Speaking to Their Inner Artist: Discussing Your Preschoolers Artwork
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Children are naturally curious, and having the opportunity to explore art is not only fun for them, but also educational. This free play helps them to form connections in their brain, as well as to develop fine motor skills and critical thinking.

You can further encourage their creativity by asking the right open-ended questions about their painting or drawing, to show them you support their work and help them to express their ideas.


Tell me about what you’ve made?
We know how tempting it is to ask “what is it” when you’re unsure, but this question will likely be met with a confused face or angry scowl! Instead, ask kids to talk you through different elements of the piece, to give them the opportunity to tell you what they’ve created, without causing offence.


Where did you get your idea?
Discuss their inspiration for the piece so you can understand more about their creative process. When working with a child, avoid giving them a set plan or outcome. Let them explore using their imagination, and avoid the urge to help.


Which part do you like best?
Ask them about their favourite part, and follow up with open-ended questions such as “why?” or “what makes this part so good?”. This encourages them to critically analyse their work and to learn more about their own preferences. Ask them this before giving your own positive feedback, so he or she can learn to identify their own feelings and develop self-confidence in their art without the affirmation of others.


Why did you include x?
Get specific with your questions and comments. Ask them about the colours, lines, shapes and textures used, to show them how you’ve paid attention to the finer details. This encouragement is key in building their self-esteem.


What would you name this painting?
Ask them to give their masterpiece a title, which can make it feel more meaningful. Naming the piece also encourages a new depth of thinking, as children will have to consider the piece’s primary theme in order to come up with a title. 


What materials did you use?
Focus on the process over the finished product. By discussing how your child worked on their piece, you’re letting them know they can express themselves freely without being concerned about the opinions of others. This promotes intrinsic motivation. Without this, a child may be more likely to create something in order to gain approval from you or other carers, rather than for themselves. Ask them anything about how they developed their creation. 


Where would you like to keep it?
Preschoolers are often very proud of their artwork, so let them have a say in where it will be displayed. Putting this decision in their hand stretches their imagination beyond the painting or drawing, and can instil a larger sense of pride and ownership. 

We pride ourselves on providing an environment where children feel happy, protected and able to explore their creativity. Located in central Auckland, Kids’ Kampus is committed to nurturing your child’s individual qualities and potential. For more information about our curriculum, call (09) 630 1454.

“Resilience” is a quality that gives us the psychological strength to carry on when things are difficult. It’s what helps us to deal with change, loss and setbacks, and other inevitable challenges thrown at us through life.

As a parent or carer of children, we want to make sure they are equipped to make the right decisions whenever they’re feeling stressed, low, hurt, scared or lacking in confidence. That’s where resilience comes in. We can help to nurture this quality from a young age, giving them the confidence to make the right choices during difficult times to lead a full and positive life.


Let them make mistakes & learn from them

Mistakes are a part of life, so make sure your child isn’t scared to make them. Encourage them to try new things, even though they may not always work out as planned. You can also use this as a learning opportunity. Ask them what worked and what didn’t, and discuss what they would do differently if they tried the activity again.

On a similar note, try to resist the urge to do everything for them. In order to develop their problem-solving skills, children need to come up against some difficult tasks. Whether it’s tying their shoe laces or doing a puzzle, ask questions to help your child come up with their own solution. 

This shows them that you believe in their ability to work things out, nurturing both their problem-solving skills and their confidence. Of course, make sure they know help is available when they do need it.


Explain their emotions to them

Labelling emotions lets kids make sense of whatever they’re experiencing. They might come up against frustration, anger or jealousy, and it’s important that they know that such feelings are normal and that they will pass.

Ask them to describe the way they feel and talk about what happened to make them feel that way.

Encourage healthy risk-taking

A healthy risk pushes a child outside his or her comfort zone, but only in an environment where they’ll come to minimal harm if they’re unsuccessful. This could include trying out a new sport or talking to a child they haven’t interacted with before.

Simply avoiding risks can promote the inner-belief that they are not capable. Children build character when they have a strong sense of self-worth and confidence, setting them up with the means to overcome challenges throughout life.


Spend one-on-one time together

One-on-time time is essential to build an emotional connection with your children, which helps them to develop coping skills and learn the value of caring relationships. This unconditional support helps children to feel empowered to work through tough situations, and seek help when they need it.

Let your little ones know you’re in this together, but that you trust them to make the right decisions on their own, too.
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Nurture optimism 

Teach the importance of looking on the bright side. Optimism and resilience are closely linked, so try to steer your child away from pessimistic thinking so they can naturally reframe their thoughts to consider the positive in every situation.

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Good role models at home and at childcare play a huge part in building resilience during early childhood. At Kids’ Kampus, we nurture an environment that exposes children to new opportunities to socialise, discover and develop positive qualities. For more information, contact us on [email protected] or call (09) 630 1454.

Reporting instances of biting is never easy, and the news can be shocking for the parents of both the biter and the bitten. As all educators understand, biting is a natural developmental stage for many young children aged 1-3 years old and the causes and motivations can vary significantly.
It's important to take a whole-of-service approach to managing children who bite and to try not to become angry or frustrated. The Early Childhood Research Hub has compiled a comprehensive resource describing the most common causes of biting as well as a range of positive responses educators can employ to address the problem.

Teething
Cause of biting: If the child has teeth coming through, they may be in pain and applying pressure to the gums through biting may be soothing.

Possible response: Provide something to bite on to comfort the child such as teething toys or a folded cold face washer. Consider the child’s age as older toddlers may be able to bite on harder foods such as apples. Some parents may provide gels, but only use these with parents’ approval and be aware of your policy on administering medication if pain relief is required.

Oral muscle development
Cause of biting: As their muscles develop, toddlers experiment with two opposite ways of dealing with things: holding on and letting go. This theme is repeated in such things as separation from parents, toilet training, and learning to share. They do the same "hold on/let go" with their facial muscles. Biting is an example of "holding on" and is developmentally part of gaining control of a muscle group or cognitive activity.
Possible response: Help toddlers learn to hold on/let go by demonstrating and exploring holding on/letting go with activities like blocks in containers or nesting cups. Structure the environment to ensure opportunities to practice fine and gross motor skills. Structure activities and games to hold on/let go such as holding onto a ball or parcel then letting go (modified pass the parcel), holding hands and letting go, physical freeze and move games (statues).

Developing independence
Cause of biting: Toddlers are gaining a sense of autonomy by doing things for themselves, making choices, trying to control their world and making demands on adults and other children. Biting is a way of demonstrating independence or getting control and power over others.
Possible response: Offer toddlers independence as well as consistent, loving and firm limits. Allow children to make choices, for very young children restrict the choice between two items, and express preferences. Have clear limits but set up the environment to support exploration and learning. Set achievable tasks – allow children to succeed and use lots of verbal encouragement.

Language and communication
Cause of biting: Toddlers are in the early stages of language development. For children who cannot yet talk, biting is their alternative. It is often a "physical" rather than expressive communication, a language alternative.
Possible response: Encourage children to develop language skills. Use routine times such as nappy change for one-on-one exchanges by teaching words or sounds and signals, making eye contact and use non-verbal communication, body language and signs to re-enforce words. Plan activities with a verbal component such as stories, finger plays, and songs. Encourage all attempts at expressive language and be aware of the sounds they use to name objects.

Learning cause and effect
Cause of biting: Toddlers begin to explore and learn the relationship between cause and effect from the time they are about 12 months old. Biting is a great cause and effect demonstration. A bite reliably elicits a loud scream or reaction from another child and a reaction from an educator.
Possible response: Provide alternative ways for the child to observe and explore the relationship between cause and effect. Use toys that require action to cause a reaction like figures that pop up, cash register, pull along toys. Offer open-ended activities such as sand, water, painting, blocks and crayons so the child can "make something happen" and acknowledge and describe this process.

​Excitement and overstimulation
Cause of biting: Children can have such a great time running around and enjoying the environment that they become over-excited and overstimulated. Overstimulation can also occur if the visual environment is too colourful or "overloaded". Biting can be a form of tension release in such instances.
strong>Possible response: Plan a balanced day with some quiet time/privacy/space as well as outdoor play times. Help children with the transition from physical play to quieter activities. Use routine and repetition to have a calming effect. Try smaller groups. Consider soothing and relaxing music and incorporate relaxation activities with older children.

Under-stimulation and boredom
Cause of biting: If the curriculum is inadequate or insufficiently stimulating, or doesn't reflect their interests, children may bite due to boredom… anything to get a reaction and break the monotony!
Possible response: Reflect on your curriculum and your environment. Make it balanced, interesting and build on the strengths and interests of each child. Eliminate waiting and queuing where possible and ensure the physical environment is engaging and that all toys and equipment, particularly favourites, are available to children so they are not put away or unavailable to them.

Frustration
Cause of biting: Even in a quality setting, children may be frustrated for a many reasons, such as too many challenges, too many children, too little or too much room, not enough one-on-one attention, or too many competing demands. Frustration may result from unmet needs, inability to communicate or inconsistent or unclear limits. Children may bite through frustration when their more legitimate/positive attempts to alleviate their frustrations have been unsuccessful.
Possible response: Model appropriate ways of dealing with frustration by intentionally teaching them to use verbal skills and express feelings and encourage all attempts to do so. "Feelings" faces can be useful too. Maintain consistent known limits and use positive behaviour guidance. Teach turn taking (my turn, your turn). Ensure daily one-on-one time with each child. Reflect on your curriculum and environment, opt for small groups where possible and break the room up into smaller spaces.

Seeking attention
Cause of biting: The young child may bite to get attention from parents or educators. Some children need more attention than others and don’t care if this attention is positive or negative. Behaviours such as biting, scratching and hair pulling can be their way of being noticed and get an immediate reaction from adults. Some children may receive more negative than positive attention thereby unintentionally, reinforcing their behaviour.
Possible response: Ensure they receive regular positive, warm, nurturing, one-on-one attention. Use routines and transitions and don't provide undue attention to the child when they bite. Be aware of and verbally acknowledge positive, busy, curious, helpful, and productive behaviours. Encourage the intent of the behaviour as toddlers don't always get it right! Remember to notice the quiet child too.

Lack of impulse control
Cause of biting: Generally, toddlers lack the ability to evaluate the consequences of their actions and may act on impulse. They can appear quite surprised at the result of their actions. Sometimes they bite just because there is something to bite.
Possible response: Ensure that all educators respond to biting in a consistent way that discourages the behaviour, yet is not punitive, such as "Don't bite. Biting hurts." Ensure your response doesn't give excessive attention to the biting child and unintentionally strengthen the behaviour. Model alternate behaviours and teach them how to respond to a potential bite with a verbal and physical response. Say: "stop, that hurts" and indicate stop with their hand.

Exploration
Cause of biting: Biting is a form of oral sensory-motor exploration. Biting can be part of a child's way of exploring the world in the same way that they may like to look, smell, touch and listen. It helps them learn about their world. Very young children go through a stage of exploring everything with their mouth.
Possible response: Provide lots of sensory experiences with a variety of surface textures such as hard, soft, rough, and smooth. Have many oral activities – teething ring, soft toys, and blocks. Explore cooking through taste, texture, colour and temperature.

Social interaction
Cause of biting: Toddlers are learning to interact with their peers and how to approach other children. They often show interest by biting, pulling hair or pushing. This physical communication is particularly common in pre-verbal children. Infants relating in this way usually don't understand that they are hurting others – although older toddlers may!
Possible response: Model appropriate interaction. Teach children words to help them interact. Teach and model joining skills for older toddlers. Ensure sufficient material and equipment, including duplicates, to enable parallel play. Encourage and re-enforce parallel play. Introduce activities such as songs, games, and finger-play with handholding, buddy pairs and introductions. Encourage appropriate social interaction including sharing toys, hugging, smiling.

Anxiety
Cause of biting: Young children often use biting as a way to communicate or release feelings of anxiety, pent-up emotion, tension or insecurity. It may be in response to the stress around them, either at home or in the care environment. Ask parents if there have been any changes at home or in routines, such as recently weaned from the bottle or a new baby at home.
Possible response: Ensure one-on-one time to determine the source of the anxiety and collaborate with parents. Allow a comforter from home or create a comforter in your setting. Provide relaxing and soothing activities such as water, sand play, soft music, favourite lullabies and quiet songs. Provide calming contact with educators. Try massage or aromatherapy. Keep things predictable so the child feels safe and secure. Encourage attachment.

Imitation
Cause of biting: Babies and toddlers learn by imitating others and biting is a behaviour often learned in this way. From around 18 months toddlers can observe behaviour, store it in their memory and perform the act later. This is called deferred imitation.
Possible response: Model positive interactions with children and toddlers. Ensure that your verbal and non-verbal behaviour is consistent, loving, nurturing, respectful and appropriate for young children to copy. Use positive behaviour guidance, such as intervention and redirection, active listening and reflecting, regular but sincere encouragement. Notice and encourage pro-social behaviours.

​Hunger
Cause of biting: A young child may bite simply because they are hungry.
Possible response: Ensure that the menu provides adequate and nutritious meals consistent with Ministry of Health dietary recommendations for children. Check that the child actually eats at meal and snack times and ask the family about home diet and breakfast consumption. Ensure that water is freely available and provide an additional portion at mealtimes if necessary.

Reprint from careforkids.co.nz