#cognitive development toys

[umniki]

Website: https://www.umniki.co.uk/

UMNIKI specializes in educational board games designed to enhance learning for children and families. Offering a wide selection of games in English and Russian, the products focus on developing skills in mathematics, language, logic, strategy, and more. Trusted by teachers and parents, UMNIKI aims to make learning fun and engaging, supporting cognitive development and fine motor skills through interactive play. Free UK delivery is available for orders over £50, with international shipping options upon request.

UMNIKI предлагает образовательные настольные игры, созданные для улучшения процесса обучения детей и семей. Наш ассортимент включает игры на английском и русском языках, направленные на развитие математических, языковых, логических навыков и стратегического мышления. Мы стремимся сделать обучение интересным и захватывающим, поддерживая когнитивное развитие и мелкую моторику через интерактивное взаимодействие. Бесплатная доставка по Великобритании для заказов от 50 фунтов, с возможностью международной доставки по запросу.

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[kids-worldfun]

The Joy of Jigsaw Puzzles for Kids

Jigsaw puzzles have long been a beloved pastime for children, offering both entertainment and educational benefits in a single package. These seemingly simple activities provide a multitude of developmental advantages that contribute to a child’s growth and learning. From enhancing cognitive skills to fostering patience and perseverance, jigsaw puzzles are more than just a fun distraction—they’re…

[jambandatl]

Universal Development: Year Three - Year Four

Weeks 1-52 Week 1-4: Physical Sciences Focus Areas: Exploring basic concepts of physics through play (e.g., rolling balls down ramps). Simple experiments with water and sand to understand volume and weight. Nature walks to observe physical phenomena like gravity and motion. Week 5-8: Social Sciences Focus Areas: Learning about family, community, and basic social roles through stories and…

[curiobuddy]

Cultivating Curiosity: Reading for Child Growth

Reading plays a vital role in the growth and development of children. Not only does it expand their knowledge and vocabulary, but it also stimulates their imagination and curiosity. Curiosity is a natural instinct in children, and nurturing this curiosity through reading can have profound effects on their cognitive, social, and emotional development. In this blog, we explore the science behind curiosity and its impact on child growth. We also delve into the power of reading in cultivating curiosity and enhancing various aspects of a child’s development. Furthermore, we discuss the role of parents in fostering curiosity and providing children with the tools they need to become lifelong readers. So let’s dive in and explore the world of reading and its impact on child growth and development.

What is the role of curiosity in the education of a child?

The Science behind Curiosity and Learning

The science of curiosity and cognitive psychology reveals the intricate relationship between curiosity and brain development in children. Curiosity helps children make sense of the world around them by motivating them to seek knowledge and experiences. When children encounter something new or challenging, their brain activity increases as they try to understand and make connections. This heightened brain activity strengthens neural pathways, facilitating the development of cognitive skills such as reasoning, problem-solving, and information processing. Curiosity also encourages the development of executive functions, including attention, planning, and self-regulation, which are essential for academic and life success.

Curiosity is the wick in the candle of learning. Curiosity is one of the great secrets of happiness.

How does curiosity help in Child’s Growth and development?

Curiosity plays a crucial role in shaping a child’s growth by fueling exploration, creativity, and problem-solving abilities. It encourages children to independently seek answers and ask questions, fostering critical thinking skills. These cognitive abilities are vital, especially considering that many children lack necessary skills for reading at the start of kindergarten. Additionally, nurturing curiosity supports social and emotional development, empowering children to navigate the world with confidence and resilience.

The Power of Reading in Cultivating Curiosity

How Reading Stimulates Curiosity: An Overview

Stimulating curiosity through reading is essential as many children struggle with proficiency by third grade. Books offer diverse experiences and knowledge, sparking curiosity with varied themes and plots. Engaging young minds, reading encourages critical thinking and questioning skills. By fostering a love for books early on, children develop a curiosity-driven mindset, paving the way for lifelong learning and exploration.

Exploring the Benefits of Reading to Children

Books offer a great opportunity to enhance a child’s development through exposure to diverse stories and vocabulary. Regular reading not only boosts literacy skills but also fosters empathy and social understanding in the child’s life. Reading aloud is the best way for caregivers to promote language skills and bond with children. Furthermore, research has shown that children benefit significantly from being read to on a regular basis, enriching their world with familiar words and new experiences.

“The important thing is not to stop questioning. Curiosity has its own reason for existing.” ― Albert Einstein

Cognitive Development and Reading

Language Skills Enhancement through Reading

Academic Success and the Role of Reading

Reading has a profound impact on academic success, laying the foundation for lifelong learning and intellectual growth. Strong reading skills, including reading comprehension and literacy, are essential for success across various academic disciplines. When children have the ability to understand and analyze written texts, they can access and acquire knowledge independently, leading to higher levels of academic achievement. Furthermore, reading enhances critical thinking skills, stimulates creativity, and develops the analytical and problem-solving abilities necessary for academic success. By instilling a love for reading and providing children with the tools to become competent readers, parents and educators empower children to excel in their academic pursuits and navigate the world of knowledge with confidence.

Reading and Imagination: A Creative Bond

Reading and imagination share a powerful bond, with books serving as gateways to new worlds and unlimited possibilities. When children immerse themselves in stories, their imaginations take flight, and they become active participants in the creative process. Through books, children have the opportunity to explore different realms, encounter unique characters, and experience diverse perspectives. Reading fosters imaginative thinking, encouraging children to envision, dream, and invent. It sparks curiosity and prompts children to ask questions, make connections, and engage in imaginative activities. By nurturing reading and imagination, parents and educators nurture the creative minds of children, fostering innovation, and preparing them to become future thinkers and creators.

Parents’ Contribution to Cultivating Curiosity through Reading

Parents play a critical role in cultivating curiosity in children through reading. Starting from infancy, parents can introduce books and reading as a regular and special part of the child’s life. During the early years, parents can engage young children in storytime, using picture books and interactive stories to capture their attention and stimulate their curiosity. As children grow older, parents can adapt reading strategies to suit their age group, such as discussions about the books, encouraging critical thinking and analyzing the stories. By actively participating in reading activities, parents contribute to the development of literacy skills, language acquisition, and the fostering of a lifelong love of reading in their children.

Engaging Young Minds: Where to Start?

Reading Strategies for Different Age Groups

Reading strategies vary across different age groups, as children’s cognitive and language development progresses. For babies and toddlers, reading aloud and engaging them in sensory-rich books and nursery rhymes help nurture early language skills, phonemic awareness, and cognitive development. Preschoolers benefit from storytelling and age-appropriate picture books that encourage their imagination and language development. Older children, such as preschoolers and school-aged children, can be encouraged to read independently, nurturing their literacy skills and comprehension abilities. By tailoring reading strategies to suit the age and developmental stage of the child, parents can fuel curiosity, language acquisition, and cognitive growth throughout the child’s formative years.

Encouraging a Lifelong Love of Reading

Encouraging a lifelong love of reading in children begins with establishing a regular reading routine and making story time a special and enjoyable activity. By setting aside dedicated time each day for reading, parents not only reinforce the importance of reading but also provide a predictable and comforting experience for their children. Creating a cozy reading corner in the home and ensuring a wide selection of books available also contributes to the development of a reading habit. Additionally, visiting the local library and involving children in choosing books empowers them and fosters a sense of ownership and excitement about reading. By nurturing reading as a regular and enjoyable part of life, parents can cultivate a lifelong love of reading in their children.

Reading as a Tool for Child Growth: Real-Life Stories

Real-life stories serve as powerful illustrations of the impact reading can have on a child’s growth and development. Numerous children have experienced remarkable transformations through reading, both academically and personally. By immersing themselves in books and stories, these children have developed stronger language skills, improved cognitive abilities, and enhanced empathy and social skills. Reading has not only enriched their lives but also opened doors to new opportunities and expanded their horizons. These inspiring stories highlight the benefits of reading in child development and reinforce the idea that reading is not just a hobby or educational activity, but a transformative tool for growth and development.

Inspiring Cases of Child Growth through Reading

Stories of child growth and development through reading serve as remarkable examples of the transformative power of books. Numerous children have found solace, knowledge, and inspiration in the pages of books, propelling their personal and academic growth. Through reading, children have developed stronger literacy skills, expanded vocabularies, and sharpened critical thinking abilities from an early age. These benefits have translated into academic success, increased confidence, and a lifelong love of learning. The stories of these children highlight the multitude of ways reading can positively impact a child’s life, proving that the benefits of reading extend far beyond the confines of the book and into the realms of personal growth and development.

Lessons Learned: What Works and What Doesn’t

In the realm of reading and child development, there are lessons to be learned about what works and what doesn’t when it comes to nurturing curiosity and fostering a love of reading. While there is no one-size-fits-all approach, certain strategies have proven effective in engaging children and cultivating lifelong love of reading. Consistency in reading routines, age-appropriate book choices, and open discussions about stories are some of the best ways to support a child’s reading journey. However, it’s crucial to recognize that every child is unique, and what works for one might not work for another. Finding the right way and individualizing strategies for each child is key, and embracing the joy of reading as a personal and enjoyable activity is always a good idea.

How Crucial is Reading for a Child’s Intellectual Growth?

Reading plays a crucial role in a child’s intellectual growth and cognitive development. It is through books and reading that children gain knowledge, expand their vocabulary, and develop critical thinking skills. Cognitive psychology research suggests that reading stimulates various cognitive processes, including memory, attention, and information processing. By engaging with books, children exercise their cognitive abilities and enhance their reasoning and problem-solving skills. In addition, reading contributes to language acquisition, as children are exposed to new words, language structures, and grammar rules. It lays the foundation for effective communication and language fluency. Intellectual growth, cognitive development, and language acquisition are intertwined, and reading serves as a vehicle for their holistic development. By fostering a love for reading and providing children with a rich literary environment, parents and educators support their intellectual growth and equip them with the skills necessary for academic success and lifelong learning.

7 Benefits of Reading to Children

Reading to children offers numerous benefits that contribute to their overall development, especially in social and emotional domains. Firstly, reading supports cognitive development, reasoning skills, and information processing. Secondly, reading enhances language skills, vocabulary acquisition, and language development. Thirdly, reading prepares children for academic success, improving reading comprehension, literacy skills, and providing the foundation for lifelong learning. Fourthly, reading assists in developing a special bond between caregiver and child, promoting attachment and reassurance. Additionally, reading improves concentration and discipline, essential for cognitive development, and cultivates a lifelong love of reading, making it an enjoyable and regular activity in the child’s life. Finally, reading stimulates the imagination, creativity, and the development of a creative bond with stories, characters, and new worlds.

Supported cognitive development

Reading supports cognitive development in children in various ways. Engaging with books enhances reasoning skills, as children must analyze and interpret information within the story. Books provide opportunities for critical thinking and problem-solving, skills that are vital for cognitive development. Additionally, reading exercises the brain and enhances information processing, memory, and attention span. By following storylines and understanding complex narratives, children’s cognitive abilities are challenged and strengthened. As children read and comprehend different books, they develop the skills and strategies necessary to understand and navigate the world around them, leading to improved cognitive skills and cognitive growth.

Improved language skills

Reading plays a fundamental role in improving language skills in children. By exposing children to a wide range of vocabulary, books help expand their language repertoire and comprehension abilities. Through reading, children encounter new words, phrases, and language structures, strengthening their vocabulary and helping them express themselves more effectively. Additionally, books assist in developing grammar and syntax understanding, improving language fluency and literacy. Reading aloud and engaging in discussions about books enhance children’s language acquisition and articulation skills. Furthermore, reading familiar stories and rhymes helps children develop phonics knowledge, which is essential for reading and language development. By nurturing language skills through reading, children gain the tools they need to communicate, connect, and thrive in the world.

Prepare for academic success

Reading plays a pivotal role in preparing children for academic success. Strong reading skills, including reading comprehension and literacy, are crucial for understanding and analyzing information across various subjects. Children who read regularly and develop good reading habits are equipped with the necessary skills to excel in school. Reading comprehension, the ability to understand and interpret written texts, is essential for extracting knowledge and information from textbooks, articles, and other learning materials. Furthermore, literacy skills acquired through reading, such as phonics, vocabulary, and reading fluency, provide children with the foundation needed to succeed in reading and writing-related tasks. By nurturing reading skills and providing children with diverse reading opportunities, parents and educators set children on a path towards academic success and lifelong learning.

Developing a special bond with your child

Increased concentration and discipline

Regular reading sessions contribute to increased concentration and discipline in children. Reading requires focus and attention, as children must follow storylines, comprehend information, and remember details. Through consistent reading routines, children develop the ability to concentrate for longer periods, a skill that benefits cognitive development and academic performance. Additionally, storytelling and reading books encourage discipline, as children learn the value of staying engaged and following through with tasks, even when faced with distractions. The cultivation of concentration and discipline through reading supports cognitive development and the acquisition of important life skills, setting children up for success in various areas of their lives.

Cultivating a lifelong love of reading

Cultivating a lifelong love of reading is one of the greatest gifts parents and educators can give to children. Reading should be seen as an enjoyable and regular activity, providing children with moments of pleasure, knowledge, and discovery. By creating a positive reading environment and making reading part of the child’s daily life, parents and educators instill the idea that reading is not a chore, but a source of joy and personal growth. Regular exposure to books, engaging in story time, and modeling reading habits help children develop a positive attitude towards reading, making it an integral part of their lives beyond childhood, and fostering a lifelong love of books and learning.

Improved imagination and creativity

Reading plays a pivotal role in enhancing children’s imagination and fostering creativity. Books provide a gateway to imaginative worlds, where children can envision and explore new ideas, characters, and scenarios. Through stories, children develop the ability to visualize and create vivid mental images, stimulating their imaginative thinking. Engaging with books nurtures creativity by encouraging children to think outside the box, devise new solutions, and generate innovative ideas. Reading ignites the creative spark within children, inspiring them to become storytellers, artists, and creators in their own right. By nourishing the creative bond between stories and the imagination, parents and educators support children in developing their unique voices and cultivates lifelong creativity.

Understanding reading milestones

Understanding reading milestones is essential for supporting children in their literacy and language development. As children grow, they reach various reading milestones that reflect their progress in literacy skills. From infancy to early adulthood, the reading milestones can be observed in language acquisition, phonemic awareness, vocabulary acquisition, and reading comprehension. Tracking the development of these skills at each milestone allows parents and educators to provide appropriate reading materials, strategies, and support, ensuring a smooth progression in children’s reading abilities. Recognizing and addressing reading milestones empower children in their literacy journey, creating a solid foundation for lifelong reading and language development.

Infancy (Up to Age 1)

In the infancy stage, reading supports the development of language skills and phonemic awareness in children. Reading aloud to infants introduces them to the sounds, rhythms, and patterns of language, aiding in the development of phonemic awareness — the ability to identify and manipulate individual sounds in words. Picture books and nursery rhymes engage infants’ visual and auditory senses, exposing them to the benefits of reading from an early age. By reading to infants and engaging in language-rich conversations, parents and caregivers lay the foundation for language acquisition and foster a lifelong love of reading.

Toddlers (Ages 1–3)

Toddlers continue to benefit from reading as they further their language acquisition and expand their vocabulary. Picture books and interactive stories capture toddlers’ attention and curiosity, encouraging language development, and vocabulary growth. Repetition and familiar stories help toddlers reinforce language skills and comprehension, as they interact with the same books and become familiar with words and sounds. Reading to toddlers sparks their imagination, cognitive development, and social skills, nurturing their love for reading and building the foundation for future literacy skills.

Early Preschool (Age 3)

In the early preschool years, reading continues to play a vital role in language development and the acquisition of new words. Introducing alphabet books and reading stories that focus on sounds and syllables help preschoolers deepen their phonemic awareness and phonics skills, strengthening their language skills and vocabulary acquisition. Engaging in imaginative and interactive storytelling stimulates preschoolers’ creativity and cognitive development, as they follow storylines, make predictions, and engage in conversations about the stories. By exposing preschoolers to new words, book characters, and storylines, parents and educators support language development, cognitive growth, and the love of reading in young children.

Late Preschool (Age 4)

In the late preschool years, children’s language skills and storytelling abilities continue to evolve, and reading plays an important role in fostering literacy and cognitive development. Storytelling and reading alphabet books help preschoolers develop phonics skills and increase their knowledge of letter sounds and shapes. Additionally, storytelling and picture books that focus on the alphabet and familiar words help children broaden their vocabulary and enhance comprehension skills. Parents and educators can engage children in discussions about the stories, encouraging critical thinking and analysis. The late preschool years are a crucial time for developing literacy skills, and reading provides a great opportunity for children to explore language, expand their knowledge, and ignite their love for storytelling and reading.

Kindergarten (Age 5)

Kindergarten is an exciting time for language development and reading skills. In this stage, children begin to understand the relationship between letters and sounds and develop phonics skills. Reading phonics books and stories that emphasize syllables and word sounds help children decode words and improve reading fluency. Kindergarteners benefit from books that expand their vocabulary and introduce new words, allowing them to express themselves more effectively. By engaging in age-appropriate reading activities, such as phonics and alphabet games, educators and parents support the development of reading skills and foster a love of reading in children at this critical stage of their literacy journey.

First and Second Grade (Ages 6–7)

Second and Third Grade (Ages 7–8)

In the second and third grades, reading comprehension, literacy skills, and vocabulary development become increasingly important. Children at this age can engage in more complex storylines and texts, enhancing their reading comprehension skills and knowledge of literary elements. Encouraging children to read independently and offering books at their reading level supports literacy skills and comprehension growth. Discussing books and asking questions deepen reading comprehension and critical thinking skills, fostering a love for reading and expanding vocabulary acquisition. Parents and educators can help children explore various genres and books, building their literacy skills, and nurturing their passion for reading.

Fourth Through Eighth Grade (Ages 9–13)

From the fourth through the eighth grade, children continue to refine their critical thinking, comprehension, and literacy skills through reading and analysis of various texts. At this stage, children are exposed to different writing styles and genres, allowing them to critically analyze and interpret information within the text. Reading comprehension skill development becomes paramount, as children learn to navigate complex storylines, identify main ideas, and draw inferences. The acquisition of strong literacy skills enables children to understand and communicate effectively, while the development of critical thinking skills empowers them to analyze and evaluate information critically. By encouraging reading and facilitating discussion and analysis, parents and educators support children in building essential skills for academic success and lifelong learning.

Frequently Asked Questions

What Are the Benefits of Reading for Children?

Reading enhances children’s language abilities and expands their vocabulary. It sparks creativity, nurtures focus, and instills a passion for learning. These benefits culminate in improved academic performance, making reading an essential tool for holistic child development.

Why is Reading so Important for Children?

Discover why reading holds such significance for children. Through books, kids refine language skills, nurture creativity and critical thinking, boost cognitive functions, and develop empathy and social awareness.

How can parents encourage reading?

What other benefits does reading to your child have?

Exploring the advantages of reading to your child: Enhancing language skills, instilling a passion for learning, nurturing the parent-child relationship, and boosting creativity and cognitive development.

How does reading to kids build their language skills?

Reading to children enhances their language abilities by exposing them to a diverse vocabulary. It aids in grasping sentence structures and grammar, improves listening skills, and fosters effective self-expression through literature.

How does shared book-reading help boost child language development in the early years?

Shared book-reading enhances child language skills by expanding vocabulary and fostering parent-child bonds. It introduces story structure, communication, and listening skills, promoting cognitive development and laying the foundation for literacy.

How can teachers encourage reading?

Encouraging reading in students involves creating a conducive classroom atmosphere, like a cozy reading nook. Providing diverse book options for different tastes and levels, scheduling independent reading time, and sparking discussions about their reads can deepen understanding and interest.

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” ― William Arthur Ward

What is the Importance of Stories in Child Education?

Stories play a vital role in shaping child education. They foster imagination and creativity, impart moral values in an engaging manner, enhance language and literacy skills, and expose children to diverse cultures and experiences.

What are the cognitive benefits of reading for child development?

Exploring the cognitive advantages of reading for children’s growth involves enhancing language skills and vocabulary, boosting focus and cognitive functions, nurturing creativity and critical thinking, and promoting empathy through exposure to diverse perspectives.

At what age should parents start reading to their children for optimal development?

Parents can kickstart reading habits with their children during infancy to foster language, bonding, and cognitive skills. Consistent daily reading from a young age is recommended for optimal development, nurturing a lifelong love for learning through books.

What are the emotional benefits of reading for child development?

Exploring how reading enhances child development emotionally: Unveiling empathy through diverse perspectives, aiding stress reduction via imaginative escapes, nurturing emotional intelligence for complex feelings comprehension, and boosting self-esteem and confidence in regular young readers.

Conclusion

In conclusion, reading plays a pivotal role in nurturing curiosity and fostering growth in children. By engaging young minds through the exploration of books, parents can ignite a passion for learning and creativity. Reading not only enhances cognitive development, language skills, and academic success but also strengthens the parent-child bond. Encouraging a love for reading early on sets the stage for a lifelong journey of imagination and knowledge acquisition. Through real-life stories and shared experiences, we witness the transformative impact of reading on a child’s intellectual and emotional well-being. Embrace the power of reading to unlock a world of possibilities for your child’s growth and development.

[ardencyelite]

Wooden Duck Toys For Toddlers

Wooden Duck Toys For Toddlers by Ardencyelite are adorable and sturdy playthings made from natural wood With vibrant colors and smooth surfaces, making them safe for toddlers. These toys often feature movable parts, such as flapping wings or rolling wheels that help to enhance gross motor skills of active toddlers . Wooden Duck Toys For Toddlers by Ardencyelite inspire imaginative play, cognitive development, and provide eco-friendly entertainment for toddlers.

[dwellordream]

A Guide to Writing Children and Young Teens

Most of this information is derived from the book Yardsticks by Chip Wood, an informational text aimed at educators and parents who are curious as to how children change developmentally from age to age. The book is not just based on the author's observations and experiences as a teacher but on the work of scholars such as Arnold Gesell, Dorothy H. Cohen, William Crain, Maria Montessori, Jean Piaget, Robert Pianta, Caroline Pratt, and many others. Writing Four-Year-Olds:

"Four-year olds are flexible, exciting, and creative creatures who love to exaggerate and engage in imaginative play. A four-year-old's tall tale about an adventure she had with an imaginary friend may puzzle a parent or teacher but delight the four-year-old. And this play is critical for the development of fours' understanding of right and wrong, early application of social rules, and manners. They sometimes can seem especially "bossy" (particularly with their real and imaginary friends), but this assertiveness is positive rehearsal for learning acceptable limits and how to be a real friend and helper." (Wood 2017)

Traits:

Have trouble with reading and writing, as well as most close-up visual activities

Awkward with writing utensils, handcrafts, and small movements

Clumsy; collisions and spills are common

Friendly and talkative; will work near but not with a buddy

Love dress-up games and acting out drama

Enjoy 'potty language' and repeating curse words

Love to be given 'jobs' such as setting the table or folding clothes

Are often fearful at night-time

Writing Five-Year-Olds:

"Five-year-olds take in the world through their senses. They see, smell, touch, hear, and taste just about everything--one thing after another, but only one thing at a time. Their intense focus on detail enables them to see not just the butterfly but the pattern on its wings, its proboscis uncurling into a flower, its antennae waving delicately. Fives can give sustained attention to anything that fascinates them." (Wood 2017)

Traits:

Find it hard to space letters and numbers while writing

Better control when running and jumping than 4 year olds

Often fall or slip out of chairs

Interpret words in the most literal/basic sense

Like to explain things to peers and adults in the most detail possible

Struggle to see accept there is more than one way to play a game or complete a task

May actually believe toys or other objects are alive

Can become stuck in repetitive behavior out of fear of trying new things and failing (such as drawing the same images again and again)

Seek adult approval more than 6 year olds

Writing Six-Year-Olds:

"At six, children's capacity for logical thought begins to blossom. As in Piaget's classic experiment, a six-year-old will tell you that two equal balls of clay remain equal in volume even when one is rolled out into a snake shape. Sixes also begin to grasp cause and effect in the natural world, understanding, for example, that it's the wind that makes the trees move, not vice versa." (Wood, 2017)

Traits:

May experience more frequent illness than earlier years

Are easily upset when criticized by adults or peers

Often in a hurry and sloppy because of it

Teething as they start to lose baby teeth; chew on fingernails, hair, pencils, etc

Start to value competition

Begin to experience anxiety to perform well

Often bossy and critical towards friends

Begin to care intensely about having a 'best' friend

Can understand past and present as a concept and identify historical markers such as year/date

Comfortable working/playing in noisy, busy environments

Writing Seven-Year-Olds:

"Seven-year-olds are serious children who see and feel with a thoughtful intensity. After the outwardly expressive exuberance of six, sevens turn inward to consolidate the enormous cognitive and emotional growth they've just experienced. They become quieter and more sensitive, self-conscious, and self-absorbed as they figure out how to manage new feelings and cognitive structures. Seven is a year of moving forward cautiously, of craving security and structure while avoiding risk and uncertainty." (Wood, 2017)

Traits:

Crave stability and predictability; like knowing their schedule

Become more perfectionist than earlier years and begin to worry about schoolwork for the first time

Usually have a 'best' friend but who that is varies wildly day by day

Love being read aloud to, especially longer books with chapters

Moodier than 6 and 5 year olds

Enjoy being in confined spaces/hiding during games

Start to develop more coordination in sports

Often begin to write far smaller/neater than in prior years

Typically want to keep their personal items neat and tidy

Love secret codes such as Morse code and Pig Latin

Mistakes in schoolwork seriously disturb them

Love to classify and sort things

Begin to enjoy board games and online games

Can memorize poems, songs, and chants easily

Writing Eight-Year-Olds:

"Eight-year-olds wake up in the morning with plans for adventure percolating before their feet hit the floor. To be eight is to be inventive and creative, full of energy, curiosity, and imagination, always in a hurry to try the next new thing--or to create the next new thing themselves. With a friend, or better yet, a group of friends, eights roll along with plans for a parade or a play, thrilled with their truly wonderful ideas for the "what" and blithely unconcerned with the "how"." (Wood, 2017)

Traits:

Develop a love for jokes and sense of humor becomes more refined

Start to care deeply about morality and fairness

Growth spurts can lead to physical clumsiness

Adjust well to change and bounce back faster than 7 year olds

Start to desire the approval of their peers as much as the approval of adults

Begin to form larger friendship groups or cliques

Very talkative and tend to exaggerate about their experiences

Become more ambitious in terms of schoolwork or personal creative projects

Writing Nine-Year-Olds:

"Fairness begins to matter a great deal as nines take on the cognitive task of understanding ethical behavior at a new level. They're concerned about global justice: Why are some people poor? Why are we allowing climate change to happen? Why are some people cruel to animals? Nines show concern about fairness on the local level, too, and often feel singled out for unfair treatment by a teacher, parent, or coach. Their complaints--signs of their increasing understanding of and sensitivity to how the world works--can also be a way for nines to express their growing sense of peer importance and group solidarity." (Wood, 2017)

Traits:

Often eager to try new styles of dress or appearance, such as haircuts or different clothes

May begin to bite nails, twist at hair, make odd expressions to deal with tension or discomfort

Have a general sense of popularity and want to avoid associating with 'unpopular' children

Enjoy negotiating and arguing with adults

Can revert to 'baby talk' when they feel nervous or silly

Begin to appreciate inappropriate/'edgy' jokes, will mimic online trends/memes, especially sexual/racial/body humor

Desire to use social media to express themselves

Start to lose interest in imaginative play; more focused on facts/how things work

Want explanations as to why they have to do homework or chores from adults

Writing Ten-Year-Olds:

"Happy and easygoing tens generally look up to and admire their teachers and parents and take real pleasure in both family outings and teacher-led activities. They enjoy their classmates, too, and can engage productively in collaborative, project-based learning. Because of their relative calmness and instinct for getting along with others, ten-year-olds do well in a variety of group configurations, including mixed-age groups: They can often help elevens and even twelves in cooperative pursuits." (Wood, 2017)

Traits:

Often enjoy reading more than younger years

Ready to start using tools such as compasses, protractors, rulers, and templates

May be hotheaded, but are also quicker to forgive than older children

Are more sensitive and empathetic towards friends than 8 or 9 year olds

Generally like being able to lead/guide younger children

Can concentrate for longer periods of time than younger years

Usually eager to learn new things

Start to enjoy word problems and riddles

Writing Eleven-Year-Olds:

"Elevens are, in a sense, electrified. As adolescence begins, cognitive structures in the brain are rewiring themselves at the same amazing speed at which the body is beginning to transform. Relationships with peers and adults are turning topsy-turvy. At home and in school, academically and socially, eleven-year-olds are busy engaging whole new worlds with a sense of outward boldness, yet inward tentativeness. Their lives crackle with the energy of change as they begin to establish a sense of physical and emotional identity." (Wood, 2017)

Traits:

Stay up late compared to younger children and have more trouble rousing in the morning

Often act out more at home compared to in school

Huge appetites and sleep for longer when given the chance

Often blurt out rude comments without thinking

Cis girls typically have an earlier growth spurt than cis boys

Can become very indecisive and fearful of making mistakes

Like to challenge teachers and parents over rules

Can debate without it becoming personal

Imitate more sophisticated adult language

Begin to focus on what they want to do as adults

Writing Twelve-Year-Olds:

"Along with intense enjoyment of their peers, twelve generally enjoy talking with adults outside the home and can do so with friendliness and a sense of confidence. Yet, twelves can also be unpredictable and hard to read. One day, they fervently want to do schoolwork as part of a group; the next day, they just as fervently want to work alone. They often say "That's not what I meant!" when a teacher misreads their seemingly rude tone or comment. At home, moody, introverted, childish behavior or one-word responses reflect their need to rest and regroup in a safe environment." (Wood, 2017)

Traits:

Want parents and teachers to take them and their ideas seriously

More open to making new friendships than 11 year olds

Often struggle to follow through with practicing a sport or instrument in their free time

Want to help peers with schoolwork

Can appreciate complex moral issues

May begin to discover a subject or talent they excel at

Better able to switch between playful and serious than younger children

Love testing out new slang and pop culture references

Want to make their own money

Writing Thirteen Year-Olds:

"Thirteen is an age of dramatic contrasts. Because thirteen-year-olds commonly slip backward developmentally as well as move forward, they may seem like younger twelve-year-olds one day and more mature than they really are the next. They want adults to notice, listen, and talk to them but also to leave them alone. They're engaged one minute and bored the next, suddenly confident and just as suddenly unsure, alternately outgoing and withdrawn, brooding alone and then shrieking and shouting with friends." (Wood, 2017)

Traits:

May struggle with hygiene and/or acne

Most cis girls have begun menstruating by now

Extremely skilled at mimicking peer behavior

Often mean as a defensive strategy when worried about being ignored or left out

Far more adept at sarcasm than younger children

Can become very quiet and secretive compared to their younger selves

More judgmental of teachers than younger students, will gossip about adults

Interested in global justice issues but struggle with empathy in daily life

Can vary between reserved, stoic behavior and unusual aggression when asked questions by adults

Become messier with their personal belongings

Writing Fourteen-Year-Olds:

"To fourteen-year-olds, the question "Who am I?" seems best answered in terms of "Who are we?" The way that others see these students seems to matter more to them than how they see themselves. Fourteens are moving steadily toward peers and away from parents and teachers as the central figures in their lives. They bond in small social groups, travel street and school together, and pour enormous physical, emotional, and cognitive energy into developing an adolescent subculture." (Wood, 2017)

Traits:

Often embarrassed by the adults in their lives and become very critical of parents

View school as primarily a social experience, don't want to miss out on seeing friends everyday

A small minority will become sexually active

Typically very interested in current events and politics

Will say "I'm bored" when confused, or pretend challenging schoolwork is easy to save face

Love to correct adults and peers on information; hate being lectured

Very expressive faces and body language, can seem contemptuous for no reason

Often become interested in researching various subjects

More willing to admit an error than 12 or 11 year olds; redoing work is not as daunting

Able to joke around with adults

Enjoy mysteries and 'unknown' areas of science/math/history

[skynapple]

Not to hurt myself more but:

How the Love and Deepspace LI's are with having a daughter with a past version of MC

AKA single dad hc's.

And yes your daughter is the splitting image of you.

Rafayel:

Your daughter is carefree and creative, a bit rambunctious, but sweet and thoughtful

"Me too! Me too!" baby

He's very doting

She sends you seashell messages because she thinks you're lost at sea, and Rafayel doesn't have the heart to tell her that you don't hear them

He's the dad that buys every new toy or baby device that he sees just because he A. can and B. is curious

"Tommy" gets her crayons and little art supply sets

Aunt Talia is always sending some kind of souvenir or extravagant gift

The first time she sees you she cries. You think she's crying because she must have broken her pearl bracelet from her "mother," why else would there be pearls on the ground everywhere?

Zayne:

I'm not sure how this works because in this "version" of him he's Just Some Guy aka your childhood friend but let's just muse

She's quiet and shy, but has a silly side. Loves candy like her dad.

He's a very thoughtful father but honestly can't spend a ton of time with her due to his work as a doctor

Has a semi-permanent nanny to look after her/pick her up from school/make sure she's fed and it's the best service money can afford

Focuses a lot on her cognitive development but wants to protect her childhood as much as he can

He's strict with her nutrition except when it comes to candy, he can't say no when she asks for candy

She definitely attaches to Yvonne

Greyson always has a riddle for her to solve

Won't let her see but he does get emotional looking at her sometimes because she reminds him so much of you

Introduces you to her slowly, and has done his due diligence and research on how best to approach it

Xavier:

She's bookish, and bright, but has a stubbornness to her

Sleepy baby 2.0, she was an easy infant

"I can do it myself!" (is clumsy)

He's always buying her new books and things that are a bit fantastical

He's more careful about his hunter job, wanting to make sure she'll be well protected

He can't exactly afford to be away from her for long spurts of time, and he wouldn't want to be

Uncle Jeremiah babysits

She definitely has a little telescope and they wonder which star is you

She's mature for her age and doesn't think you're her "real" mom when you meet her, might be a bit stubborn about it, but then immediately wants to know when she can be the flower girl

He tries to be careful about the topic of you not "remembering" to avoid any mishaps. Maybe he'll tell her when she's older, but right now it would cause too much miscommunication.

He tells her stories of old, exaggerating a little bit for the king/queen elements

They are both hopeless in the kitchen save them

[gunsandspaceships]

Tony’s behavior: Kid

I spent a few days working on some posts about Tony, Howard and Steve, but ultimately came to the conclusion that I needed to do an analysis of Tony's behavior at all stages of his life first. So here is the first post of a new short series.

To see a real person as he is, without masks, habits, traumas and other alterations (which we call “personality development”), the best we can do is to look at him in childhood.

What do we see in kid Tony?

We don't have much, but we have some.

September 1973. Tony is supposed to be 3 years old here. He doesn’t look like that, because at the time the scene was filmed, the actor was 5 years old. But okay, let's close our eyes to these discrepancies in dates (by the way, this is not the first time we see them) and imagine that he is Tony between 3 and 6 years old.

He’s playing in his father’s office while the latter is filming EXPO stuff.

From his actions here we see that:

He is playful, as he should be at this age. There are three possible explanations for what Tony is doing in this scene: 1) he wanted to prank his father by removing one of the models from the desk; 2) he was trying to get his father's attention; 3) was just playing without a specific goal. If it was a prank, it means he was already a prankster, and his sense of humor was already developed at that age. If it was a way to get his father’s attention – he got a negative sort of it, which certainly was not what he wanted. And if he was just playing – it sounds more like a child his age.

Judging by his confusion when Howard noticed him and started yelling, and the fact that he was in no hurry to hide the model after he took it, this was not a prank. And looking at the same confused Tony with the model in his hands, we can say it was not an attempt to get attention. So the most logical explanation is the third - he was just playing around. Here is additional confirmation of the conclusion: “he sneaks into his dad’s office and picks up a building from a miniature cityscape on the desk. He also stands on the desk and, in what sounds like an interesting bit of foreshadowing, plays with a golden plane, making it dip and soar in the air.” (Source). So indeed, he was just playing with interesting things that looked like toys in his father’s office while his dad was busy with other people doing some silly adult things. Which means – no, he wasn’t a prankster or an attention seeker. He was a normal kid.

He minds his own business. He is not trying to attract attention to himself or interfere with the adults' work. When he picked up the model, he didn't seem to know they were filming. The unreleased scene where he plays with a plane is also indicative of this.

He is brave. He is not afraid to play around a bunch of people, in the office of his strict father, or to touch his things. He doesn’t need his mother’s presence to feel confident to play there. Looks like he already used to it. He is not afraid of strangers and doesn’t show any distress when a guy from the filming crew picks him up and carries him away. Btw, where exactly was his mother is another question.

He is calm. When he was caught by Howard, he did not show any strong reaction to this, nor to Howard's anger, nor to his removal from Howard's office. He was CALM. How many kids this age have you seen who would not show their displeasure, throw a tantrum, cry or get scared? These reactions are natural at this stage of cognitive development: children from 2 to 6 years old are egocentric by default and react sharply to any restrictions on their will. As we can see, this was not Tony's case.

He is quiet. In this scene and throughout the filming for the EXPO (during which he was presumably in the office), he did not speak a word or make a sound.

He does what he is told. When Howard told him to put the model back in its place, he immediately obeyed.

He is neat. He carefully put the model back to its exact place. Have you ever seen kids who put toys back in their place? Huh?

From this deleted scene we can get the following:

Tony is a sleepyhead. Howard tried his best to wake him up, dragging him out of bed, carrying him around, touching, patting, talking and shouting in his ear. But despite his father's best efforts, Tony did not wake up. Superpower, no less.

Tony is trusting. Despite the fact that his father, who had recently yelled at him, took him sleeping in his arms and carried him somewhere, Tony did not wake up in a panic, but rather slept calmly on his father’s shoulder.

He is not resentful. Despite Howard's behavior towards him, spending time with his father was important to Tony. He was important to him. And nothing changed that.

Scientifically and technologically brilliant. That’s an easy one. There is no evidence so far that he had other deviations. A normal kid in everything else.

Does not spend much time with other kids. Or none at all. There are no other kids that we can see, only adults: his father, photographers, journalists, Bill Gates, Stane. There are no childhood friends we heard about. Here is an explanation that seems realistic and logical based on our observations (at this point): his parents were too busy with their own affairs, whatever they were, to take him to other children and "waste time" on this "useless activity", besides, Howard did not support Tony's normal childhood activities, and playing with his peers was one of them, plus Tony was not too eager to insist, due to his moderate introversion.

Loves riding and interacting with animals. We can see his happy expression when he is riding a horse in the first childhood picture.

It is clear from the video and photos that he is not posing or showing off. Some kids do. And according to popular perceptions of Tony, he should have behaved that way too. But he didn't. His behavior is calm, even a little shy. The smiles are soft, no grinning, no gestures or anything like that.

These are traits of pure Tony, without the added layers of “personality” and “character development.” There are no signs of personality disorders, attention-seeking behavior, aggression, laziness, sloppiness or other negative traits. If you see any – let me know in the comments. On the contrary, he is very calm, quiet, independent, brave, curious, obedient, careful, and easygoing. I am actually very impressed and would be happy to have a kid like him.

Next time we will see how he changed as a teenager and young adult.

[howlsofbloodhounds]

So I was doing some looking around and researching into possible real life equivalents for Color’s physical condition, such as his fragility to the point of possible death if he overexerts his abilities.

Color’s condition—which is characterized by physical fragility, fatigue, and the potential for severe physical deterioration—has similarities to several real-life conditions that affect energy levels, muscle strength, and overall physical integrity such as:

Chronic Fatigue Syndrome (CFS) / Myalgic Encephalomyelitis (ME)

Symptoms: Extreme fatigue that doesn’t improve with rest, muscle and joint pain, cognitive difficulties, and post-exertional malaise (worsening of symptoms after physical or mental exertion).

Like Color, individuals with CFS/ME have limited energy reserves and can experience significant physical and cognitive fatigue from overexertion. They need to carefully manage their activity levels to avoid severe consequences.

Osteogenesis Imperfecta (Brittle Bone Disease)

Symptoms: Fragile bones that break easily, muscle weakness, and fatigue.

The physical fragility and risk of cracking or breaking with exertion in Color's body can be likened to the bone fragility in individuals with osteogenesis imperfecta. Managing physical stress and avoiding overexertion is crucial.

Ehlers-Danlos Syndrome (EDS)

Symptoms: Hypermobile joints, skin that bruises easily, chronic pain, and fatigue.

The combination of fragility, easy bruising or tearing (cracking in Color’s case), and chronic fatigue can parallel the experiences of those with EDS, where physical stress can lead to significant issues.

Like individuals with CFS/ME, Color would need to pace his activities, taking frequent breaks and avoiding overexertion to prevent severe fatigue and physical damage. He might need to prioritize his activities, focusing on essential tasks and avoiding unnecessary exertion.

Similar to those with brittle bone disease, Color would need to avoid situations that could physically stress his body and lead to cracking or dusting.

He might use supportive devices or strategies to minimize physical strain, such as ergonomic tools for photography or mobility aids for traveling.

Techniques to manage chronic pain and discomfort, which could include medication, physical therapy, or other interventions. Ensuring adequate nutrition to support his body’s needs and potentially mitigate some of the fatigue and physical issues.

Developing coping mechanisms to handle the emotional stress of his physical condition, possibly through therapy or support groups. Relying on friends like Killer, Epic, Delta, and Beta for emotional support and understanding during difficult times.

Some supportive devices or strategies Color might make use of at his leisure, particularly with matters such as traveling and hiking, he could use things like orthopedic supports, mobility aids, things for pain management, adaptive equipment, assistive technology and more.

He could use braces and splints to support unstable joints and prevent injuries, and/or compression garments to help with joint stability and reduce pain.

Mobility aids such as walking poles or trekking poles to provide stability and reduce impact on joints during hiking. (His walking poles are definitely covered in stickers and drawings from all his friends.)

He could use portable heat and cold packs to help manage pain and inflammation as well as portable massager to relieve muscle tension and pain.

Adaptive equipment such as ergonomic backpacks designed to reduce strain and distribute weight evenly. Adjustable hiking sticks for customization based on height and terrain.

Voice-Activated apps and devices for navigation and reducing the need for physical interaction with devices. Smartphone apps for tracking symptoms, medication, and managing energy levels.

Stress- relief tools like stress balls, fidget toys, or calming apps to help manage PTSD symptoms or overstimulation.

Personal comfort items or sensory aids that provide emotional support during travel or hiking, such as all the evidence and trinkets of his loved ones back home or spiritual/religious items or symbols. Techniques and tools for managing fatigue, like scheduled rest breaks and planning shorter, manageable hikes.

Travel planning apps to help with organizing trips, finding accessible accommodations, and managing health needs.

(And of course this isn’t supposed to be me diagnosing color with anything, or saying what he does or doesn’t have. Mostly just to take some things this character experiences and link it to some real life equivalents, that could potentially help better understand him and what he deals with.)

[myadhdchronicles]

Navigating Life with ADHD: My Journey, Tips, and Hacks

Living with ADHD has its unique challenges, but it's also a journey filled with creativity, resilience, and countless small victories. I've learned to embrace my ADHD and discovered some invaluable tips, hints, and hacks along the way. In this blog, I'll share my personal insights and strategies that have made life with ADHD more manageable and even exciting.

1. Embrace Your ADHD:

Accepting your ADHD is the first step to managing it effectively. It's a part of who you are, and that's okay.

Learn about your specific strengths and weaknesses associated with ADHD. You might be exceptionally creative or have hyperfocus superpowers!

2. Create a Structured Routine:

Establishing a daily routine can provide a sense of stability and predictability.

Use digital calendars, planners, and reminders to keep track of appointments, tasks, and deadlines. I particularly like Sunsama, it is very ADHD-friendly. Habitica is good too, it is a gamified digital calendar that engages the ADHD brain much better than regular planners.

3. Prioritize and Set Goals:

ADHD brains can easily get overwhelmed by too many tasks. Prioritize your to-do list and break tasks into smaller, manageable goals.

Celebrate your achievements, no matter how small.

4. Minimize Distractions:

Create a dedicated workspace that's free from distractions.

Consider using noise-canceling headphones, fidget toys, or white noise to maintain focus.

Learn what kind of workspace works best for you, it's not the same for every ADHD brain.

5. Time Management Techniques:

Use the Pomodoro Technique (working in short, focused bursts with breaks) to stay on track.

Set timers for tasks to prevent hyperfocus and procrastination.

6. Medication and Therapy:

Consult a medical professional to discuss medication options.

Cognitive-behavioral therapy can help you develop coping strategies and improve executive functioning skills, but know your own ADHD brain because it does not work for all of them.

7. Mindfulness and Meditation:

Mindfulness practices can help you stay present and reduce anxiety.

Try meditation to improve concentration and self-awareness.

Meditation and mindfulness do not have to be the typical sit still and clear your-mind things they are for non-ADHD brains, for a lot of ADHD brains we need to move so something like knitting/crocheting, going for a walk, or sitting outside in nature with your dog are our forms of mindfulness and meditation.

8. Stay Organized:

Use color coding, labels, and file systems to keep your physical and digital spaces organized.

Daily checklists can be a game-changer.

Know your own ADHD brain and make your system one that works for your brain or organization will continue to be a struggle.

9. Don't Fear Mistakes:

It's okay to make mistakes. Learn from them and keep moving forward.

Perfectionism can be your enemy; aim for progress, not perfection.

Learn to let good enough be good enough, perfection does not exist.

10. Get Adequate Sleep and Exercise:

Prioritize good sleep hygiene; it can significantly impact your ADHD symptoms.

Regular physical activity can boost focus and mood.

11. Utilize ADHD-Related Apps:

Explore ADHD-focused apps designed to help with time management, organization, and focus.

Some popular options include Todoist, Forest, Trello, Clarify ADHD, Sunsama, and Fabulous.

12. Seek Support and Community:

Connect with others who have ADHD through support groups or online forums.

Share your experiences and learn from the journeys of others.

Living with ADHD doesn't mean you're destined to struggle. By embracing your uniqueness and applying these tips, hints, and hacks, you can take control of your life. ADHD has its challenges, but it can also be a source of creativity, innovation, and unique perspectives. Remember, you're not alone, and there's a vibrant community of people who understand and support you on this journey. Embrace your ADHD, and together, we can navigate the world with success and resilience. See you next time, ADHD Team!

[am-i-the-asshole-official]

WIBTA for telling my best friend that her child needs to be in preschool?

I am 22F. My best friend (22F) is a single mom to a 3 year old boy. The father of the child was very abusive and when he abandoned the family this year it was unfortunately considered a relief. However, being on her own to work and take care of the child became a challenge, but her friends, including myself, her boyfriend, and her coworkers stepped in to babysit so she could continue working and provide.

This little boy may have slower development. He could be autistic, or the father, who was previously the stay at home parent, did not do anything to cognitively support the child’s growth and did nothing more than the bare minimum of keeping him alive. Probably a little bit of column A and B. Either way, this 3, almost 4 year old STILL wears diapers and it is shocking to me. He is unsocialized, does not see other children his age, and almost lives exclusively at home (sometimes he goes to the park that’s within walking distance of home too but that’s it). His toys are not age appropriate, they’re more infant sensory toys rather than active play, and he has no books except for a goodnight bed story book. No ABC’s or 123’s are being taught. He cannot speak in full sentences, and hearing a single word from him is a miracle.

After the father left, I suggested she put him in preschool. I recommended the one I used to work at, where potty training was not even an issue, and the teachers would support potty training regardless of age. It was a fantastic upscale facility with LOTS of play and learning at every corner. She declined, saying that the recent absence of the father would heavily impact her little boy and he needed more time at home. (Money is not an issue for preschool by the way, great grandparents of the child offered to pay). She will put him in school in another year. And while I understand her perspective, being one of sitters is getting a little stressful (don’t get me wrong I LOVE that little boy SO MUCH) and I know that constantly rotating through sitters and panicking to schedule everyone every day strains her. Sometimes she has no choice to call out of work because she has no sitter, I’m worried that continuing this would lead her to get fired.

While I am not a parent myself, but have experience with early childhood education, WIBTA to tell her that she needs to put her child in preschool, for the sake of the child and herself and her friends?

What are these acronyms?

[the1975attheirverybest]

10 things Matty does as a dad

A/n: the brain rot will not stop so….

Warnings: none

————

Freak out at the hospital when the nurse hands him his newborn baby for the first time. “Oh gosh what if I drop her.” “Oh she’s so small. How can a person be so small.” “hi little one. I’m your daddy it’s so good to meet you.” “I love you already.”

Gets up every single time the baby does. Even though he and the wife have a schedule and it hinges upon one of them being awake and alert when the other isn’t. So it defeats the purpose for him to wake up every time but he insists he’d just feel guilty if he kept sleeping while his wife and child are awake at night.

Takes a year off from work. No producing. No writing for other artists. No 1975 stuff. He might scribble stuff down or try ideas if something comes to him. But he’s not like actively trying to make a record at all. So, he stays with the baby at home all day when the missus gets back to work and gets really into baby nutrition. Reading books on obscure health benefits of rare oils and extracts. Tries to buy a bunch of them online.

Oh the online shopping. When it’s late at night and he’s rocking the baby back to sleep and he’s kinda sleep deprived, he makes questionable decisions. Buys every toy that markets itself as “educational.” Or important to kids cognitive development or whatever. His missus has to institute a rule where they need to donate 2 old toys for each new toy they purchase.

The pediatrician tells him that talking and reading to the baby is important in order to make sure they acquire the strongest vocabulary by age 3. So he starts to read to her regularly. First, it’s children’s books. But then it progresses to whatever he can find around the house. Grocery lists, the blender manual, song lyrics, emails. He even does different voices and sound effects to keep things interesting.

He asks his baby girl for her input on music even before she’s old enough to understand what she’s really saying. “Come here, daddy wants to show you something. What do you think? You like it?”

Let’s her design tour posters/ album cover/ merch graphics

Establishes a regular dad-daughter date. Even when she’s an infant. A whole day of just the two of them. It starts out as just him needing to prove to himself that he could take care of her all day without asking for help from anyone. But he just keeps doing it as time goes by. It becomes a bonding experience. As she grows up, they start to use this time to talk about school, what she’s into, her friends, etc.

Cries when she’s sick. The missus will be like “matty, children get the sniffles sometimes. She’ll be okay. This is fine. Necessary even! For her immune system.” But he’s just like “she’s so miserable and can hardly breathe poor girl.” He’s practically a mess when she gets the chickenpox. All his memories of getting it or watching his brother get it mean nothing to him. He acts as if his kid is the first and last one to ever get sick on parent earth.

He watches YouTube tutorials to learn to do various hair styles just to impress her by offering her options when she asks him to help her do her hair for school in the morning.

[jambandatl]

Universal Development: Year One - Year Two

Expanded Curriculum Focus 1. Integrate Technology Mindfully: Utilize interactive e-books or apps that allow your child to interact with the story by touching parts of the screen to hear sounds or change images. This can enhance his engagement and make reading time even more dynamic. Consider short, child-friendly videos that tie into your weekly themes, like watching real animals for “Animal…

[hotchocolatefanfics]

Okay, here's my first question. I always wondered if Ceasar knew that Will played a part in Koba's suffering. He said that Koba only learned hate from humans but how did/would he react knowing that ? I personally don't think Caesar really understood the role Will had in the lab. To me, he just thought that Will knew his mother and that she died there. But I don't think he realised that she was there (and died in a way too) only because of Will.

Caesar also always saw Will as someone extremely caring, someone who will take him to the vet for a little wound and someone who gave him this big room full of toys too.

So what would be his reaction learning that Will saw Koba was smart, saw him being in that (very) little cage and just... Put him in experiment ?

That's probably the main reason I can't stand Will by the way. 😅

I’m not sure if this applies but here’s my thoughts on Will:

Will is kind of a morally grey character as he does experiment on apes (which, by action alone. could mean he medically tortured apes and/or caused their deaths when said experiments failed-basically, the kind of human where fear and hate is completely valid especially from apes like Koba) but he does it for (somewhat) good reasons-he wants to cure Alzheimer’s to save his father (and other people of course but mainly Charles-which I can’t even fault him for because I kind of relate to it!). 

Another thing is, medical testing on animals before making new medicines available is a standard practice in real-life. In that way, Will can be considered a villain of circumstance but he is definitely a hypocrite in what he does after adopting Caesar and during his childhood.

Now to your question!:

It is possible Caesar had questions about why Will adopted him at all but he might not have ever had time (or allowed himself) to think about it. The implication of his mother dying there and him later freeing Koba (and other apes) from Gen Sys while Will continued to work there alone may have been enough to give Caesar a pretty good idea of how his mother died and what Will did in that lab and he just didn’t want to go there. 

That said, I could see a scenario where (instead of challenging him) Koba questions Will’s intentions when he adopted Caesar and when Caesar tries to defend him, Koba could have said something among the lines of: “Don’t you see he used you like he used other apes?” leading to Caesar to seriously reflect on his childhood and life with humans.

OR! Caesar randomly finds Will’s other recordings (like the one he was making in Rise when Caesar was a child). Even though Will’s research involving Caesar was documenting a his cognitive growth and development and relating it to his ALZ112/13 drugs, his goal of using said drug to cure Alzheimer’s could (arguably) be considered exploitative-by that I mean, using Caesar as proof that his drug worked, and Caesar is forced to rethink Will’s motives when he adopted and raised him.

Quote Caroline here: “What about Caesar? Where does he fit in?”

This is why I call Will a hypocrite and I think (in either scenario), Caesar will recognize this and be horrified and sickened by it. The fact that Will continued to work at Gen Sys and experiment on apes in cages despite adopting Caesar raising him as his son. Like, how could Will call himself his father when Caesar could’ve easily been killed at Gen Sys or kept in a cage there just like the other apes Will experiments on?

To be clear, I do believe Will loved Caesar. Although he is never seen or heard from since Rise, I can see him trying to protect Caesar even though he chose to live in the forest with the apes he freed during the events of Firestorm: making false reports to keep people from the Muir Woods, telling anyone who would listen that the apes weren’t the cause of the virus, maybe insisting the apes weren’t dangerous and just wanted to be left alone, and so on. These actions likely leading to his death (if he wasn’t killed due to violence, he may have died from the virus). 

The problem is, even if Will did try to protect Caesar up until his death, Caesar had no way of knowing it (unless someone told him about it) and if he ever found out how he treated Koba and other apes in the lab in contrast to how he treated him, Caesar would question everything about his childhood and be left wondering if Will ever truly loved him or if it was all a lie.

TLDR, Will is a hypocrite. If Caesar knew how he treated Koba in the labs, it would disturb him but he may still consider Will a ‘good man’ unless he ever saw how deep his hypocrisy went. Will may be remembered as another abusive human to Koba, but Caesar’s perception of him will change from his father figure to a man who lied to him from the very beginning (and the absolute worst part is Caesar may never know if Will truly loved him or get closure for it).

[sophieinwonderland]

do you have any tips on writing a plural kid character?

Ghost: I'm taking this one.

I'll assume that you mean kid-bodied rather than writing littles.

The first thing you want to do is learn how to write good children.

The second thing is to learn a bit about child psychology. Not every kid is the same and different ages will act differently. A good place to start is Piaget's Theory of Cognitive Development.

Sprouts is a fantastic Youtube channel with tons of informative videos on psychology, especially child psychology, that break things down simply for audiences.

I couldn't recommend it enough as a starting place for research into writing children if you want to go a realistic route.

Or, you know... want to be a parent. But who wants to do that?

Now, after you've researched some child psychology and gotten advice on writing child characters in general, we can talk about plural children.

Their Plurality Will Probably Seem Normal

The main thing you need to keep in mind is that children aren't overly introspective creatures. They're incredibly intelligent and quick learners, but they tend to assume everybody thinks the same way they do.

A plural child won't usually realize they're plural.

From their perspective, it will be normal to have "imaginary friends" they talk to. It may seem normal to have selves they speak to in their heads. After all, everyone talks to themselves. And cartoons like Inside Out show them that it's normal to have emotions that are personified. (It's not, but a child will believe it is.)

And adults will probably think the same. Even witnessing a switch will be brushed off as the kid playing pretend because that's a thing normal children do.

An imaginary friend approach has a lot of potential for creating conflict. Young kids may not embarrass as easily. Shame typically really starts developing later. They may talk about their "imaginary friends" to other people. My mom as a kid told me how she used to play with her imaginary friends with her physical friends at the same time. (She also called them "invisible friends" instead of imaginary. She didn't like calling them imaginary and thought it would offend them.)

Supportive parents or role models might speak to imaginary friends to support the child, not realizing they're headmates. Others in the family could see this as harmful or encouraging delusions, and criticize them. Friends might play with them. Bullies could make fun of the host child for having imaginary friends, making the host child feel ashamed of them for the first time.

Play with how everyone reacts to them child's plurality. Keep the reactions different to keep the character dynamics interesting.

With negative reactions, the host child might be pushed into feeling like they're too old for imaginary friends and need to move on. This can lead to conflict between them and their headmates.

Or in a slight twist, an "imaginary friend" believes the child is too old for them and that it's time to leave while the host child urges them to stay.

One thing the video on Piaget's theory mentions is how young children might see everything as being alive and personified. It stands to reason that some headmates could be interpreted as the thoughts of other things. Maybe the child's headmates are perceived through the lens of talking toys or other personified objects.

Only when they're older would they realize that they might have been wrong. That things they thought were normal as a child aren't things everybody goes through.

Self-Discovery Should Be A Central Theme

The realization that they're different from other people as their cognition expands and they become more introspective can be a major catalyst for your characters' growth.

In most stories with children, self-discovery is a huge part of the characters' journeys. This is because children are in a state of constant growth and change.

Plural characters are no different. Most plural children will have lived a life thinking that their headmates were normal. The realization that they're different can be a huge revelation that drives the story.

And this isn't just true of the host. The other headmates who might have always viewed themselves as imaginary may have to grapple with being more. Or maybe the headmate who thought it was literally a teddy bear for all those years is realizing it's part of the child's system and isn't separate at all.

An existential crisis always makes for quality drama.

Adult Headmates

One other tip is to remember that adult headmates in child bodies aren't actually adults. They're a child's idea of an adult.

A real adult is good at projecting confidence and giving the illusion they know what they're doing to children all the time. A real adult does this while having no idea what the fuck they're doing, being insecure about everything, and falling apart on the inside where nobody can see them.

An adult headmate isn't going to magically skip the stages of development. They won't have more experience than a child. They won't have an adult brain.

What they probably will have is confidence. More confidence than even a real adult, because this adult headmate was created from the child's concept of what an adult is. The adult headmate may take on a parental role to the host child, but they won't actually have the experience of a parent, and won't have the same self-doubt that plagues many adults... in the beginning.

As a writer, I believe it's your job to look for ways to break your characters. A headmate who is the embodiment of unearned confidence with no life experience to back it up?

Have their advice lead the child or someone they care about to some sort of harm. That unearned confidence is something you can shatter, along with the character's entire self-concept. You can make them confront the fact that they aren't as all-knowing as they believed themselves to be. Then you can build them back up, learning from their mistakes.

For more tips on writing plural characters, you should check out @writing-plurals.