Colic is a behavioral syndrome in infants and is characterized by sudden attacks of excessive crying. Colic occurs mostly in the evenings, and without any detectable causes. Healthy, well-fed colicky infants aged between 2 weeks to 4 months cry incessantly for more than three hours a day, more than three days a week and for more than three weeks. It is important to note that sometimes other diseases are missed as the crying is assumed to be due to colic. Since babies cannot express their symptoms, and there may be no visible signs of a disease, crying is the only signal that all is not well.

Causes

The cause of colic is not known and it remains a poorly understood condition. Colic affects both breast-fed and formula-fed infants equally. One out of four babies experiences colic, which starts a few weeks after birth and usually improves on its own within 3 to 4 months.

Symptoms

Incessant crying of infants (mostly during evening hours) is the main observation. The symptoms of colic in a healthy, well-fed infant are:

Predictable crying sessions

A baby suffering from colic often cries at almost the same time every day, usually in the evening or night. The crying episodes begin suddenly, for no clear reason, and last from a few minutes to about three hours or more. The infants may pass gas or have a bowel movement towards the end of the colic episode.

Intense or incessant crying

Colic crying is high pitched, intense, and different from regular crying of infants. Infants are difficult to comfort during colic episodes.

Postural changes

Clenched fists, tensed muscles, and curled up legs are commonly observed during colic episodes.

Treatment

The treatment options rule out use of drugs, unless some other medical condition like acidreflux is causing discomfort to the infant. The presence of other causes that can add to the discomfort of the infant is ruled out. Strangulated hernia, ear infections, blood infection, lactose intolerance, and presence of hair in the eye should be looked for and taken care of.

Many benign treatment modalities are suggested for colic but their effects are largely unproven.

Clinicians regularly treat infants with colic for gastrointestinal discomfort. Simethicone is often prescribed. This non-absorbable medication makes gas bubbles larger by allowing them to coalesce, which makes it easier for them to disperse and release. However, evidence of its efficacy in colic is not established.

Anti-cholinergic drugs like dicyclomine hydrochloride are seen to be effective against colic. It is not recommended due to associated serious adverse effects like breathing difficulties, fits, and loss of consciousness. Use of sedatives, like chloral hydrate, phenobarbital, and alcohol-based gripe water is highly discouraged.

Calming a Colicky Baby

Colic usually resolves on its own and does not present long-term adverse effects. The following techniques may help:

• Holding, rocking, or gentle patting brings comfort to infants who cry for short periods.
• Use of pacifiers comforts infants with strong sucking urge. Nipples with smaller holes also pacify such babies.
• Tight swaddling may help comfort very active and restless infants.
• White noise from a vacuum cleaner, television, car engine, washing machine, hair dryer and music may calm some infants.

Each cell of the human body contains 46 chromosomes. Down syndrome occurs when a person has a genetic defect in which the cells contain 47 chromosomes. These individuals have an extra copy of chromosome 21. The presence of this extra chromosome causes abnormal development of the brain and the body. Down syndrome is the most common human birth defect. It is present from the type of birth and not acquired in life. There is also no cure for Down syndrome.

Symptoms

Symptoms of Down syndrome vary among affected individuals and can range from mild to severe. The following signs and symptoms are characteristic of Down syndrome:

• Children affected with Down syndrome have a common characteristic appearance with abnormally shaped head, upward slanting eyes, small ears, small mouth, flat face and nose, short neck, short arms and short legs. Affected children also have a decreased muscular tone at birth. Their hands are wide, short and have a single crease on the palm.
• All affected individuals show various degrees of mental retardation.
• Physical development is slower than normal and many children with Down syndrome do not reach the average adult height.
• Almost all organs of the body are affected in Down syndrome. Complications include heart defects, dementia, eye problems (e.g., cataract), gastrointestinal problems, hearing problems and ear infections, hip and joint dislocations, sleep apnea and breathing problems, hypothyroidism, diabetes and infertility.

Causes

About 95% of individuals affected with Down syndrome contain 47 chromosomes in all their cells due to the presence of an extra copy of chromosome 21. In other affected individuals, only some cells of the body inherit an extra copy of chromosome 21 – a condition termed as mosaicism. A minority of individuals affected with Down syndrome may have extra copies of only a part of the chromosome 21. The exact reason for the inheritance of an extra copy of a chromosome during cell division is not known.

However, advanced maternal age at the time of childbirth is the most important risk factor. The incidence of Down syndrome in unborn babies increases dramatically if the mother’s age is above 35 years at the time of childbirth. If the first child has Down syndrome, then the risk of the second child having it also increases. Prenatal genetic tests for Down syndrome in unborn fetuses are now available and are recommended for women over 35 who are planning on having a baby.

Treatment

There is no cure for Down syndrome. However, individuals with Down syndrome can lead healthy, happy and productive lives with proper supervision. Individuals affected with Down syndrome usually have a reduced lifespan and often do not survive past 50 years of age. This is mostly due to the heart defects and other abnormalities associated with Down syndrome.

However, treatment options are available for many of the associated abnormalities of Down syndrome. For example, heart defects could be corrected surgically, hypothyroidism could be corrected by hormone replacement therapy, eye and ear problems could be managed with regular checkups, and diabetes could be managed with drugs and lifestyle changes.

In addition, speech therapy, physical therapy and occupational therapy are available for individuals with Down syndrome.

Kindergarten is an important time of growth and development for children. The activities that children
participate in at kindergarten mould and influence this process. Providing the right type of activities
helps the child to develop in all areas of life. Here are some of the various types of activities used at
kindergarten.

Physical activities:

Kindergarten is phase when children learn and understand more about their own bodies and their
physical abilities. It is a also a time when children develop some of the higher gross motor skills like
balance, climbing, hopping skipping and jumping. Activities that promote development in this area
include races and running games, obstacle courses, dancing, climbing activities, swimming and sports.

Language and social skills activities:

A group of children in a classroom is a great environment to learn language and social skills. At
kindergarten children learn to communicate with their teacher, ad other children. They learn to
coordinate and play together. They also learn social norms and behavior expectations. Drama and
pretend play provides opportunities to teach as well as practice a variety of social skills, roles and
behavior. Group games and team games encourage children to work together for a common goal.
Activities done in pairs and smaller groups encourage children to communicate with each other, share
materials and be understanding.

Sensory activities:

Our sensory systems contribute to the way we think and process information around us. The
development of sensory systems starts even before birth, and continues in kindergarten. As children
experience various sensations, they learn to process and understand the information they get from the
environment in a better way. Thus, sensory activities including visual, hearing, tactile and movement
activities help to develop the child’s sensory processing systems.

Fine motor activities:

Kindergarten is a time when children further develop their fine motor skills. These skills are essential
for writing, and many other aspects of life. Art and craft activities help develop writing and other fine
motor skills. Minute construction toys also help to improve coordination. Thus kindergarten must have a
balance of both large motor or gross motor activities as well as fine coordination activities.

Learning activities:

At kindergarten children are very curious to know more about the worls around them. Prviding an
environment, toys and a schedule that encourages them to explore and learn will help build a good
foundation. Learning activitites at kindergarden need not be derious or boring, but can be hands on fun
activities that the children will enjoy.

Creative activities:

Kindergarten must also allow opportunities for the child to be creative. Free play, dramatic play, and
free art and craft are some ways of helping children develop creativity. Other children may show
interest in the areas of music and dance and may do well in them. Encouraging a child to be creative
right from kindergarten will help them grow in creativity over the years.

Thus, these are some of the various kindergarten activities that are part of most kindergarten
curriculums.

Sensory Activities:

At this age the sensory systems are developing. Children learn to understand and interpret the world around them through different sensations. Sensory activities provide opportunities for the child to experience a variety of sensory input. Most toddlers enjoy sensory play activities and are not often ready for more complex games.

Visual activities include playing with bright color and light toys and playing with a torch in a dark room.

Auditory activities include a whole range of musical activities like songs, listening to music and playing simple instruments. It also includes playing guess games where the child tries to guess what the sound is.

Tactile activities include sand play, water play and modeling with plasticine. Children will also benefit from guessing the object just by touching it.

Movement activities help the development of the movement and position sensory systems. These include dance, running, climbing, rolling and other physical activities.

Similarly, the child must also have opportunities to experience various
tastes and smells.

Gross motor activities:

By the age of one children start learning to walk, and this opens a whole
new world of physical skills for them. They start exploring the environment,
and learn new skills like climbing and running. This is also the stage where
children develop their balance and muscular strength which will help them
to learn new physical skills. Physical activities can be introduced in the
form of play and games. Parents can demonstrate new skills, and provide
support to help the child try out new and more challenging things.

Language and Communication Activities:

Hearing their little babies speak meaningfully is a wonderful milestone that
parents experience at this stage, Children start picking up words and try
to put them together to form meaningful words. Speaking to children in
simple short sentences helps them to understand more easily, and also
to respond. Stories, books and songs are great ways of introducing new
vocabulary to children. Using the actual word for things and not a baby
form of the word is recommended.

Self care activities:

At this stage, toddlers start learning to be independent and are
interested in doing their own self care tasks including eating,
bathing, and dressing. Helping toddlers learn these skills early will
promote independence and prepare them for kindergarten.

Physical readiness for kindergarten

A child needs to feel independent physically before he is ready to be left alone in a new and strange environment.

• Can your child walk by his/her own?
• Can your child wash his/her hands and eat independently?
• Is your child able to take off and put on outer clothing?
• Will your child be able to indicated that he/she needs to go to the toilet and do so independently?

If your child is not able to do any of these activities, he/she may first need some home training. A child on a wheelchair may need to be taught modified ways of doing self care activities and also trained in using the wheelchair before he is ready to attend kindergarten independently.

Kindergarten social interaction and communication

Many children find it difficult to cope with the social and communication demands faced at kindergarten. Children who don’t have siblings often find it difficult to cope with other children. They find it difficult to share toys, attention and opportunities. Some children who have not developed language skills may find it difficult to express their needs or emotions, and this can be the cause for some behavior problems. Other children find it difficult to stay for long periods of time without their parents , but children usually cope with it in a couple of weeks or so. Children therefore need to be given opportunities to play and meet other children before beings ready for kindergarten. They also need to learn ways to communicate their basic needs to adults.

Preparing a child for kindergarten

Preparing a child for kindergarten usually involves helping a child to be independent in basic self care, and also helping a child cope with social demands of preschool. Giving opportunities to children to play with other children helps develop social skills and helps them cope better at kindergarten. Talk to children about kindergarten and present it to them as a fun and exciting new thing that is going to happen in their life This helps them build a positive attitude towards kindergarten. Shopping for bags,clothes and stationery can also help children look forward to kindergarten.

Supporting your child in kindergarten

Children need a lot of support to help them cope with changes in their life, like the first few months of kindergarten. To help them through this, parents can help by picking up children and dropping them in school. Another approach is to be interactive and interested in the daily activities – ask your child to show the art work or other projects they have done during the day and to put it up in the home where everyone can see it. Parents should talk to the teacher to find
out more about how the child is doing in class. In this way the child knows that they are being monitored and have not bee abandoned in kindergarten.

]]> http://childcarefinders.org/kindergarten-readiness-is-your-child-ready-for-kindergaten.htm/feed 0 http://childcarefinders.org/maths-for-kindergarten-kids.htm http://childcarefinders.org/maths-for-kindergarten-kids.htm#comments Sat, 11 Dec 2010 17:03:49 +0000 Christine http://www.kindergartenparents.com/?p=9 Kindergarten is a time when children build up the basic math skills that they need for life. These skills can be taught in a fun and enjoyable way. Developing math skills at this point can have a profound effect on how a child deals with maths and related subjects, and even impact on career choices in early adulthood.

Early Math Skills

Counting and Sorting

Children in kindergarten start learning math skills long before they are introduced to numbers. There are many other skills which help children understand the concepts of numbers and quantity, and this is essential for them to understand and work with numbers. Counting is the ability to count a number of objects correctly.

Sorting objects depending on their characteristics is one of the foundational math skills. Initially children learn sorting based on one characteristic and then they can be taught to sort and work with objects of various characteristics. Once children are able to do sorting, they are taught to match two similar objects.

Colors and Shapes

The understanding of colors and shapes and associating of the names to the color or shape is one of the early skills that children learn. This too has a role in building a good foundation for math. Colors and shapes can be taught with a wide range of hands on activities, including art and craft activities.

Size

The concept of size involves understanding small and big, smaller and bigger and also arranging objects in ascending and descending order of size. This helps children learn to compare the size of different objects, which will further help them understand the way numbers are used.

Patterning

Making patterns help children learn to work with numbers even before they learn numbers. It teaches them sequencing and order to arrange and even the fundamentals of geometry. In this way, children can learn to make more complex patterns, and practice working with numbers of different quantities.

Number identification

Number identification is basically the ability to look at the written form of a number and being able to say what number it is. Children pick up this skill early, but they usually need more time to understand the relevance of a number. When combined with other activities, a child can quickly move from just calling out a number to being able to work with it in everyday practical terms.

Rote counting

Rote counting is the ability to say numbers in order from memory. Children usually pick this up through games and other activities that they play at kindergarten. This does not mean that a child will fully understand that successive numbers increase in quantity and vice versa, but it is an indication of their ability to memorize and recall number-related information.

Number concept

Number concept is an understanding of how many objects are in a number. This is sometimes more difficult for a child because it is the bridging the gap between identifying numbers and actually putting basic math skills, like counting, into practice. A variety of hands on activities can be introduced to help children practice and develop this skill.

Teaching math to kindergarten children

The basic math skills are actually very few, but need a lot of practice. The more a child gets the opportunity to practice skills and work with quantities and numbers, the better their math foundation. A lot of hands on activities can be used to practice skills. The way a child learns to deal with any new or existing activity will determine their long term association and comfort with the subject matter. With math being the cornerstone of most skilled activities, teaching it in a manner that is fun yet constructive can have a host of effects on the child, adolescent and even adult.

Games for physical development

Races and running games, trampolines, skipping, hopscotch and other sports are all games that help develop physical skills. At kindergarten children further develop their balance and coordination skills.

They learn to skip, jump and hop.

Children also love games like obstacle courses and climbing games as these help children understand more about their bodies and their physical abilities. Thus it is essential that kindergarten children are given opportunities for various kinds of physical activities every day.

Games for development of social skills

Games provide an opportunity for children to learn social skills. Taking turns in games and giving other kids a turn teaches a child to be patient, share and be considerate of others. Team games help children understand the meaning of working in a group or team together for a common goal. When children are paired together as partners for games, they learn to communicate and work with others. All these skills are very essential for children to handle social situations.

In addition to this, games also help develop language and communication skills. Children need to listen to instructions and follow them. Games are a fun and enjoyable way of helping children develop a wide array of social skills.

Games for development of fine motor skills

A lot of board games help children develop fine coordination and fine motor skills. Handling small pieces and moving them require good eye hand coordination. Games like puzzles, building blocks and pick-up sticks also help develop fine coordination.

Games for development of cognitive skills

Most games help develop some aspect of cognitive skills. Games are a great way to help develop attention and concentration skills as well as problem solving, and memory skills. Memory games, chess, puzzles and quizzes are great ways to develop these cognitive skills.

Games for development of other academic skills

Games can also be used to develop various academic skills. Colors, numbers, and vocabulary can be introduced through different games. Games can also be used to practice skills taught to the child. Dice games help a child improve their number skills.

Memory card games help a child develop vocabulary. A lot of other puzzles and games are available that help children to learn alphabets and words. Teachers can also create their own group games that can be played in the classroom to learn or practice skills.

Explaining Sex To Children

Sex education for a primary school child mostly occurs in the way we talk about body parts and body functions, how we teach children to care for, respect and protect their bodies, and when we prepare our children for puberty. Choosing the right age to answer questions such as ‘Where do I come from?’ and ‘What is sex?’ is more about how comfortable your family feels talking about such topics, rather than there being a perfect time.

• Many children will have asked the question by the time they reach school. By Grade 3 they will have a keen interest and will have formulated some kind of theory. Many children will also have made the link between reproduction and sexual pleasure, and will be entering into schoolyard speculation and curiosity.
• Talking about these issues shows children that they can talk with trusted adults. Families lay the groundwork for children to feel OK about their bodies and body functions, and to feel confident to ask questions and seek help.
• School programs are vital to support this process. Developing good sexuality education programs shows that the community takes responsibility for this aspect of children’s growth and development. If families and schools won’t take the subject on, children will turn to other sources of information that may not be reliable such as friends, the Internet or the media.

General Suggestions To Talk About Sex

Suggestions on talking to your preteen about sexual issues include:

• Don’t wait for your child to ask questions. If they haven’t said anything to you by the time they are 10, it is likely that shyness or embarrassment will stop them from this point on.
• Some children may feel more modest by age six and might want privacy in the bathroom. This is a good chance to make sure they know that they can say ‘no’ to touching that they do not want.
• Masturbation is normal and healthy for children and may start long before puberty begins. Children just need to know that it is something to do in private.
• Many parents begin to talk about conception when their children are still pre-schoolers. Certainly it is important to start the conversation by the time they are eight or nine. If your child hasn’t asked, you could try starting with a question such as: ‘Have you ever wondered how you were born?’ Look for opportunities to introduce the conversation – for example, you may choose to use a book or to comment on a pregnant relative.
• Some girls will begin breast development and periods at age eight. By age nine, start a conversation with boys and girls about ‘growing up’ and changing bodies.
• Don’t assume that the lengthy talks you have already had have stuck. You will need to go back to topics (in fact, this is the best way to create open communication).
• Make sure your child knows who they can talk to about embarrassing personal ‘stuff’. Talk with them about who they would talk to if they needed an adult’s ear but were reluctant to come to you.
• Find out what sexuality education your child’s primary school provides and support them in the provision of age-appropriate information.

Basic Biology Of Sex

• Be honest and truthful. If your child asks ‘Why do men and women have sex?’, don’t just answer ‘To make babies’. Explain that people also have sex because they enjoy it and it feels good.
• If they ask about same-sex relationships, tell them that some people have sex with people of the same sex.
• Use age-appropriate materials, such as books, to help explain the issues.
• The Hormone Factory is a website aimed at 10 to 12 year olds that explains puberty, sexual intercourse and sexual issues in a clear, light-hearted way. You could browse through the website together, clarifying any questions your child may have.

Feeling Uncomfortable Talking About Sex?

You may have found that discussing sex with your child was OK in their preschool years, but the extra detail required as your child gets older feels too embarrassing to talk about. Perhaps you’ve been waiting so long for the ‘right time’ that you haven’t talked to your child about sex at all.

• Use materials to help you get started – find some age-appropriate materials, such as books or videos, and look through them with your child.
• Be honest if you feel embarrassed – if you can’t face talking about sex, provide the materials and let your child look through them alone. If your child has questions for you, try your best to answer them. If you are too shy, explain this to your child.
• Use the Internet – log on to a good website like The Hormone Factory. You could browse through the website together, clarifying any questions your child may have.
• Ask someone else – you could ask a trusted relative or friend to talk to your child in your place.
• Explain your own attitudes – keep in mind that your child won’t know about your morals, values and beliefs unless you tell them.

Best Boarding Schools

• Choate Rosemary Hall

Choate Rosemary Hall is a large coed school located in Wallingford, Connecticut just north of New Haven. The school offers superb academics, an I.M. Pei-designed arts center, 32 sports and alumni including such notables as Edward Albee, President John F. Kennedy and Adlai Stevenson.

• Deerfield Academy

Deerfield Academy is a small coed school located in central Massachusetts. It is a very selective school offering small classes, 19 AP courses and a strong community environment. Deerfield is also generous with its financial aid. 22 sports and 71 clubs/extracurricular activities will keep you as busy as you want to be.

• Georgetown Prep

Georgetown Prep is a Roman Catholic boys school located in just over the DC line in suburban Bethesda, Maryland. Strong academics featuring 24 AP courses together with just about every extracurricular activity you could want make for an appealing program. Georgetown has a high ratio of day students to boarders probably because it is located in the nation’s capitol.

• Groton

Groton had its beginnings as an Episcopal school for boys. It has always been a small school with a big impact. Most recently Curtis Sittenfeld set her novel Prep at Groton. It admitted its first African American student in 1951 long before integration became fashionable.

If your child has what it takes to get into this very selective boarding school, he or she will be presented with a veritable feast of academic, athletic and extracurricular offerings. The location of the school a mere 2 hours north of New York City makes it easily accessible from all parts of the globe.

• The Lawrenceville School

The Lawrenceville School is a remarkable institution in so many ways. It was late admitting girls, doing so only in 1987. Now the school has a female Head Master. If you have the right stuff to get into this grand old school, do it. The location midway between Philadelphia and Newark affords several travel options as well. Princeton University is only a few miles up the road too.

• Middlesex School

Relatively young as New England schools go, Middlesex nonetheless has filled the past almost 110 years with some remarkable achievements. Frederick Winsor conceived of the school as being different from the usual religious schools of its day. The school was non-denominational and still is.

• Milton Academy

Milton was founded in 1798 as a coeducational day school. That worked fine for 100 years, at which point boys and girls were separated according to the fashions of the times. Things have come circle now as Milton is once again a coeducational institution. Diversity is a vital part of Milton in the 21st century. And a vital part of Milton’s success as a diverse institution is its ability to fulfill the challenge of its motto “Dare to be true”.

• Peddie School

Religious affiliation: Nonsectarian
Grades: 9-PG
School Type: Coeducational, day school
Comments: Be aware that this is a selective school. You will need what the school is looking for in order to be accepted. Once there you will enjoy a state of the art campus, exciting academic courses, a rich arts program together with some of the best sports programs anywhere.

• Phillips Andover Academy

“Phillips Academy”Daderot/Wikimedia Commons
The greatness of Andover in the 21st century springs from the simplicity of its ancient Latin motto Non Sibi which means “Not for self”. Teaching young people to be aware of their obligation to help those near and far speaks volumes to Andover’s awareness of globalism and community service. Andover is one of America’s best prep schools. Admissions standards are incredibly high. But if you have everything they are looking for, apply, visit and impress them.

• Phillips Exeter Academy

Phillips Exeter Academy is all about superlatives. The education which your child will get is the best. The philosophy of the school which seeks to link goodness with learning, though it is over two hundred years old, speaks to twenty-first century young people’s hearts and minds with a freshness and relevancy which is simply remarkable. That philosophy permeates the teaching and the famed Harkness table with its interactive teaching style. The faculty are the best. Your child will be exposed to some amazing, creative, enthusiastic and highly qualified teachers.

• St. Paul’s School

St. Paul’s was established as a school in a country setting by design. It has benefited from that decision over the years as 2000 acres of land has allowed the school to expand at the same time as it has stayed in harmony with its bucolic surroundings. St. Paul’s began playing ice hockey back in the 1870’s, one of the first schools to do so.

• Stay in areas with other people around. Don’t take short cuts through alleys, deserted parking lots, or vacant lots.
• It’s better to be with a friend or a group of friends than to travel alone.
• Stay alert to your surroundings. Notice who is walking near you, particularly at your side or behind you. Be aware of places you could go to get help from an adult if need be.
• Avoid going into a public restroom alone. If you must, take the stall nearest the door and exit promptly when you’re finished.
• Never talk to strangers. Adults don’t need to ask for help or directions from children. Don’t take things from them, either. Keep a distance of two arm lengths between you and strangers so you are out of grabbing reach.
• Don’t walk or ride your bike near parked cars.
• Possessions can be replaced, but you can’t be. If a bully threatens you on the way home from school, for example, be ready to drop your backpack or books if you have to run away.
• Listen to your gut. If your instincts tell you something feels wrong, don’t wait to find out if your fears are justified. Leave fast and go to a safe area that has adults around who can help.

Child Safety At The Mall

When you determine that your child is mature enough to go to the mall without you, require her to be in the company of friends rather than going there alone. Drop kids off and pick them up in a well-lighted and populated area; a spot near the mall doors is much safer than in the parking lot. Give your child small bills and remind her not to flash her money around. Make sure she has coins for a phone call if she wants you to pick her up early.

Remind her that if her instincts tell her someone might pose a threat, she should speak to a security guard or store clerk. Better to be safe than sorry!

Children’s Safety On Public Transport

Kids in urban areas often use public buses or even subways to go to and from school. If your child feels he’s ready to start riding public transportation, go with him the first time or two to make sure he’s familiar with the stops and has safe places to wait.

Tell him to sit as close to the driver as possible and to pay attention so he doesn’t miss his stop and end up someplace unfamiliar. Make sure he has coins to phone you if he misses the bus or train and will be late.

Talk to him about how to protect himself if someone bothers him, such as telling the person to stop in a voice loud enough to alert other passengers.

Road Safety For Children

• Teach your kids that it’s safer to walk on the side of the street where cars are coming toward them. It’s easier for an assailant to stop his car and grab a child from behind since the child can’t see what’s going on in back of him unless he turns around.
• A child is more vulnerable if she’s listening to a personal tape player through headphones or reading something while she walks. These distractions make it unlikely that she’ll notice someone coming from behind.
• Kids want to be helpful; they don’t want to appear impolite. They’ve probably seen their parents answer a question from a stranger or give directions. Children might encounter a homeless person asking for coins or a street vendor looking to make a sale.
• Teach your child to say “no” (and sound as if she means it) while looking directly at the person and then moving on. She shouldn’t apologize or worry about hurting someone’s feelings. If she doesn’t want to do this, she can walk briskly on without responding at all.The same advice applies to encounters with strangers in places other than the street. If your youngster is taking an elevator, for example, when the door opens she should look at who’s inside before entering; if she feels uncomfortable, she can wait for the next one. If she’s worried about someone who gets on after her, she can push the button to get out at the next floor.

Anytime your child is in public and feels her safety is threatened, her best defense is to yell for help. Assailants understandably prefer not to attract attention.