya (Preschool Educator).

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"Kindness is the language which deaf can hear and the blind can see" (Mark Twain). Many of our MCRC team members were present at the Holiday Party that took place at Ned Devine's in December 2016. Our deaf educator Nasima was one of those amongst the crowd who participated in the raffle draws. She was overwhelmed with the response she received from her co-workers when she won a draw resulting in such a warming response:

The ASL interpretation provided by Kim Barrows:

“Last Friday night at Ned Devine’s at the Christmas party, my name was called for a raffle prize. When I went to pick up the prize, instead of regular clapping my colleagues did the Deaf clapping! This was so amazing and made me feel very emotional.  I even got goosebumps. I really want to thank MCRC for supporting me, believing in me and in having patience with me.

Thank you,

Nasima”

This is one of many great examples that highlights MCRC's values as we practice the true meaning of inclusion!  

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Shining the Spotlight on 2016 ‘s Star Award Winner: Aleksandra

1)    What is your role in the organization?

I work as a Senior Accounting Assistant. I record the cash flow transactions of the organization. My key roles include accounts receivable, accounts payable, payroll, reporting and financial controlling.

2)    What three traits define you?

a)    Sincerity

b)    Honesty

c)     Commitment

3)    What is your personal philosophy?

Treat others the way you want to be treated.

4)    What characteristic do you admire in others?

Honesty and patience.

5)    What has surprised you the most while working at MCRC?

How helpful and caring for each other the staff has been.

   6)    What advice would you give to new hires?

Do your job the best you can and in return you will be acknowledged, appreciated and rewarded.

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“No Door is the Wrong Door” ... how and why we navigate

The word Navigator may remind you of a GPS, a pilot, or perhaps even Star Wars. You are on the right track! As Navigators, we are the team of people responsible for the system navigation of services and programs within MCRC and the Halton Region. Our primary responsibility is to serve everyone who calls on the phone or walks through our doors and to be cognizant of all the services/programs families can access for their needs from our community partners (I.e. R.O.C.K, Salvation Army, Halton Region etc.). Our responsibilities include, meeting and greeting, sharing, advising and making referrals to the services and programs provided within MCRC and the community, statistics tracking, registrations, researching sources, tours, fundraising/donations, databases and ensuring that everyone who has walked into MCRC’s door has walked into the right door. We also have the pleasure of working with many different divisions within MCRC to support all teams to achieve their goals.

You may ask the question: Don’t you answer the phone and book rooms? No. We do not book rooms or perform services for staff that are under the Operations/IT Department, but yes we do answer the phones - it is one of the many ways our clients reach out to us for help and to access the services their family is looking for.

We do not just transfer calls to various departments, rather we take the time to explain every single detail possible to ensure the individuals needs are met. In some cases, we have taken over 30 minutes on the phone with a caller. Not only are we sharing information about MCRC, but anything and everything they ask about including: "where can I go shopping?" "What are in the plazas near your organization?" "Can you tell me more about the Milton Velodrome?"

Building positive relationships is fundamental to the many programs and services of MCRC and aligns with our personal philosophies. We always aim to engage in conversation with anyone that we see whether it’s helping children in the hall with their zippers, children stopping to say good bye before they leave, parents sharing how their day went, a visitor telling funny stories, staff sharing a smile and so much more.

Would you like to hear more of how we navigate, come by the front desk of 410 Bronte St anytime!!

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Choosing Quality Child Care in Halton

The early years are important, and have a long-lasting impact on a child’s future. Child care acts as a foundation for the early years, and contributes to learning, relationships, and overall development. When choosing child care, it is important to consider a program which meets a child’s developmental, cognitive, emotional, social, physical, and program interest needs. Although choosing child care seems like a large task, there are resources and guidance available within Ontario to help parents in their search. One such resource which lies within the Region of Halton is the Child Care Directory and Information Line (CCDIL). CCDIL is a free, centralized, one-stop information service, which provides a customized list of licensed child care options in Halton, and access to Child Care Consultants who are ready to answer questions, and provide guidance in your child care search. CCDIL is a program of The Halton Resource Connection (THRC). They may be contacted via phone at 905-875-0235, by e-mail  at childcaresearch@thrc.ca, or in-person at 410 Bronte St. S. in Milton. Parents who are seeking a customized list of child care options in Halton may also fill out a child care search request form. The Ontario Ministry of Education also allows parents within Ontario to locate licensed child care programs in Ontario, as well as conduct research on licensed child care programs, including viewing a summary of their most recent licensing inspections conducted by the Ministry. Licensed child care is provided either through a child care centre, or before and after school at the school facility or through a home child care provider’s home working through a licensed agency. In this category, each licensed child care centre, before and after school program as well as licensed home child care agency is inspected on an annual basis by a licensing staff from the Ministry of Education. Such inspections are unannounced, and allow for assessment to determine whether the program is meeting provincial licensing requirements such as ratios, group size, health and medical supervision, programming, background checks, administrative matters, and policies. The Ontario Ministry of Education conducts inspections in order to ensure that programs that fall within this category meet and maintain the specific provincial standards set out in the Child Care and Early Years Act (CCEYA). Background information on the CCEYA may be found on the Ministry of Education website. Such provincial standards provide for the health, safety of children within care, and contribute to the overall quality experiences of children. In addition, licensed programs must uphold the standards related to programming and pedagogy, reflecting Ontario’s view that children are competent, capable, curious, and rich in potential. Children succeed in programs that focus on active learning through exploration, play, and inquiry, and allow them to be active participants and contributors to their learning. Informal child care is provided by unlicensed home child care providers. Such providers operate independently from a licensed home child care agency, and are not regulated by the government. They are not inspected by the Ministry of Education, and are not required to meet provincial standards such as those that are laid out for the licensed programs. However, they are mandated to only have five children within care, including their own children under the age of 6, and two of the children can be under the age of 2. Although this requirement is in place, as the Ministry does not conduct any inspections, it is up to the provider to establish this protocol. If concerns about an unlicensed home child care provider are reported to the Ministry of Education, an investigation from the Ministry will occur. The limit on the number of children within care applies regardless of the number of adults present. More information on choosing quality child care, as well as questions to consider during a child care search may be found in CCDIL’s A Parents’ Guide to Quality Child Care. Visit www.thrc.ca for more information, or contact the Child Care Directory and Information Line at 905-875-0235 to speak to a Consultant.

Written by: Bibi Mohammed

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Spotlight on Rebecca Barrows- Vrankulj

1)    What is your role in the organization?

Executive Director

2)    What three traits define you?

 a)      Caring

b)      Calm

c)      Curious

  3)    What is your personal philosophy?

Lived life is about learning and being grateful for every experience that helps make us who we are. We all have something to learn from each other and we all have something to teach. I believe in equality and inclusion and that we all have a voice that is worth listening to.

4)    What characteristic do you admire in others?

Thoughtfulness demonstrated in what someone says and does on a consistent basis

Creative problem solving skills and the desire to think differently and independently.

Strong in opinion but weak enough to listen and value others thoughts and ideas

Someone who is not afraid to be real 

5)    What has surprised you the most while working at MCRC?

I have worked in this field for 30+ years and have held various senior positions at both the local and provincial government levels. It was my career desire to take what I had learned and bring it back to a community non-profit organization at the front line of service provision. I have been at MCRC now for 8 years and each and every day I am struck by the dedicated, talented and creative staff of this organization! Over the 8 years we have grown tremendously as an organization not only in size and scope but in the integrity with which we serve the needs of families in our community. This is a direct result of the entire MCRC staff team. I am truly grateful to have landed here at MCRC and to work among the most exceptional in the field.

7)    What advice would you give to new hires?

Welcome! You have just been hired at the most amazing organization in Halton. Through the application and interview process, we have made the assessment that you are someone who we want to include in the very important work that we do…..we want you to be part of the team!

 If I haven’t met you….I would really like to. Come find me …..come see me…..let’s have a chat!

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Children’s Rights to Participation

Happy National Child Day! In our Wednesday post, we considered the 2nd ‘P’, children’s Rights to Protection as per The Convention on the Rights of the Child. Today, we’ll consider the last ‘P’: Children’s Rights to Participation.

The Canadian Child Care Federation offers this definition of Children’s Rights to Participation: The right to participate in communities, programs and services for children.

I would also add more detail to that by saying children’s rights to participation include having a voice in matters affecting them and having their voice heard, valued, respected, listened to and seriously considered. If we view children as citizens today versus citizens in the making, then our natural response should be to value their voice just as much as we would value an adult’s voice. Everyone is a citizen and has a right to be heard. Children don’t grow into their rights, they are born with them and as such, we need to value them and listen to them for who they are today, not who they will become in the future.

Rights to Participation means that all children:

- Have the right to give their opinion, and for adults to listen and take it seriously (Article 12)

- Have the right to find out things and share what they think with others, by talking, drawing, writing or in any other way unless it harms or offends other people (Article 13)

- Have the right to choose their own friends and join or set up groups, as long as it isn’t harmful to others (Article 15)

- Have the right to get information that is important to their well-being, from radio, newspaper, books, computers and other sources. Adults should make sure that the information they are getting is not harmful, and help them find and understand the information they need (Article 17)

In upholding children’s rights to participation, I believe that we first must believe in children’s competencies and intelligence. When we do, we can’t help but earnestly seek their ideas and input into everything that we do. As Karyn Callaghan so aptly states, “When you believe in children’s intelligence, it changes you.” For children to participate in society in meaningful ways, they need to feel that adults view them as, “Competent, capable of complex thinking, curious and rich in potential,” (How Does Learning Happen? 2014).

Perhaps the first step for all of us in upholding children’s rights to participation is to examine our view of children: Do we believe children are competent and creative? Do we believe that they are complex thinkers and innovators? Our view of children guides everything that we do. If we truly believe in children’s competencies, inviting their participation should be the only logical response. We need to think deeply about our views and determine if there’s an inconsistency with our beliefs and our actions.

In reflecting on children’s rights to participation more deeply, consider the following:

How do you invite children’s perspectives in decisions that you make? Are decisions made solo or collaboratively with children?

In what ways do you show children that you value their ideas?

How can you invite children to share their ideas with you in different ways? (Through drawings? 3D constructions? Etc.)

What was the last decision you made that affected a child/ren in some way (either directly or indirectly)? Did the child/ren your decision impacted have an opportunity to offer input?

What things do you currently do for children or to children? How could you instead do those things with children? (maybe there are things that aren’t really benefiting either adult or child and there could be a shift in how things are done)

At MCRC, we highly value children and believe strongly in an image of all children as, “competent, capable of complex thinking, curious and rich in potential,” (HDLH? 2014). In order to celebrate children’s voices and their right to participation, our educators posed 2 questions to their children, from preschool to grade 6: What’s the best thing about being a child? What do you wish more adults understood about children? There is much that we can learn from listening to them. Click here to view the video or watch it below.

Resources:

Check out this article by Carlina Rinaldi from Reggio Emilia who challenges readers to consider what Listening really is and looks like: http://reggioalliance.org/wp-content/uploads/2014/06/Rinaldi-Pedagogy-of-listening.Innov_.8.4.pdf

Supporting and Encouraging Children’s Right to be Heard (Resource Sheet from the Canadian Child Care Federation): http://www.cccf-fcsge.ca/wp-content/uploads/RS_81-e.pdf

What is the Right to be Heard? (Resource from the Canadian Coalition for the Rights of Children): http://rightsofchildren.ca/wp-content/uploads/Right-to-be-Heard.pdf

If you’re an educator, check out this article called From Policing to Participation: Overturning the Rules and Creating Amiable Classrooms: http://www.smith.edu/forthill/documents/Policing%20to%20Participation%20Wein.pdf

Check out Voices of Youth, a website offering ‘inspiring, original insight and opinions from across the globe - from young people, for young people’: www.voicesofyouth.org

If you love a good book, check out The Challenge of Children’s Rights for Canada by Katherine Covell and R. Brian Howe: http://www.amazon.ca/The-Challenge-Childrens-Rights-Canada/dp/0889203806

Another book to check out for educators is Seen and Heard: Children’s Rights in Early Childhood Education by Ellen Lynn Hall and Jennifer Kofkin Rudkin: http://www.amazon.ca/Seen-Heard-Childrens-Childhood-Education/dp/080775160X/ref=sr_1_1?s=books&ie=UTF8&qid=1446737822&sr=1-1&keywords=seen+and+heard

Ideas for How to Celebrate National Child Day by the Canadian Child Care Federation: http://www.cccf-fcsge.ca/wp-content/uploads/RS_37-e.pdf

Storybooks for Children: Our Heroes: How Kids are Making a Difference, By Janet Wilson; Our Rights: How Kids are Changing the World, By Janet Wilson; Our Earth: How Kids are Saving the Planet, By Janet Wilson and Second Story Press

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Children’s Rights to Protection

In our Monday post, we considered the 1st ‘P’, children’s Rights to Provision as per The Convention on the Rights of the Child. Today, we’ll consider the 2nd ‘P’: Children’s Rights to Protection. 

The Canadian Child Care Federation offers this definition of Children’s Rights to Protection: Children’s rights to protection from abuse, neglect, exploitation and discrimination.

This means that all children…

- Have the right to be protected from being hurt and mistreated, in body or mind (Article 19)

- Have the right to help if they’ve been hurt, neglected or badly treated (Article 39)

- Have the right to be free from sexual abuse (Article 34)

- Have the right to have no one punish them in a cruel or harmful way (Article 37)

- Have the right to protection from any kind of exploitation (being taken advantage of) (Article 36)

- Have the right to practice their own culture, language and religion. Minority and indigenous groups need special protection of this right (Article 30)

- Have the right to protection from work that harms them, and is bad for their health and education. If they work, they have the right to be safe and paid fairly (Article 32)

- Have the right to be protected from kidnapping (Article 11)

- Have the right to privacy (Article 16)

In considering children’s Rights to Protection, I invite you to reflect on the following:

How can you provide a safe environment for children yet at the same time, provide a challenging environment that supports their need to take risks?

How can you show respect for children’s privacy? What would an environment that respects children’s right to privacy look like?

What forms of child ‘discipline’ could be considered breeches of children’s rights to protection?

What do you do to show children that you accept them, regardless of their culture, language or religion? How do you know that children feel included? How do they show you?

How do you support children’s competencies in building strong caring relationships with others?

What do you model for children as choices when they are frustrated or in disagreement with someone else?

In thinking about children’s rights deeper this week, all MCRC staff were posed the question: What is your hope for children everywhere? Watch the video to read our answers.

Visit us again on Friday for National Child Day when we’ll consider the last ‘P’, Children’s Rights to Participation and hear from children from a variety of our MCRC programs.

Resources:

Did you know that all Ontarians have a legal obligation to directly and promptly contact Children’s Aid Society if you suspect a child is or may be in need of protection? For more information, visit Halton Children’s Aid Society at www.haltoncas.ca

Check out this video which highlights UNICEF’s report Hidden in Plain Sight: A Statistical Analysis of Violence against Children which highlights staggering statistics on children worldwide: https://www.youtube.com/watch?v=W7eXzUfH730

Check out this resource from the Halton Children’s Aid Society about Signs of Child Abuse: http://haltoncas.ca/wordpress/wp-content/uploads/2012/10/OACAS_CAPMBrochure_12.pdf

Tips for Kids: What to do about Abuse or Neglect: http://haltoncas.ca/wordpress/wp-content/uploads/2012/10/Tips-for-Kids.pdf

To view a complete list of Children’s Protection Rights in UNCRC, visit: http://www.unicef.org/crc/files/Protection_list.pdf

Check out this short video cartoon created by UNICEF to visually show children’s right to be free from discrimination: https://www.youtube.com/watch?v=yzl0uqqkpKU&list=PLtPoovv4KdsIxNzFBQoYJhRiz6nm1oZ2v&index=1

What is Non-Discrimination? (Resource from the Canadian Coalition for the Rights of Children): http://rightsofchildren.ca/wp-content/uploads/Non-Discrimination1.pdf

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What is National Child Day?

National Child Day is celebrated in recognition of the UN Declaration on the Rights of the Child and the UN Convention on the Rights of the Child (otherwise known as UNCRC) which are Rights that all children under 18 years old are entitled to. “The Convention on the Rights of the Child reflects a global consensus on the conditions for a good childhood,” (UNICEF, 2015). Canada ratified the Convention on December 13th, 1991 which means that we are committed as a country to always putting the best interests of children at the heart of everything that we do that affects children.

MCRC believes in working collaboratively to uphold children’s rights. Click here to watch Our Human Rights video. 

As we uphold children’s rights, and make children aware of their rights, we help children learn the relationship between rights and responsibilities; ie: having rights doesn’t mean I’m entitled to everything I want but rather I have the responsibility to make sure that everyone else’s rights are respected also, not just mine. Respecting and promoting children’s rights helps build empathy as children learn how to respect and promote the rights of everyone.

The Rights in the Convention fall into 3 basic groups, which can easily be remembered as the 3 P’s: Provision, Protection and Participation.

This week, as we lead up to National Child Day on November 20th, we’ll consider what each of these 3 P’s means for all children.

1st: Children’s Rights to Provision

The Canadian Child Care Federation offers this definition of Children’s Rights to Provision:

Children’s rights to an adequate standard of living, health care, education & services, and to play.

This means that all children…

- Have the right to a good quality education and should be encouraged to go to school to the highest level they can (Article 28)

- Have the right to the best healthcare possible, safe water to drink, nutritious food, a clean and safe environment, and information to help them stay well (Article 24)

- Have the right to play and rest (Article 31)

- Have the right to an education that should help them use and develop their talents and abilities. It should also help them learn to live peacefully, protect the environment and respect other people (Article 29)

- Have the right to food, clothing, a safe place to live, and to have their basic needs met. They should not be disadvantaged so that they can’t do many of the things other kids can do (Article 27)

- Have the right to special education and care if they have a disability, as well as all the rights in the Convention, so that they can live a full life (Article 23)

In reflecting on children’s Rights to Provision, in what ways do you support children’s and youth’s rights to: An education that develops their talents and interests? Play and rest? Proper health care and services? Basic needs such as food, clothing and water? Learning how to care for and protect the environment? Supports if they have a special need? Information that supports their growth and development?

Also, consider starting a conversation with children about their rights. Are they aware of their rights? What do they think ‘rights’ are? Check out this book produced from Reggio Children, called A Journey into the Rights of Children http://www.learningmaterialswork.com/store/a_journey_into_the_rights_of_children.html which illustrates 4 and 5 year old children’s perspectives on their rights.

Come back and visit our blog on Wednesday when we’ll consider Children’s Rights to Protection and hear from MCRC staff on their hopes for all children everywhere.

Resources:

If you’re a parent, check out this resource from the Canadian Child Care Federation called Respecting Children’s Rights at Home: http://www.cccf-fcsge.ca/wp-content/uploads/RS_64-e.pdf

If you’re an early year’s educator, check out this resource from the CCCF called The Child’s Rights in a Preschool Setting: http://www.cccf-fcsge.ca/wp-content/uploads/RS_3-e.pdf

For more detailed information about The Convention on the Rights of the Child, visit: http://www.unicef.ca/en/policy-advocacy-for-children/about-the-convention-on-the-rights-of-the-child

To download your own copy of the UNCRC in child friendly language, visit:

http://www.unicef.ca/sites/default/files/imce_uploads/UTILITY%20NAV/TEACHERS/DOCS/GC/CRCPosterEN_FA.pdf

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How Does Learning Happen?

By Mohamed Drahaman, RECE, B.ECE Supervisor MCRC Early Learning Centre

As an organization, MCRC is committed to going above and beyond to provide quality early learning and child care programs. Therefore, it is simply not enough for us to comply with ministry mandated standards and as such, our educators are encouraged to build programs grounded in current, cutting-edge research. In this spirit, we are providing our educators with professional learning opportunities around the document “How Does Learning Happen?” 

This is a professional resource provided by the Ministry of Education, to support those working with children and families, in their quest for quality. This document however is not meant to be a manual on how to provide quality care, rather, a guide meant to inspire critical reflection and discussion with those working in the early years settings.

Recently, I attended a leadership symposium held by the College of ECEs and was introduced to an example of critical reflection in action, that I want to share as a way I hope research based practice will guide our educators in our never-ending quest for quality. It is taken from a research study done in the United States by Louise Derman-Sparks in 1998.

“One day while the preschool teacher was locating a Band-Aid for one of her students, she noticed that the Band-Aid was labeled ‘‘flesh colored’’. As a means of raising critical consciousness among her students related to race and racial injustice, the teacher pointed out to the children that the Band-Aid was labeled ‘‘flesh colored’’ and asked her students to hold the Band-Aid next to their skin tones. The teacher then asked the students if they thought the Band-Aid actually matched their own skin color. The following day the teacher invited other children from a nearby school to see if the Band-Aid matched their skin tones as well. The teacher made a chart of exactly how many students had skin coloring that actually matched the color of the Band-Aid. To the students’ dismay, the ‘‘flesh colored’’ Band-Aids only matched the skin tones of only a few of the students’ in the classroom. 

As a means of responding to this issue of racial injustice in a constructive manner, the teacher suggested that the students write a letter to the company to report what they learned related to the number of students who had skin coloring that matched the Band-Aid category of ‘‘flesh colored’’. Additionally, she encouraged her students to describe the process by which they arrived at their learning. Weeks later, the class received a letter from the company apologizing for the misuse of the term ‘‘flesh colored’’. The students also received several transparent Band-Aid strips as a means of rectifying this problem. 

What is most noteworthy about this anti-racist learning experience is that the children involved in this experience became empowered with the tools necessary to respond to racism in constructive ways,” Terry Husband notes in 2011′s “I Don’t See Color”: Challenging Assumptions About Discussing Race with Young Children. 

I would love to hear some of your thoughts on how MCRC goes above and beyond in providing quality programs. Please use the comment section to let us know of the exciting learning opportunities that are happening within the walls of our organization.

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What can you do to help grow your child’s brain?

This blog post is part of a new series called Petra’s Parenting Posts. Written by Petra Samson, MCRC’s Parent Educator

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I had planned to write a full blog on the basics of brain development and how parents can support that development in their children, starting from infancy.  

However, I decided the fewer words on this matter the better.                        

TWO WORDS: LOVE and INTERACTION

Now, watch this VIDEO. It says it all!

If you are inspired and looking for more you can visit VROOM for more resources.

Then click THIS LINK for a simple scientific video on your child’s developing brain.

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Understanding Your Child’s Temperament

This blog post is part of a new series called Petra’s Parenting Posts. Written by Petra Samson, MCRC’s Parent Educator.

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Temperament – If you can gain an understanding of your child’s temperament, then you have gained a valuable tool as a parent!

Understanding why your child may respond or act the way they do can go a long way in dealing with day to day interactions as well as challenging behaviours.

Imagine that you have been invited out to two different parties on Saturday night. The first one will have dancing, loud music and a few good friends, as well as many people that you don’t know. The second one will be a smaller get-together with close friends, some wine and cheese and chit-chat.  

Which one would you typically choose?

While your choice may say something about the week that you have had, how tired you are etc., it also speaks to your temperament.

Temperament refers to one’s natural response to situations, how you experience the world around you. It is not personality, as it is more determined by your reactions to those situations. If you can understand your child’s behaviour in relation to their temperament then you can better predict their responses or what may trigger challenging situations.  

For example, if a child’s temperament is that of being slow to adapt to new situations and not adjusting well to new routines, then you know that adjusting to a new child care setting is going to take time (as well as some tears and a lot of patience!). Whereas an older sibling who embraces change and adapts easily may have started her new school without a second thought - let alone a tear.

A child who is very regular with regard to their physical internal clock will need to sleep at the same time each day, eat meals at regular times and will be easy to keep on a schedule. A child with less of a regular temperament will be more flexible with timing of meals, will be able to miss a nap and still function well. This is the child that is easier to take on vacation, where schedules and routines often go out the window. Your child with a highly regular temperament is going to struggle with the changes in routine and may make the time away seem like less of a vacation as you struggle to find some “normalcy” for them during your time away.  

When presented with a toddler not sleeping through the night or learning to use the toilet it can be beneficial to look at their temperament in order to understand challenges. A child who is easily distracted may not be focused on their bodily functions and have more accidents when starting to use the toilet, and a child who is persistent may call out to you at bedtime as many times as they possibly can before going to sleep. A new bed may be exciting for a toddler who adapts easily, but one who is slow to adapt to change may resist the new bed, finding it does not provide the security they are used to.

To learn more about the 9 traits of temperament see http://www.ecmhc.org/temperament/traits.html

And then try taking the temperament quiz to see how your temperament aligns with your child’s. Having two very different temperaments can affect your interactions with your child, interfering with that “goodness of fit” - meaning how well-suited your parenting style is with your child’s temperament. Even if you are at opposite ends of the scale in some areas, if you have that understanding then you can still ensure a positive parent / child relationship as you take your child’s responses into consideration when dealing with behaviours.

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Local Realtor Pays It Forward With MCRC’s IFB

In municipalities such as Halton, the plight of families facing food insecurity and hunger often goes unnoticed. In Milton, there are children who are hungry, and families that regularly experience food insecurity.  The Milton Community Resource Centre’s (MCRC) Infant Food Bank, which is partnered with The Salvation Army, serves an average of 27 to 30 families every month.  The amount of supplies that can be given to a family is completely dependent on the supplies donated to the Food Bank. Sometimes in life, we can find ourselves in need.  

My name is Andrea Jones and I grew up in Milton.  At one point in my life, I was a single mother to my wonderful daughter.  I was working and attending school, and I found that some months I had to rely on the local food bank in order to meet our basic needs. I can recall the excitement of receiving the hamper from the Salvation Army and how much that meant to me as a single mom with a small child.  Opening a hamper filled with jars of baby food and cereal, baby bath supplies, diapers and wipes was such a humbling experience, as I realized it was through the generosity of strangers that our lives would be a bit easier that month.   This is a chance for me to thank those who donated all those years ago.  Your generosity and kindness did not go unappreciated or unnoticed.  

Through hard work, and with the help and support from my family and community, I went back to school and have embarked on a new career as a Sales Representative with RE/MAX Real Estate Centre Inc., Brokerage. I believe it is important to support the MCRC Infant Food Bank because I know what it’s like to be in a tough situation and I recently began volunteering at the Infant Food Bank as a means to give back. I was surprised to learn that based on current donations, the Infant Food Bank is only able to give 28%-35% of what a family needs each month, so I am offering an incentive program to encourage donations.  I am hopeful that in bringing awareness to this wonderful resource, we as a community can come together and fill the shelves at the Infant Food Bank.

Those who donate between May 1st and October 31st will be entered into a monthly draw for $100 in grocery store gift cards and an overall draw for the grand prize of an iPad Mini.

Perhaps the next time you are picking up groceries, consider adding a tin of formula, a box of diapers (size newborn and up) and some jars of baby food to your cart.  To make it even easier, monetary donations are appreciated so MCRC may purchase needed items.  Please know that all donations will be a welcome addition to the Infant Food Bank supplies for local families.

Please think of those parents who will be so grateful and how your donation will make a difference to the babies in need in our community.  

Donation drop off and ballot box are located at MCRC, 410 Bronte St South and are accepted between the hours of 8:30 am – 5:30 pm Monday to Friday, (and until 6:30 pm on Tuesdays).

Andrea Jones

[mcrcblogs]

Love vs. Attachment…What’s The Difference?

This blog post is part of a new series called Petra’s Parenting Posts. Written by Petra Samson, MCRC’s Parent Educator.

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Do you remember the moment you held your first child, feeling that instant connection and deep love for them? You were instantly bonded with a lifelong secure attachment.  

Or were you?

Not everyone has that instantaneous connection with their child, of course we love them, but sometimes a difficult pregnancy or labour can interfere with that immediate connection, or it may not develop until weeks later if you experience mood changes or post-partum mood disorder.  

Does love mean you and your baby have a secure attachment?  

No, it actually does not.  Attachment describes the emotional relationship that develops between an infant and the primary caregiver, most often a parent.  It is a relationship that is formed over time, not from the first moment you look into your little ones’ eyes and fall in love. It is the result of many interactions and experiences, especially those in response to your baby’s needs and demands for attention, comfort and protection.

A child whose needs are met on a consistent basis throughout their early years is likely to be securely attached, which in turn allows them to feel comfortable to explore their world, knowing that their parent or caregiver is there to protect them.

Research tells us that securely attached children:

Are better able to control their negative emotions in stressful situations. 

Develop better social competence, learn to match feelings with words in dealing with what’s happening around them, and they are less likely to develop internalizing and externalizing behaviour problems. 

Are confident exploring the world around them.

Learn through their parent’s caring behaviours to have a sense of worth, and to empathize and cooperate with others. In turn, these social skills help children to form strong relationships with peers in the future (taken from: http://www.child-encyclopedia.com/attachment ).

How do we form this attachment?

Provide Comfort

When your baby cries they are expressing a need.  They may be hungry, hurt, upset, or lonely.  A baby under 6 months cannot be spoiled by being picked up when crying, they don’t have the capability to think in that manner.  They simply have a need they’re trying to share with you. Ignoring your baby’s need can lead to feelings of mistrust and fear.  Often if your baby does stop crying it’s not because they’ve learned to sooth themselves, it’s because their needs haven’t been met and they’ve become tired or just given up altogether. *

For more ways to foster a secure attachment as your child gets older see -

http://www.aboutkidshealth.ca/En/ResourceCentres/PregnancyBabies/Babies/Attachment/Pages/Attachment-What-You-Can-Do.aspx

For more information or parenting supports and resources call or visit me, Petra Samson, MCRC’s Parent Educator in the Parent Library. 905-876-1244 ext.239

References:

Psychology Today. Dangers of Crying it Out: Damaging Children and their Relationships for the Longterm. Retrieved March 30, 2015 from https://www.psychologytoday.com/blog/moral-landscapes/201112/dangers-crying-it-out