By: Maryam Abro
Major depressive disorder (MDD) generally known as clinical depression is very common and seriously challenging for the health care system due to its recurrent and treatment-resistant characteristics (Morres et al., 2019) and one of the leading causes of years lived with disability (YLD) (James et al., 2018 as cited in Pitsillou et al., 2020). MDD is a common disease and affects people of different ages and social backgrounds (Moussavi et al., 2007). It is estimated that depression affects 322 million people worldwide and the number of people living with depression increased by 18.4% between the years 2005 and 2015 (WHO, 2017).
MDD is no longer considered as a discrete disease with simple cause and symptom and believed to be “multidimensional” (Clark et al., 2017 as cited in Pitsillou et al., 2020). MDD is characterized by an assortment of “physiological”, “psychological” and “cognitive symptoms” and it is diagnosed based on a collection of specific symptoms as there are no objective diagnostic tests (Cullen, Klimes-Dougan, Kumara, & Schulz, 2009). The clinical description of depression is mood disturbance for example sad, low, or irritable mood or a persistent loss of interest or pleasure, and must be manifested with additional biological, cognitive, and emotional symptoms such as sleep disturbance, poor concentration, and feeling of worthlessness (Curry, & Hersh, 2014). According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), MDD is categorized by peculiar changes in “affective”, “cognitive” and “neurovegetative” domain with symptoms lasting for at least 2 weeks. Moreover, five or more symptoms need to exist in the same event and at the minimum one of the signs as depressed mood or “anhedonia” and other symptoms being unexplained substantial weight change, fatigue or weakness, feelings of guilt or insignificance, difficulty concentrating and frequent suicidal thoughts (AMA, 2013 as cited in Pitsillou et al., 2020). Individuals with MDD become socially isolated and report decreased enjoyment in social connections (Bora & Berk, 2016) and are at greater risk of suicide. Suicide is the third leading cause of death in 10 to 24 years old and 50% of the time the cause is related to MDD (Cullen et al., 2009).
MDD is more common in adolescents than in younger children (Curry, & Hersh, 2014) and the prevalence in women is double as compared to men. MDD follows a recurrent course and on average individuals experience five to nine Major Depressive Episodes (MDEs) and with each recurrence, the time between episodes becomes shorter and shorter (Pizzagali, Whitton, & Webb, 2018). Depression damages health to a greater extent than any other disease (Moussavi et al., 2007) and is “highly comorbid with other mental disorders, most prominently anxiety disorders (59%), impulse control disorders (32%), and substance use disorders (24%), and collectively almost 75% of adults with lifetime MDD report at least one other lifetime DSM disorder” (NCS Replication; Kessler et al., 2011 as cited in Pizzagali et al., 2018). Several studies have suggested that MDD is connected with neurocognitive damage mainly in attention and “executive function” and severity of depressive symptoms are directly related with cognitive difficulties (Bora et al.,2013; Lee et al.,2012; Snyder, 2013; Trivedi and Greer, 2014; Wagner et al.,2012; McDermott and Ebmeier, 2009 as cited in Bora & Berk, 2016). Furthermore, MDD is also linked with other illnesses such as cardiovascular disease, diabetes, arthritis, asthma, and chronic pain (Baxter, Charlson, Somerville, & Whiteford, 2011 as cited in Pizzagali et al., 2018). Due to comorbidity with other mental and physical illnesses, the individuals suffering from MDD have a greater risk of premature mortality and generally have approximately 10–15 years shorter life expectancy (Gerber, Holsboer-Trachsler, Pühse, & Brand, 2016).
The traditional treatment for MDD is pharmacotherapy, psychotherapy or a combination of both (Gerber et al., 2016). In severe cases of depression, electroconvulsive therapy (ECT) can also be used (Pandarakalam, 2018 as cited in Pitsillou et al., 2020). Selective serotonin reuptake inhibitors (SSRIs), serotonin-norepinephrine reuptake inhibitors (SNRIs), norepinephrine-dopamine reuptake inhibitors (NDRIs), tricyclic antidepressants (TCAs), or monoamine oxidase inhibitors (MAOIs) are some of the standard medication used for treatment of MDD (Gelenberg et al., 2010). These drugs act on the monoamine system and increase the availability of serotonin (5-HT), norepinephrine and dopamine in the brain (Pitsillou et al., 2020).
The “heterogeneity” of depression poses serious challenges for traditional treatments (Kandola, Ashdown-Franks, Hendrikse, Sabiston, & Stubbs, 2019). The treatment outcome for pharmacotherapy and psychotherapy are not broad and 34% of people with depression tend to be non-responsive to treatment (Cipriani et al., 2018; Cuijpers et al., 2019; Rush et al., 2006 as cited in Kandola et al., 2019). Currently, antidepressants are prescribed on a ‘trial and error’ approach (Serretti, 2018 as cited in Pitsillou et al., 2020) and it is estimated that only 30% to 50% of patients respond to “single-action” or “dual-action” monotherapy and majority of patients require change or increase in medication (Gerber et al., 2016). Furthermore, antidepressants can cause various side effects (Anderson et al., 2012 as cited in Kandola et al., 2019).
The traditional treatments for depression such as pharmacotherapy and psychotherapy will continue a pivotal role in the treatment, however, considerable number of people with depression do not pursue treatment and more than 50% of patients, who even seek treatment do not respond effectively and require additional treatment options, which most of time do not provide remission. Consequently, new and complementary treatment options are urgently need (Gerber et al., 2016; Kandola et al., 2019). Physical activity has proved to be effective alternative option for the treatment of depression (Karg, Dorscht, Kornhuber, & Luttenberger, 2020).
Effects of Exercise
Notwithstanding widespread research on the effectiveness of exercise, the exact mechanisms through which antidepressant effects are produced have not been established. It is believed that exercise produces antidepressant effects through numerous biological and psychosocial avenues (Kandola et al., 2019).
The neurobiological mechanism theory suggests that physical activity increases cognition and mental health by changes in the structural and functional composition of the brain (Lin, & Kuo, 2013; Dishman, & O’Connor, 2009 as cited in Lubans et al., 2016). Voss et al (2013) described three main categories that are impacted by exercise:
- Cells, molecules and circuits;
- Biomarkers- gray matter volume, cerebral blood volume, flow;
- Peripheral biomarkers- circulating growth factors, inflammatory markers (as cited in Lubans et al., 2016).
Several meta-analyses have discovered the relation between depression and structural abnormalities in the brain such as a decrease in hippocampal, prefrontal, orbitofrontal, and anterior cingulate cortex volumes (Bora et al., 2012; Du et al., 2012; Kempton et al., 2011; Koolschijn et al., 2009; Lai, 2013; Sacher et al., 2012; Schmaal et al., 2015; Zhao et al., 2014 as cited in Kandola et al., 2019). In people with depression, the hippocampus is the commonly affected area in the brain (Schmaal et al., 2015 as cited in Kandola et al., 2019). The hippocampus is associated with emotional processing and stress regulation and these regions are mainly affected by depression (Zheng et al., 2019; Dranovsky and Hen, 2006 as cited in Kandola et al., 2019). Animal models suggest that depression impairs various cellular processes, including hippocampal neurogenesis (Anacker et al., 2013; Eisch and Petrik, 2012; Hill et al., 2015; Sahay and Hen, 2007 as cited in Kandola et al., 2019) and it is believed that decreased rates of hippocampal neurogenesis are partly accountable for depressed mood (Duman, Heninger, & Nestler, 1997 as cited in Rethorst et al., 2009).
It is believed that antidepressant effects of exercise are related to physiological changes that triggers hippocampal neurogenesis (Ernst et al., 2006 as cited in Rethorst et al., 2009). In animal studies, it has been observed that exercise results in changes in brain-derived neurotropic factor (BDNF), increase in cell proliferation, survival, and differentiation. Further, it stimulates the growth of new capillaries that are vital for the transportation of essential nutrients to neurons and results in an increase in neurochemicals, e.g. brain-derived neurotrophic factor (BDNF), insulin-like growth factor 1 (IGF-1), and vascular endothelial growth factor (VEGF) ( Van Praag, 2008; Kleim, & Cooper, 2002; Cotman, Berchtold, & Christie, 2007 as cited in Lubans et al., 2016).
Several meta-analyses, Dowlati et al. (2010); Howren et al. (2009); Köhler et al. (2017); Valkanova et al. (2013), suggested that people with depression have raised levels of pro-inflammatory markers, including Interleukin (IL)-6, IL-1, Tumour necrosis factor-alpha (TNF-α), C-reactive proteins (CRP) and several other IL receptors and receptor antagonists (as cited in Kandola et al., 2019). Inflammation can interrupt several pathways involved in depression e.g., “dysregulating BDNF” or “neurotransmitter systems” via “kynurenine pathways” (Kiecolt-Glaser et al., 2015; Calabrese et al., 2014; Cervenka et al., 2017; Schwarcz et al., 2012 as cited in Kandola et al., 2019).
Studies have noted reduction in number of “circulating inflammatory factors” such as IL-6, IL-18, CRP, leptin, fibrinogen and angiotensin II due to exercise (Fedewa et al., 2017, 2018; Lin et al., 2015 as cited in Kandola et al., 2019). In a recent Randomized control trials (RCT) on 98 participants with MDD by Euteneuer et al. (2017), an increase in anti-inflammatory marker IL-10 in the plasma was observed in experimental group- undergoing CBT with exercise as add on (as cited in Kandola et al., 2019). Similarly, in another 12-week study, reduction in depression symptoms and serum samples of pro-inflammatory IL-6 was noticed due to exercise (Lavebratt et al., 2017 as cited in Kandola et al., 2019).
Psychosocial and Behavioral Mechanism
People with depression have lower levels of self-esteem that could be potential reason for sense of worthlessness (Keane and Loades, 2017; Orth et al., 2008; Van de Vliet et al., 2002 as cited in Kandola et al., 2019). A negative association exists between weight status and mental health. People who have dissatisfaction with body image have higher risk of depression and show significantly lower scores on physical self-perceptions (Ali et al., 2010; Tang et al., 2010; Jackson et al., 2014; Van deVliet et al., 2002 as cited in Kandola et al., 2019).
Cross-sectional studies suggest that physical activity is linked with higher self-esteem scores, QOL and positive affect due to physical self-perception (Feuerhahn et al., 2014; Sani et al., 2016 as cited in Kandola et al., 2019). Legrand (2014) found that 7-week exercise intervention resulted in increases in physical self-perception, self-esteem, and decreases in depressive symptoms in women with elevated depressive symptoms (as cited in Kandola et al., 2019). Further, physical activity assist contact with the natural environment and could improve mood that affect wider affective states and other signs of well-being (Deci, & Ryan, 2002; Ryff, & Keyes, 1995 as cited in Lubans et al., 2016). Ossip-Klein et al (1989), in a study of clinically depressed women, found that exercise, both aerobic and resistance training, resulted in increased self-esteem and a decrease in depressive symptoms. The authors suggested that an increase in self-esteem may be responsible for decrease in depressive symptoms and contributed to higher self-esteem to improved body image and increased mastery (as cited in Rethorst et al., 2009).
The behavioral mechanism theory contends that changes in mental health outcomes due to physical activity are facilitated by changes in applicable and related behaviors, for example, involvement in exercise may result in better sleep length, sleep effectiveness, sleep latency and reduce sleepiness. Furthermore, partaking in physical activity may also affect self-regulation and coping skills that have potential implications for mental health (Stone, Stevens, & Faulkner, 2013; McNeil et al., 2015; Lang et al., 2013; Gaina et al., 2007 as cited in Lubans et al., 2016). Meta-analytical studies have displayed that exercise increases total sleep, increases slow-wave sleep, and decreases REM sleep resulting in a substantial decrease in Serotonin discharge during REM sleep (Kubitz et al., 1996; Youngstedt, O’ Connor, & Dishman, 1997; McGinty, & Harper, 1976 as cited in Rethorst et al., 2009).
This is now done through MedicAlert, which is a registered charity that offers flexible subscription plans and financial assistance to those who need it. There is a small fee to subscribe.
Through the MedicAlert Connect Protect program, Emergency Communications Officers at Calgary 9-1-1 will have 24-hour direct access to every MedicAlert subscriber’s recent photo and personal information including identity, physical descriptions, condition descriptions, medical needs, wandering history, and behavior management strategies such as anxiety triggers and de-escalation techniques. The database also includes emergency contact information, allowing first responders to quickly contact a subscriber’s loved ones. IDs can take any form that works for the subscriber, including watches, jewelry, or even shoe tags. See https://medicalert.ca/
Dress children in bright-colored clothing so they can easily be spotted. Lemon yellow and lime green are the suggested colors because they easily attract the eye. You might also have a piece of clothing that is only worn when the child goes out in public so you can easily remember what they are wearing
Take a photo of your child with your phone before you leave home or when you arrive at your destination. This will help police find a lost child because they will be aware of exactly what the child is wearing, and how they look that day.
Discuss a designated place to go if you get lost or advise children to stay right where they are when they feel they are lost. Tell children to find a security officer, police officer or an employee if you are in a public place or remind them that they can ask another adult with kids for help.
Prepare your child so that they can identify themselves. For younger children, have their identification information in their pocket. If they able to speak and can relay the information, practice reciting your phone number with them, and let them know they can always call 911.
Positive reinforcement is the best way to prevent a child from wandering away from you when you are in a public place. Praise your child for staying close to you. Speak with your child about stranger danger and remind them of the importance of staying with you. Social stories can be effective ways to describe a situation and the appropriate social or behavioral responses for that situation.
What to do if your child is lost
If you are at home, search your house first before going outside. Check closets, laundry baskets and piles of clothes, in and under beds, in large appliances, in vehicles and other areas where the child may hide or play.
If you still can’t find the child in the home, call 911 to notify them and let them know if you feel the child is in any danger. Police departments would rather be aware of the situation and called back when the child is found, rather than wasting valuable minutes to find the child. Time is crucial once a child has been separated from you.
In the community- many public places have standard procedures of what to do when a child is missing, so call 911 to make sure authorities and the venue’s management are notified that the child is lost. Authorities will be able to help because they are familiar with the area’s surroundings and could have the capability to lockdown buildings or issue an alert.
Trax Play- https://traxfamily.com/
My Buddy Tag- https://mybuddytag.com/
(not an exhaustive list)
Calgary’s Child- https://www.calgaryschild.com/health-and-safety/safety/954-im-lost-how-to-prevent-and-handle-a-lost-child-situation
How are you doing? Really, how are YOU doing? In asking other people how they are doing, I have generally heard the answer, “good,” and then a pause, followed by a “well….” and we jump into a list of things that including “excesses” and “deficits,” otherwise known as “mores” and “less thans.” More tantrums, crying, frustration, screen time, online burnout…more overall stress. And then the deficits. Lower motivation, less time and space to exercise, outdoor time (so cold lately), missing connection with friends and family, less energy to meet life’s demands.
Most people I have talked to are having a tough time. But how do you know if you are coping or not? What is coping? What does it look like for you?
So, the first question, are you coping or not and how do you know? I’ve heard a good phrase recently; A problem is not a problem until it becomes a problem. Can you get out of bed? Can you make it to the shower? Are you getting to work? Can you meet your daily life’s demands? The American Psychological Association defines coping as the use of strategies (thinking/cognitive or behavioral) to manage the demands of the situation, when such demands exceed our own personal resources; or how we reduce the impact of stress. So, what we do to make things more manageable when we feel, well, “zoomed out.”
How do you cope? I can tell you how I cope. The most important thing for me (and the hardest, of course) is setting boundaries, saying ‘no,’ and not doing too much.’ As much as I’d like to connect with everyone on Zoom, I often get ‘zoomed-out.’ As hard as it is to say no to these (sometimes) it is nice to just sit and be. But then I know the importance of connection and how that can fuel me and my overall motivation to get things done in life. Again, balance is hard, but I’m trying (as I know you are too!). There are other ways to cope. This can include a conscious approach to problem-solving, a thought process when meeting a stressful situation, or how you try to modify your reaction to a situation.
I wish I could tell you the best way to cope, or how to cope with Covid, but please know you’re not alone out there. Think about it, how do you cope? Are you coping? And if not, please reach out to your Connecting Dots team. We’re here to help you figure out the best way for you and your family to cope through Covid. And I say “through” because we ARE going to get to the other side of this. xo
For more information on coping: https://dictionary.apa.org/coping
Effects of Stress On The Brain: How stress can affect the human brain in different stressful situations
By: Maryam Abro
To understand the common feeling of “stress” on the human brain, we need to understand the definition.
Carter (2007) defines stress as:
“A person-environment, biopsychosocial interaction, wherein environmental events (known as “stressors”) are appraised first as either positive or unwanted and negative. If the appraisal is that the stressor is unwanted and negative, some action to cope and adapt is needed. If coping and adaptation fail, one is to experience stress reactions.”
Stress is a result of uncertain, adverse, random, and overwhelming events. Stress is greater if there are already problems and struggles in one’s life. Stress reactions arise regardless if stressors are “objective” or “subjective” and long-term exposure can result in negative psychological consequences, ranging from mild to severe.
It is believed by Carlson, (1997), that people who are experiencing severe stress react in one or more of the three fundamental reactions that are presented by one or more “physiological, emotional, cognitive, or behavioral modalities. The core reactions are:
- Intrusion or reexperiencing
- Arousal or hyperactivity
- Avoidance, or maybe even physical numbing”
Unfortunately, stress is a word used frequently in modern-day society, often used to describe the experiences that cause anxiety and frustration because they make individuals feel insecure and leave them with the feeling that they wouldn’t be able to successfully cope with situations that they may be facing.
Nowadays, there are many different stressors, especially during the Covid-19 global pandemic. Some of the stressors that may occur due to Covid are new rules causing changes and making new normal for individuals, social distancing, problems at an individual’s job or home, financial worries, etc. It is certain that these stressors would be, or have been deeply amplified due to our current circumstances with Covid-19 as well. Sometimes, these stressors can have serious implications, for example, effects of social distancing and isolation on mental health, loss of livelihood because of shutting down businesses, deaths caused by drugs and alcohol during the pandemic, increase in domestic violence, etc. Also, they may trigger the human “flight or fight response”. Besides creating daily annoyances in life, these stressors can lead to chronic stress, or maybe even PTSD (post-traumatic stress disorder), which is an aftereffect of a tragic experience.
The life experiences described above are the most common stressors that trigger human beings and cause their behavior to change in a certain way. For instance, being “stressed out” may create anxiety and depression, insomnia, and excessive substance abuse like drinking, or smoking. Some individuals may even resort to using medications such as “anxiolytics”, benzodiazepines, and sleeping pills to get rid of stressful thoughts. The prolonged use of such self-medication can result in various negative health outcomes.
The human brain itself is responsible to select the experiences that cause stress and it also categorizes the behavioral and physiological reactions to the stressful events, which can promote or deteriorate health. Acute and Chronic Stress has been shown to cause changes in the brain and affect many systems in the body like “neuroendocrine, autonomic, metabolic, cardiovascular, and immune”.
As discussed earlier, it is well believed that stress causes changes in the brain. Now, the question at hand is: what Kind of change does stress cause in the human brain? To find out what kind of changes take place in the human brain, we need to explore the effects of stress in different parts of the brain.
Extreme Acute and chronic stress may cause effects on the amygdala’s stress response through three core regulatory systems: “the serotonergic system”, “the catecholaminergic system” and the “HPA axis”.
The advancement of brain imaging techniques has enabled researchers to examine the neural circuit activity changed by acute stress in humans. MRI studies have revealed that the subjects who listened to stressful events related to their life had increased response of blood oxygen level-dependent (BOLD) in the medial PFC (anterior cingulate cortex), particularly in the right hemisphere indicating the anterior cingulate cortex’s part in processing mental suffering. Studies conducted on humans also reported how drastic stress affects the dlPFC operations, participants who had been exposed to stressful videos, displayed poor performance of N-back working memory, and reduced BOLD activity over dlPFC. Results also revealed that severe stress ended the normal deactivation of the default mode network. The subjects who had greater levels of catecholamine had more stress causing damage to working memory performance and reduction in dlPFC activity. There is a correlation between stress-induced catecholamine release and poor working memory performance. Exposure to unmanageable stress and higher catecholamine levels together impair the higher cognitive functions of PFC.
The hippocampus performs some of the higher tasks in the brain, such as encoding, storing, and retrieving information. Once it receives the messages from the axons, this information is processed through different synaptic mechanisms. The hippocampus sorts out the information and differentiates between important and less important information. Exposure to acute stress makes the hippocampus open to attack. Minor and short-duration stress normally increases hippocampal operation by increasing “synaptic plasticity”.
Stress impacts learning and memory tasks in humans and animals by changing the structure of hippocampal neurons . These alterations occur in different stages, starting from the changes in the synaptic memory to the changes in the dendritic branches . Most drastic effects of long-lasting stress on the hippocampus is a decrease in the pyramidal cell dendrites branches. The amount and form of “synapse-bearing spines” are active and are controlled by “factors including neurotransmitters, growth factors and hormones that, in turn, are governed by environmental signals, including stress”.
The information discussed above highlights some of the crucial structures of the brain and their response to stressful events. Many other areas need to be examined in this connection, such as loss of synaptic connections, dendrites, spine and “the generality of the stress response to other high-ordering association cortices, and how genetic insults interact with stress signaling pathways to hasten disease”. Stress and its effects on the brain is a vast area of research. The crucial point for future research is to unravel how different mechanisms few of those mentioned above (CRH, neuropeptides, neurotransmitters) respond to stress hormones such as adrenal and stress-associated neurotransmitters. It could be a challenging task to study the joint role played by these mechanisms to alter the hippocampus in response to stress. Further research would be required to uncover some of the effective treatments and helpful approaches to handle the drastic effects of both acute and short-term stress.
By: Elizabeth Wotherspoon
Kindergarten can be a controversial and/or stress inducing topic for many. In Alberta, parents have the choice to either put their child in kindergarten or wait to start school until grade one. So, should you put your child in kindergarten or should you let your child be a kid for another year and wait for grade one? Waiting wouldn’t be an option if it was going to be a setback for your child in any way, right?
Let’s talk about exactly what your child can get from being part of a kindergarten class. The Kindergarten Program Statement (Alberta Education, 2008) provides learner expectations in seven learning areas. The expectations of these learning areas are not only accomplished in the Kindergarten program, but from the homes and communities of children as well. However, Kindergarten does provide some opportunities for children that simply cannot be taught at home. This is because a lot of what a child learns in kindergarten is taught by his or her peers. The following, separated by the seven learning areas, is a brief overview of what your child can get out of a Kindergarten class that he or she may not get anywhere else.
This focuses on children being actively engaged in learning language and forming their own understanding of how spoken and written language works. A kindergarten program provides opportunities to:
- Experiment with language and to test it in verbal interactions with their peers and adults (other than their parents)
- Participate in shared listening, reading, and viewing experiences
- Sharing stories using rhyme, rhythms, symbols, pictures, and drama
- Class and group language activities
- Begin using language prediction skills
- Ask questions and make comments
- Represent and share ideas and information about topics of interest
Provides activities that foster a curiosity about mathematics. A kindergarten program provides the following opportunities that create interest in numeracy:
- Comparing quantities, searching for patterns, sorting objects, ordering objects, creating designs, and building with blocks
- Connects numbers to real-life experiences
- Develops mathematical reasoning skills (a foundation for later success)
- Develops problem-solving skills
- Being involved in a variety of experiences and interactions within the environment helps develop spatial sense including, visualization, mental imagery, and spatial reasoning
Citizenship and Identity
This focuses on the development of a strong sense of identity, self-esteem, and belonging. Children are given the opportunity to explore who they are in relation to others – a difficult thing to teach from home. All the children from a Kindergarten class bring their own perspectives, cultures, and experiences to the classroom. Because everyone has a unique background, bringing all the children together provides opportunities to:
- Become aware of who they are as unique individuals
- Express themselves by sharing personal stories
- Discover how they are connected to other people and their communities
- Express interest, sensitivity, and responsibility in their interactions with others
Environment and Community Awareness
By providing opportunities for children to use their five senses to explore, investigate, and describe their environment and community children become more aware of their surroundings. Using simple tools in a safe and appropriate manner provide experiences that allow children to:
- Recognize similarities and differences in living things, objects, and materials
- Learn about cause and effect relationships
- Make personal sense of the environment
- Explore familiar places and things in the environment and community
- Recognize seasonal changes in their environment and community
- Recognize familiar animals in their surroundings
Personal and Social Responsibility
In order for children to be able to learn, they need to be able to regulate their bodies. An unregulated child will spend all of his or her energy focusing on what is happening in his or her body and cannot attend to what is being taught. This area focuses on the personal and social management skills necessary for effective learning. Each child develops these skills at their own rate and is dependent on personal experiences; however, kindergarten provides children opportunities to:
- See themselves as capable learners by participating in learning tasks, trying new things, and taking risks
- Follow rules and learn the routines in a school environment
- Become more independent
- Develop friendship skills
- Demonstrate caring and contributing to others
- Express their feelings in socially acceptable ways
- Take turns, contribute to partner and group activities, work cooperatively, and give and receive help
Physical Skill and Well-Being
By participating in physical activities, by becoming aware of healthy food choices, and by learning safety rules, children develop positive attitudes towards an active, healthy lifestyle. Kindergarten provides practice opportunities for the behaviours that promote wellness. Children in kindergarten begin to develop a personal responsibility for health, learn about personal safety, and ways to prevent/reduce risks. Through play, the following skills are targeted:
- Coordinated movement, balance, and stability
- Finger and hand precision
- Hand-eye coordination
Kindergarten gives children an environment where they can practice fostering respect and collaboration with others through sharing ideas and listening to others’ diverse views and opinions. Being involved in listening to others’ perspectives allows children to learn that people see and learn things in different ways than they do. The following are activities that help to develop these skills:
- Viewing and responding to natural forms, everyday objects, and artwork
- Individual and group musical activities, songs, and games
- Listen to (and begin to appreciate) a variety of musical instruments and different kinds of music
- Dramatic play and movement
- Helps with growth in self-awareness and self-confidence
Kindergarten helps to form the base knowledge so your child is ready for English language arts, math, social studies, science, physical education, health, and fine arts throughout elementary school. Children learn these skills at home, in the community, and in the kindergarten classroom. It is unlikely your child would be far behind without the experience of Kindergarten; however, certain skills such as knowing the routine and expectations of a school environment may be something a child who did not attend Kindergarten will have to learn.
By Elizabeth Wotherspoon
In my experience, a big stressor for parents is the concern that their child is not “ready for kindergarten.” This looks differently for everyone, some parents may be worried that their child mumbles through the L-M-N-O-P cluster in the alphabet song and others might be concerned with counting, colours, and writing skills. So, what exactly is your child required to know before entering Kindergarten?
After an extensive search for Kindergarten readiness checklists and articles that state what a child needs to know before entering Kindergarten, I came up short. The only identified requirements for a child to have met before entering Kindergarten is that they must be at least 4 years old on or before March 1st to start Kindergarten in September of the same calendar year.
With that in mind, starting Kindergarten is a big step and there are some things you can do to help your child adjust to starting school!
- Encourage your child to get dressed alone, including putting on shoes (remember, the laces might still be tricky).
- Take your child to the school playground.
- Encourage your child to follow 3-step directions. Example: “Find your crayons, make a picture, and bring it to me.”
- When your child comes home from school, avoid open-ended questions and ask specific ones instead. Example: “Tell me about the story your teacher read today.”
- Establish a consistent bedtime for your child.
Kindergarten has a curriculum, and even though there are no prerequisites for Kindergarten, here are some things you can do at home while your child is learning at school.
Children learn some basic colours and shapes in Kindegarten. You can help your child become more aware of colours and shapes in the following ways:
- Give your child options that require him or her to label colours. Example: “Do you want to wear the blue sweater or the red sweater?”
- Be a shape and colour detective while you’re walking around the neighbourhood. See who can find the most shapes and colours.
- Make Play-Doh at home, experimenting with food colouring and creating different shapes.
- Get your child to help with sorting laundry by matching socks by size and colour.
Kindergarten introduces the letters of the alphabet and the sounds those letters make. You can increase your child’s awareness of letters and sounds in the following ways:
- Trace letters with your finger on each other’s backs and guess what letter has been traced.
- Have your child think as many rhyming words as possible for simple words like “cat” or “bee.”
- As your child prints their name on crafts and cards, say the correct letter name.
In Kindergarten, some base skills for math are introduced such as, counting groups of objects from 1-10, learning about patterns, and learning about measurements. You can help your child become more aware and interested in math at home by:
- Counting the plates with your child as you set the table.
- Baking together using words such as “empty”, “full”, “more”, or “less” as you add ingredients.
- Playing games like “Snakes and Ladders”, “Memory”, and “Go Fish.”
- Encouraging your child to look for patterns in his or her clothes and around the house.
Kindergarten is an important time for your child to develop friendship skills. They are learning to show a positive and caring attitude toward others. You can help your child develop and practice his or her social skills by:
- Allowing/encouraging your child to have a play date and share toys.
- Encouraging your child to help friends or family members by doing things like holding a door open.
- Getting your child to help with making supper by giving him or her simple jobs. While doing this, talk about the names of the foods and utensils being used.
- Encouraging your child to create cards or gifts (something special) for friends and family members
Children start to learn about science by investigating living things in Kindergarten. You can help your child learn more about living things by:
- Having your child name each animal while looking at pictures in books or on a trip to the zoo. Talk about where the animals live, what they might eat, and the noises they make.
- Read simple stories to your child. After reading the story, ask what happened at the beginning, middle, and end, of the story.
- Making animal puppets out of paper bags or socks and have a puppet show.
In Kindergarten, children learn about time. They talk about the days of the week, months of the year, and the seasons. You can help your child become more aware of time in general and the seasons by:
- Using a calendar at home to talk about the day, date, and month of the year.
- Go for a walk and look for signs of autumn, winter, and spring.
- Go on a treasure hunt for different sizes and colours of leaves and pinecones and then make a craft out of them.
- Have your child help you rake the leaves in your yard. Have fun jumping in the leaves, throwing, and catching them.
- Have your child help you shovel the sidewalk.
- Playing in the fresh snow. Making different footprints, snow angels, and snowmen and going tobogganing.
- Making paper snowflakes.
- Encourage your child to talk about the changes they can find outside (e.g., the snow is melting, the leaves are growing, the grass is getting green) in spring.
- Encourage your child to hang up this or her jacket and hang their jacket when they come home from school to develop a sense of responsibility at home.
Now that you know there are no requirements (other than age) to be ready for Kindergarten, you can send your little one of to his or her first day of school with confidence. Have fun and enjoy this exciting time in your child’s life!
By: Elizabeth Wotherspoon
It’s FINALLY time to read your bedtime story which means you will get a little reprieve while your child sleeps. You’ve been looking forward to this moment since you brewed your morning coffee and you are just a few lines away from some peace and quiet. It can be quite tempting to just read the story and call it a day, but if you have a little more energy left in you during this precious learning moment, your child could really benefit.
When reading a story to or with your child, it is recommended to make it as interactive as possible. Sometimes this can be tricky because the words are there for you to read.
Wordless books automatically make reading in an interactive way a little easier because you do not feel obligated to stick to the text that is written.
Here are a couple more tips on how to read a wordless book with your child:
- Add new vocabulary à explain the action in the picture and describe what else you see in the picture
- Appreciate that the pictures are telling the story à talk about how the pictures portray the emotions of the characters and mood of the story
- Emotions are found in the facial expressions and body language of the characters
- The colours of the pictures are providing the mood (e.g., dull colours = sad or gloomy; bright colours = exciting and happy)
- Encourage your child to tell the story based on the pictures à prompt him/her to include details about the setting (e.g., where and when the story is taking place); get him/her to describe the characters; encourage him/her to include the key elements of the plot (e.g., the problem and its resolution)
- Summarize à once your child has told the story in his/her own words, get them to summarize what happened in the beginning, middle, and end – this gives an understanding of basic story structure and helps with comprehension skills
- Comprehension skills:
- Encourage your child to predict what will happen next in the story
- Make connections between the story and real life
- Talk about what the characters might be thinking and feeling
- Brainstorm about the overall message of the story
So, you like your routine of reading your child a couple short stories at bedtime and you don’t want it to take too long because you NEED sleep too and that’s okay. Maybe instead of being a night time activity, a wordless story could become part of your day! If this sounds more appealing, add a little more to the activity:
- Have your child write the text to accompany the pictures à You could do this by making your own story books or you could write the text on post-its and stick them on the pages
- If your child is not yet writing, it’s okay to write these ideas down for him/her
- If your child is enjoying this activity, get them to draw the pictures in their home-made books!
Here’s a list of good wordless story books for children ages four and up:
- Flotsam by David Wiesner
- Tuesday by David Wiesner
- Good Dog, Carl by Alexandra Day
- The Lion & the Mouse by Jerry Pinkney
- The Snowman by Raymond Briggs
- The Red Book by Barbara Lehman
- Wave by Suzy Lee
- Chalk by Bill Thomson
- A Boy, a Dog and a Frog by Mercer Mayer
Here’s another list for younger children:
- Good Night, Gorilla by Peggy Rathman
- Hug by Jez Alborough
- Pancakes for Breakfast by Tomie dePaola
- Have You Seen My Duckling? By Nancy Tafuri
Okay, so now you know how to read a wordless story book with your child so here’s your challenge for tonight when you’re reading your child to sleep. FORGET ABOUT THE TEXT! Let your child choose the book they would like you to read, but tonight, make the story up based on the pictures rather than reading the words. Good luck!!
By: Elizabeth Wotherspoon
This may come as a bit of a surprise because some people are so obviously good at math, while others are better at reading and/or writing BUT both literacy AND math skills are rooted in language!
As parents and teachers, we want to do whatever we can to ensure our children are going to be successful in school, and ultimately in life. So, what do we do? We teach our children the alphabet, counting, and to recognize letters and numbers. And while these skills are an important step to achieving literacy, children’s language skills are actually more predictive of their reading and math skills!
What to do
The first step in achieving literacy is building your child’s spoken vocabulary. The more words they understand and use, the better their reading and math outcome!
Here’s what to do at each age to build up vocabulary:
- For your 1-year-old: it is important to expose your child to lots and lots of spoken words. Talk to him/her about what you’re doing when you’re doing it. Narrating your actions is an easy way to expose your little one to a TON of words!
- For your 2-year-old: it’s important to use a variety of words for this age group and to include some sophisticated words.
- For your 3-year old: when your child was one and two the amount and variety of words they were exposed to was important, now that he/she is three, the quality of the interaction becomes more important. Have conversations and tell stories. Talk about what you did today or what you might do tomorrow.
Once a child has started using words to request, comment, greet, and negate they have achieved the first step to becoming literate.
Next, we need to delve a little deeper to form those fundamental skills required for literacy. Here are some guidelines for helping your child acquire those skills:
- Talk about what your child likes
- Repeat, repeat, repeat – children need to hear new words MULTIPLE times before they begin to use them
- Aim for a balanced conversation – we want your child to hear new words AND to have time to think about what was said and how to respond
- Point out objects and concepts in the world around you (e.g., “sticky, this glue is sticky.”)
- Help your child understand the meaning of new words by using actions, gestures, and facial expressions in addition to words
- Tell stories together with your child – these can be about real or made-up events. Simply talking about what you did today or what you might do tomorrow builds pre-literacy skills
- Focus on the SOUNDS of language rather than the letters. For example, “Sam starts with a snake sound: sss.” Become detectives and find all the snake sounds on a page in a book!
- Enjoy shared book reading with your child – this promotes early literacy socialization and teaches children that reading can be fun and interactive
How is math connected to literacy and language?
I have spent a lot of time talking about how to build vocabulary as a fundamental skill for reading, but when does math come into the picture?
Early mathematics is more than recognizing and reciting numbers, children need to understand concepts and relationships. Research shows that mathematical LANGUAGE is one of the strongest predictors of success in math.
Some Tips and Tricks to Integrate Mathematical Language into Your Day
Introducing concepts and relationships to your child early will be so important for his/her academic success and it’s not even difficult to do!
- Use numbers to describe or count in daily conversations rather than focusing on number recognition
- Make comments using numbers (e.g., “You have two cookies! I only have one. You have MORE cookies than I do!”)
Mathematical language includes comparison and spatial concept words, rather than numbers. Here’s an example of some of the words I’m talking about:
- Comparison words: more, less, some, most, fewer, a lot, a little bit
- Spatial concepts: near, far, before, after, front, first, above, below, end
Use words like these at any time with your child – including while reading stories. Make comments and ask questions using this language (e.g., “How do you know the duck has the most seeds?” or “The plane is above the helicopter.”)
I bet you’re thinking to yourself that you already do these things. This posts challenge is to really pay attention to comparison words and spatial concepts you’re using when interacting with your child. After you’ve done this, come up with some activities you think it would be easy to integrate mathematical language into and how that might look.
As an example, I might bring a pie plate, some coloured felt, and fake fruit and “bake a pie” as an activity that promotes learning new vocabulary while using mathematical language.
- First we make the crust (put the coloured felt on the bottom of the pie plate)
- After the crust is made, we add the fruit
- We need a lot of fruit to fill the pie
- Let’s add more fruit – we just need a little bit more
- Oh, no we have too much – we need less fruit
- After we’ve got the right amount of fruit, we add the crust
- Put it on top of the fruit
- Last, we bake the pie for 30 minutes at 350 degrees