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It's summer time and it's getting hot! Heat is especially dangerous for infants and young children. Here is some information from Alberta Health Services and federal government about keeping your children cool, staying healthy in the heat and sun safety. Symptoms of Heat Illness: changes in behaviour (sleepiness or temper tantrums) dizziness or fainting extreme thirst nausea or vomiting headache rapid breathing and heartbeat decreased urination with unusually dark urine How to manage the heat and stay healthy Avoid exposing your child to extreme heat. reschedule or plan outdoor activities during the cooler parts of the day (check the hourly forecast, but typically before 11am and after 6pm) check the Air Quality Health Index in your area before heading outside - air pollution tends to be at higher levels during extreme heat check the UV Index before heading outside - if the index is 8 or higher do not stay out in the sun for long, if it is between 3 and 7 take care NEVER leave children alone in a parked vehicle dress your child in loose-fitting, light coloured clothing, made from breathable fabric wear a hat use broad-spectrum SPF30 or higher sunscreen and follow the instructions Stay hydrated. Dehydration is dangerous, give plenty of cool water, before your child feels thirsty. make it fun - leave a colourful glass by the sing and remind your child to drink water after every hand washing make it healthy - provide extra fruits and vegetables as they have high water content make it routine - encourage your child to drink water before and after physical activity Keep your home cool. if you have an air conditioner with a thermostat keep it to the highest setting that is comfortable (between 22 °C and 26 °C) prepare meals that don't need to be cooked in the oven block the sun by opening awnings and closing curtains or blinds during the day if safe, open windows at night to let cool air into your home If your home is extremely hot: take a break from the heat and spend a few hours in a cool play such as a tree-shaded area, swimming pool, spray park, or an air-conditioned spot such as a shopping mall, grocery store or public library bathe your child in a cool bath until they feel refreshed, always supervise your child in the bath use a fan, but keep it a safe distance from the child and aim the air flow in their direction At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

The City of Edmonton hosts FREE drop-in programs for children at parks around the city during the summer months. Get active and join them for games, sports, crafts, music, drama and special events. The Green Shack program is created for children ages 6 to 12; however, all are welcome. Children under six can participate if they have an adult with them. Programming is available rain or shine, but may be cancelled during severe weather. Some Green Shack locations will move indoors to partnering Community League buildings when the air quality is seven or higher. Program leaders are easily identified by their blue shirts and may be assisted by volunteer leaders in training. All leaders: Have completed a security clearance process, are trained in first aid, and are certified specialists in fun! Ensure participants play safely (Parents are responsible for their children at all times and must be available in the event of an emergency). If there is a game or activity that piques your child's interest that you would like to have included in the programming, ask the program leader.   Close to Norwood Centre: Parkdale Cromdale Community League ( 11335 85 Street ) – Shelia Bowker Park – Monday-Friday 10:30am – 1:30pm Alberta Avenue Park (9210 118 Avenue) -Monday- Friday, 10:30am – 5:30pm Spruce Avenue (10240 115 Avenue) – Monday – Friday, 10:30am – 1:30pm Eastwood (11803 86 Street) – Monday -Friday, 2:30pm – 5:30pm McCauley (9403 109A Avenue) – Gionvanni Caboto Park -Monday – Friday, 10:30am – 1:30pm Read more about staying cool in the summer here. At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Is your child going to Kindergarten in the Fall? Every child is different, and some will adjust quickly while some will take more time.  During this adjustment period, it is normal for children to experience mixed emotions. What to expect: Children may experience bathroom accidents - this is normal. Children will likely be tired when they get home from school. Children will likely get colds and other illnesses more often. Prepare yourself: Find the information you need on the school’s website. Go to parent information sessions and classroom tours. Make a transportation plan. How will your child get to and from school? Plan for out-of-school care (if needed). Get school supplies and put your child’s name on everything. Connect with your child’s teacher. Stay engaged! Read all of the information that gets sent home from school. Prepare your child: Talk to them about going to school and answer their questions. Start the morning routine for school a few weeks early. Practice skills such as dressing, undressing, tying shoes, and handwashing. Visit the school before Kindergarten starts. Practice your pick-up and drop-off plan. Talk about who is and who is not allowed to pick them up at school. Choose a “safe adult” password. Teach conversation starters that your child can use to introduce themselves, make friends, ask questions, or ask for what they need. Read books about Kindergarten. Create a goodbye routine. For example, a special handshake. If the school allows, send your child to school with a comfort object.  Book recommendations At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Having your children help you in the kitchen supports their development! Cooking can help children learn and practice some basic math concepts and language skills. It can help build their self-confidence and lay the foundation for healthy eating habits. It may take a little flexibility and some simple prep work but with the right expectations, your time in the kitchen with your child can be an adventure you'll both enjoy. Bringing children into the kitchen and cooking with them can help: Build basic skills.  Counting eggs or other ingredients, pouring water into a measuring cup, and tracking what comes first, second, third all supports the development of math skills. When you read a recipe together, you introduce new words to your child's vocabulary and promote literacy. Following steps in the recipe supports the development of listening skills. Encourage adventurous eating.  Preschoolers are picky eaters and bringing them into the kitchen to cook can help them get excited about trying new food. Encourage children to taste new ingredients and talk about what they like and how healthy foods make a body grow. Help young children explore with their senses.  Children learn by exploring with their senses. Invite them to listen to the whir of the mixer, pound dough, watch it rise, and smell it baking in the oven. Taste the warm bread when it is done baking! Boost confidence.  Preschoolers love to show what they can do and working in the kitchen provides opportunities to gain a sense of accomplishment. If they helped assemble the pizza, let them know that their help was important. You could name the pizza or another dish after your child. Serve "Jalen's Pizza" or "Ella's Salad" for dinner tonight. Even if the results are not exactly what you expected, praise their efforts. Here are some other ways children can help in the kitchen: stirring tearing lettuce adding ingredients assembling a pizza helping you "read" a cookbook by turning the pages chopping soft ingredients (with a child-safe knife)   Cooking can also help with children’s emotional development. It is a great way to spend time together. It teaches patience, problem solving, and responsibility. It builds confidence! Here are some recipes from Karla’s Kitchen you could make together. Beef Stroganoff with Basmati Rice Ingredients: 1 lbs (pounds) beef (steak, roast, or beef stew cubes, cut into one1-inch slices) 1 tablespoon soy sauce 1 teaspoon steak spice 1 teaspoon garlic powder 1/2 teaspoon seasoning salt 1 tablespoon oil (any type) 1 cup assorted bell peppers (green, red, yellow, thinly sliced) 1 small onion (thinly sliced) 1 cup mushrooms (sliced) 2 cups beef stock (liquid or dissolved in water) 3 tablespoons butter (melted) 2 tablespoons flour For the Rice: 2 cups basmati rice 4 cups cold water 1 teaspoon salt 1 tablespoon butter Instructions: Cooking the Beef: Heat a pan over medium heat and add one tablespoon oil. Add beef slices and season with steak spice, garlic powder, seasoning salt, and soy sauce. Sauté until cooked through, then move the beef to the side. Cooking the Vegetables: In the same pan, add sliced bell peppers and onions. Sauté until tender, then set aside. Cooking the Rice: Rinse basmati rice under cold water until it runs clear. In a pot, combine rice, four cups of water, salt, and butter. Bring to a boil, then reduce heat to low, cover, and simmer for 13–15 minutes. Remove from heat and let sit covered for five minutes. Making the Stroganoff Sauce: In the same pan, add mushrooms and sauté until soft. Pour in beef stock and let simmer for a few minutes. Add the already sautéed onions and peppers back into the pan. In a small bowl, mix two tablespoons flour with three tablespoons melted butter to prevent lumps, then slowly stir into the pan to thicken the sauce. Taste and and more seasoning if needed salt pepper steak spice. Return the cooked beef to the pan, mixing everything well. Serve the beef stroganoff over a bed of fluffy basmati rice and enjoy! Chicken Noodle Soup Ingredients: 1 tablespoon butter or vegan butter 2 pieces diced celery 3-4 whole carrots 1 whole diced yellow onion 2 cloves minced garlic 10 cups chicken or vegetable stock 1 teaspoon salt 1.5 teaspoon dried rosemary 2 teaspoon dill 0.5 teaspoon black pepper 1-2 teaspoon chicken or vegetable bouillon 5 cups dry egg noodles 3 cups diced cooked chicken Instructions: Add butter, celery, onion and carrots to a large pot. Sauté for three minutes over medium heat. Add garlic, cook for 30 seconds. Add stock and all seasonings. Taste before adding more. Next add bouillon a teaspoon at a time tasting as you go. Bring broth to a boil for 10 minutes. Add dry egg noodles and cook till al dente. Do not over cook them as they will continue to cook after removed from heat. You can use any kind of chicken for this soup. Just pre-cook and dice it up into bite sized pieces. Add your chicken to your soup and remember to taste your broth again. Season again if needed. Serve with crackers or buns. Banana Bread (Vegan, Dairy-free, Egg-free) Ingredients 2 cups flour 1 teaspoon baking soda 1 teaspoon baking powder 1 teaspoon salt 2 tablespoons flax mixed with 6 tablespoons water 1 cup sugar 4 ripe bananas 1 teaspoon vanilla 1/2 cup vegetable or canola oil 1 teaspoon cinnamon 1 cup chocolate chips (optional) 1 cup sunflower seeds Instructions Preheat the oven to 350˚F. In a medium bowl, combine the flour, baking soda, baking powder, salt and cinnamon. In another medium bowl cream together the sugar, oil and ground flax. Stir in the mashed bananas and vanilla mix well. Pour all wet ingredients into the dry and stir together until just combined. Optional fold in chocolate chips and or sunflower seeds. Pour batter into a oiled nine by five inch loaf pan lined with parchment paper. Bake for one hour . Test with a tooth pick inserted into the middle of the loaf, if it comes out clean it is done. Place loaves in the pans on their sides to cool for 15 minutes. This prevents the bottoms from getting soggy. Pancakes Ingredients: 1 ½ cups (195g) all-purpose flour,  spooned and leveled 2 tablespoons sugar 1 tablespoon baking powder 1/2 teaspoon of fine sea or table salt,  reduce to 1/4 teaspoon if sensitive to salt 1 ¼ cups (295ml) milk,  dairy or non-dairy 1 large egg or ( 1 tablespoon ground flax mixed with 3 tablespoon of water. Let sit for 5 minutes) 5 tablespoons (70g) unsalted butter or vegetable oil,  plus more for skillet 2 teaspoons vanilla extract,  reduce if sensitive to vanilla Instructions: Melt the butter and set it aside. In a medium bowl, whisk together the flour, sugar, baking powder, and salt. In a separate bowl, whisk together milk, egg, melted butter, and vanilla extract. (Don’t worry if the butter solidifies slightly). Create a well in the center of your dry ingredients. Pour in the milk mixture and stir gently with a fork until the flour is just incorporated. A few small lumps are okay. As the batter sits, it should start to bubble. Place a large skillet or griddle over medium heat. Sprinkle in a few drops of water to test if it’s ready. You want them to dance around a bit and evaporate. Brush the skillet with melted butter (this creates crispy edges, but you can skip it if using a quality nonstick pan). Scoop the batter onto the skillet using a 1/4 cup measure or large cookie scoop, and spread each pancake into a four-inch circle. After one to two minutes, the edges will look dry, and bubbles will form and pop on the surface. Flip the pancakes and cook for another one to two minutes until lightly browned and cooked in the middle. Serve immediately with warm syrup, butter, and berries. At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Transitions can be little things like switching activities. For example: playtime to lunchtime bedtime playing at the park to when it's time to go home Transitions can also be big things like when a child starts daycare, Kindergarten, or if a family moves to a new home. In this blog post we will talk about managing those small, day-to-day transitions! Here are some tips and tricks to help make transitions easier for you and your child: Warnings Warning your child when a change is coming can help them prepare for the change and what is happening next. This might sound like: “In five minutes we are going to put away the toys and get ready for bed. ” “You can go down the slide three more times and then it is time to leave the park.” Make it fun! Turn a transition into a game! This might be: Racing to see who can pick up the most toys in two minutes or who can put on their shoes first. Singing a song about the activity. "We are walking, we are walking, to the park, to the park." Visuals Visuals can be a great tool for you and your child to use when moving from one activity to another. This might be: Using the timer on a microwave or cellphone to show that there are two minutes left of the activity. Creating a visual schedule for your child to refer back to, so they know what to expect and what is happening next. Choices Providing your child with choices gives them a sense of empowerment and control and can make it easier for your child to cope with a transition. Just make sure when you give a choice the choices you provide your child are possible and achievable. This might sound like: "Would you like to wear the red pajamas or the blue pajamas tonight?" "Would you like the pink plate or the blue bowl for dinner?" "What bedtime story would you like to read?" Prepare, prepare, prepare! When gearing up for a transition, talk with your child! Let them know what is happening, when it is happening and what to expect. Similar to using a warning, preparing your child for the transitions by letting them know what will happen next and when will help them prepare themselves for it. This might sound like: “I am going to drop you off at daycare and go to work. I will come back to get you around 4:00pm.” "We are going to the park for 30 minutes and then we will go home and make dinner." "At bedtime we will brush our teeth, put on our pajamas, read a book, and go to sleep!" The transitions where you and your child are separating can be the most difficult for them however, one way you might make these types of transitions easier is by having a special handshake to say goodbye or practicing these transitions at home in a fun way. While these transitions might be the hardest for both you and your child, remember that you are both strong and capable and that they will get easier with time! At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Does finding time to take care of yourself seem impossible? Start small! Using toys such as pinwheels or bubbles are also great ways to practice deep breathing. Taking a deep breath will help both you and your child regulate your emotions. Deep breathing provides extra oxygen to the blood and causes the body to release endorphins, which are naturally occurring hormones that re-energize and promote relaxation. Supporting your child to manage their emotions will also build attachment between you. Practice breathing with your child. Here are some examples of fun breathing. Rainbow breathing  Imagine a rainbow in the air in front of you.   Move your finger from left to right to trace the rainbow while you inhale slowly through your nose.   Move your finger from right to left to trace the rainbow while you exhale slowly through your mouth.   Repeat as many times as necessary.  Bubble breath  Imagine you have a wand to blow bubbles.   Take a deep breath in through your nose.   Slowly breathe out through your mouth as if you are blowing a bubble through a wand.   Repeat as many times as necessary.  Remind your child not to blow too hard, or they will pop the bubble!  Soup breathing    Imagine you are holding a bowl of hot soup in your hands.     Slowly breathe in through your nose to smell the delicious soup.     Slowly breathe out through your mouth to cool down the hot soup.     Repeat as many times as necessary.  Balloon breathing  You can sit or stand up.  Place both hands on top of your head.  Begin to breathe in and out slowly. ... As you inhale, raise your arms above your head, like you are blowing up a balloon. When your lungs are full of air, your arms should look like a big, round balloon on top of your head.  As you exhale, slowly bring your hands toward your head.     Dragon breaths  Sit cross legged or kneeling with your spine long. Breathe in through your nose. Breathe out through your mouth whispering a roar while opening your eyes and mouth wide.  Repeat many times.    Find out more about emotional regulation in our co-regulation tip sheet ! Read more about self-care here . At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Voting is an important way to have your voice heard in Canada's government. Here’s everything you need to know about the process of voting in the upcoming federal election. Photo by Elections Canada What am I voting for? Cast your vote for a person (Member of Parliament or MP) to represent you and your riding (neighbourhood) in the Canadian government. For information about the candidates in your riding visit the Elections Canada Voter Information Service  website. You can find a list of the candidates as well as links to their websites.   Who can vote? You are eligible to vote if you are a Canadian citizen, 18 years old or older on election day (April 28), and can prove your identity and address.   When can I vote? Monday, April 28, 2025 is election day. If you are unable to vote in-person on April 28, you can vote in-person at advance polls on: April 18 April 19 April 20 April 21 You can also vote at any Elections Canada office now until Tuesday April 22 at 6:00pm. To find the Elections Canada Office nearest to you visit Elections Canada’s Voting Locations  page.   Where can I vote? To find where to vote on April 28  visit the Elections Canada website  and enter your postal code or check the Voter Information Card you may receive in the mail. To find your advance polling station  location visit the Elections Canada website  and enter your postal code or check the Voter Information Card you may receive in the mail. You can also apply to vote by mail. For more information visit the Elections Canada website . In order to vote by mail you must apply on the website by April 22.   I want to vote! What do I do now? Step 1:   Register to vote . You can do this online on the Elections Canada website or in-person at your assigned polling station on the advance voting days or on election day. If you are unsure if you are registered you can find out on the Elections Canada website . To find your assigned polling station (the location where you should vote) visit the Elections Canada Voter Information Service website . If you register in advance, it will make the voting process easier.   Step 2: Make a plan! Sometimes you may have to wait in line to vote. When will you have time? Choose a day that works best for you. For more information about taking time off work to vote, visit the Elections Canada website  and talk to your employer!   Step 3: Gather the documents you need. In order to vote you must be able to prove your identity and your address. You can use your Driver’s Licence with your current address but if you do not have a licence, there are other options! For more information visit the Elections Canada website .   Step 4: Go vote! We encourage you to take part in the democratic process—your vote matters!

What is Risky Play?  Risky play is a form of play where children engage in a thrilling and challenging experience. Risky play can be many things, such as climbing, jumping from heights, rough and tumble play, exploring unfamiliar environments, and playing with tools or other materials that may cause potential risks.   Risky play is an important part of a child’s development. It promotes resilience, problem-solving, and confidence. However, as caregivers and educators, we often feel compelled to protect children from potential dangers, which can limit their exploration. The key is to find a balance between allowing risky play and maintaining a safe environment. One way to do this is by encouraging children to make their own decisions and take responsibility for their actions, while offering support and guidance when needed. Here are some strategies to help children engage in risky play within boundaries.  Instead of Saying "Be Careful" or "Stop," Try:  "I’m here if you need me."  Offering your presence without controlling the situation can encourage children to take risks while knowing they have your support. It reminds them that they’re not alone, but also encourages independence.  "What’s your plan?"  Encouraging children to think ahead about their actions helps them assess risks and outcomes themselves. It teaches them to problem-solve and make decisions based on the situation.  "How are you going to get down?"  Asking this allows children to reflect on their actions before making a move. It encourages them to think about safety in the context of climbing or other risky activities, without stopping the play completely.  Encouragement After Falling or Failing:  Falling and failing are a natural part of growth. Rather than discouraging children or jumping in too quickly to fix things, we can encourage persistence and problem-solving.  "What can you do differently next time?"  This question helps children focus on solutions and how they can improve. It promotes a growth mindset and the understanding that mistakes are part of learning.  "Practice makes progress."  Reminding children that skills improve with practice helps them stay motivated even when they don’t succeed on the first try. It reinforces the idea that persistence is more important than perfection.  "Remember last time, you figured it out!"  Referencing previous successful attempts gives children confidence. It shows them they have the skills to overcome challenges, even when things don’t go according to plan.    Natural Consequences: Empowering Choice s   When we allow children to experience natural consequences, they learn about cause and effect. Giving them choices, while maintaining boundaries, helps them make decisions and accept the outcomes of their actions.  Offer Choices:  Rather than just saying "no," offer alternatives. For example, if a child is climbing too high, you might say, "You can climb that high, but if you fall, you might get hurt. What else can you try instead?" This gives children the chance to make their own decisions and understand the risks involved.  "Accidents happen."  When accidents do occur, acknowledge the mistake without creating shame. A calm "Accidents happen. Let’s see what we can do next time" helps children understand that failure is just a part of learning.  "What do you think happened?"  After a fall or mistake, ask the child to reflect on what went wrong. This helps them analyze the situation and think critically about how they can make better choices in the future.  Balancing Safety and Risk   Risky play doesn’t mean abandoning safety altogether. It’s about offering the freedom to explore while maintaining reasonable limits. By using these strategies, adults can guide children to assess risks and set their own boundaries. This ultimately promotes physical and cognitive development, as well as confidence and resilience.  Read more about Risky Play here . Want to learn more parenting skills? Check out our FREE Parent Education Groups here . At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Consequences are what happens after your child behaves in a certain way. Consequences can influence how your child behaves in the future.  Some consequences can make behaviour more likely in the future. These include  positive attention ,  praise, encouragement and rewards  and other things your child likes.  Other consequences make behaviour less likely in the future. These consequences are things your child doesn’t like. They might include the consequences you give your child for challenging behavior, like quiet time or loss of privilege.  Plenty of positive consequences for positive behavior might mean fewer consequences for challenging behavior.  How to use natural and logical consequences? Follow the 3 Rs:   Related  to the behaviour Related: If your child throws a toy, you take away the toy  Not related: you send her to bed early  Respectful  towards the child and not involving shame or blame  Respectful: If your child spills a drink, you say, “Oops, looks like you spilled it, what should we do now?”  Reasonable  in both the child’s and parent’s perspective  Reasonable: If your child gets in trouble at school for not completing a homework assignment, you discuss it with him and agree to cut TV or play time by 30 minutes to ensure the homework is completed. Non-reasonable: you ground him for a month.  Tips Use consequences as a response to behaviour: This means using consequences for your child’s behaviour and not using consequences as a response to your child themselves. For example, let your child know the consequence is for hitting or breaking a family rule, not for being a disobedient child. This way your child will feel loved and safe – even when you’re using consequences.  Explain consequences ahead of time : If your child knows what to expect and why, they’re more likely to accept consequences and less likely to feel angry about them. For example, "When you don't put on your mittens your hands will get cold." Use consequences fairly, according to children’s needs and abilities: You might use different consequences according to your children’s ages. But if you’ve decided to give your children consequences for challenging behaviour, it’s important to use them the same way for everyone. Even young children will be upset if they see other children being treated differently from them.    Keep consequences short, and consistent: Use short and clear instructions, and be consistent with them. If you provided consequences once, and did not provide it the next time, because child is doing the same thing again, just keep repeating and be consistent. It takes time for children to learn.   Examples Give them choices.  If a child is not cleaning up after playing give them choices, “You can choose would you like to pick up 5 toys, or 4?", or “Would you like to pick up blocks so that I can pick up the cars?” Next time remind, before the play time, “Remember last time we cleaned up, we will clean up this time as well”. If it does not happen, then give a consequence. "I see you are not putting away your toys away like we talked about. The toys you don't put away don't get to come out next time.”   Start with giving choices, providing solutions and then the last step is a consequence.   A child is trying to climb up the slide when another child is sliding down, you could say “I see you are trying to walk up the slide, but there is another child trying to slide down. You can use the stairs or wait for the other child to come down.”  Here we provided an alternative/choices. Read more about guiding positive behaviour in your children here . Want to learn more? Register for a FREE Parent Education Group. Find more information here . At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Please RSVP with your name, the number of attendees (adults and children), and any food restrictions you have to norwooda@norwoodcentre.com or by calling 780-471-3737. See you then!

Process Art: an opportunity for children to create something based on their own ideas. There is no defined “end” product.  Product Art : an idea introduced to the child with a finished product in mind, usually provided by an adult.   While many parents and educators focus on the final product – be it a painting, a sculpture, or a completed craft – the true learning lies in the process of creation. Process art encourages an environment that provides children with limitless choices of what they want to create. Engaging in open-ended activities allows children to explore materials, experiment in different ways, and make decisions. This not only develops their creativity, but also supports critical thinking and problem-solving skills.   For instance, when a child plays with clay, the process of shaping it teaches them about environmental awareness and fine motor skills, while the freedom to create encourages independence and resilience in facing challenges. This focus on the process rather than only the product nurtures a growth mindset, providing children with the confidence to try new things and learn from their experiences. This is laying a strong foundation for lifelong learning. By shifting our mindset to celebrate exploration and not just the finished piece, we provide children with vital opportunities to develop not only their skills but their love for learning itself.   Follow up questions may also help to make process art experiences more meaningful. Questions that provoke thinking and decision-making create a space for essential skills to flourish. Some examples of thought-provoking questions may be:  How did you decide which colors or materials to use?  How did you feel while you were making this?  What should we do with the artwork you have made?  Find fun activities to do with your child on our Child Development Activities webpage including Tape and Paint Designs and Create with Playdough . At Norwood Centre our team of qualified Early Childhood Development Subject Matter Experts work to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, find them at norwoodcentre.com/child-development-activities . For short-term one-on-one coaching, please call us at 780-471-3737.

Welcome to June! Throughout this year, we have been on an early childhood development learning journey together and so far have explored these concepts: · January – parent as a child’s first and most important teacher · February – play, the work of children · March – science in early childhood · April – the developmental domains: social development · May – the developmental domains: physical development This month we are moving onto another critical developmental domain*, language development. Follow us on Facebook and/or Instagram for more information and parenting tips throughout the month. *The developmental domains: social development, physical development, language development, intellectual development, creative development, and emotional development. Isn’t it a wonder how children are born without the ability to speak a single word and yet from their earliest days they start working to communicating with us? Children progress through different stages in language development – from recognizing and differentiating sounds, cooing and babbling, making one-word utterances, to joining words, to making phrases, and finally, to speaking in full sentences. As caregivers respond to young children’s early sounds, facial expressions, and gestures, children begin associating doing these things with social interaction. Eventually, they start to understand that they should use language too. What is the number one way you can help your child develop language skills? It’s easy – expose them to a language rich environment! Talk, sing, and read out loud. Describe what you are doing to your child while you do household chores, tell them what you are buying while you shop, sing a song, read them a bedtime story, read them the news! It doesn’t matter if they understand all you are saying, they are hearing words over and over and will start to learn them. Some parents worry their children will be disadvantaged if they speak a language at home that’s different than what they will speak at school. Learning a second language does not mean your child will fall behind, they may just need more time to learn both at the same time! Multilingual children learn at a young age that they can express their ideas in more than one way and this actually makes them more flexible learners. There are many ways you can help with your child’s language development! Throughout the rest of this month, we will be sharing tips, examples and activities via Facebook and/or Instagram in these areas: Stages of Language Development: All children develop at different rates and ages, but there is a continuum along which language typically develops. If you are curious if your child is meeting these milestones, reach out to one of Norwood’s Intake Facilitators today and ask about an Ages and Stages Questionnaire (ASQ). Relationship building : How does language development help a child create and sustain relationships? Learning to communicate goes hand in hand with building attachment with your child, and with your child building relationships with friends. Receptive Language: Receptive language is the way that children listen to and process the words that you are saying to them. How can you help them develop these skills? Stay tuned and find out. Expressive Language: Expressive language is just what it sounds like: expressing oneself. Together we will find out what you can do to help your child develop the ability to communicate their wants and needs. Literacy and Storytelling : How does reading books with your child help them develop and strengthen their vocabulary? Let’s find out. Building Vocabulary : As your child’s first and most important teacher, YOU have the greatest influence on your child’s vocabulary and how it develops. Check on Facebook and Instagram this month for some “tools for your toolbox” that you can use to support this development. The Power of Open-Ended Questions: An open-ended question is a question that cannot be answered with a yes or no. When you ask your child an open-ended question, you are providing them with an opportunity to build their vocabulary as well as their expressive and receptive language skills. Dual/ Multiple Language Learners : Children’s brains develop and make connections at an astounding rate during their first five years. Because of this, early childhood is the prime opportunity for children to learn more than one language. For fun Language Development activity ideas, check out our Child Development Activities page ! Norwood Child and Family Resource Centre has supported vulnerable children, youth and families in Edmonton for more than 60 years.  We provide free programming that supports optimal child development, strengthens healthy relationships and well-being, breaks cycles of adversity, empowers people to successfully navigate change and life challenges, and connects people to communities.  Norwood Centre is inclusive and respectful of diversity, recognizing that each family is unique. Our work is strength-based, trauma informed and responsive to the needs of our participants. Our team of qualified Early Childhood Development Subject Matter Experts works to provide tools that caregivers can use to support early childhood development. We hear you! If you have a question or concern, please ask us. We have a variety of Child Development Activities available on our website, including the topics of Social Development, Physical Development, Language Development, Intellectual Development, Creative Development and Emotional Development. Find them at norwoodcentre.com/child-development-activities .  For short-term one-on-one coaching, please call us at 780-471-3737.