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Choosing the right therapeutic preschool for your child can be an overwhelming task, especially in Chicago where there are so many options. With so many different therapeutic approaches, how do you know which approach works for you and your family? In this discussion, you will learn about a variety of therapeutic preschool approaches, hear examples of good questions to ask and things to think about when you are researching therapeutic preschools, how insurance coverage works, and walk away confident in your ability to choose a therapeutic preschool that is a good fit for your family. Our Esteemed Panelists: Lorell Marin, M.Ed., LCSW, BCBA, DT, Founder/CVO, LEEP Forward., Dr. Connie Weil, Clinical Director, Tuesday's Child, Kimberly Shlaes, Director of Preschool Programming & Developmental Therapy, PlayWorks Therapy Inc., Katelyn Suski, Director, Chicago Speech Therapy Academy, and Dr. Jennifer King, Director, Blue Bird Day Wheaton Thank you to our Presenting Sponsor LEEP Forward.

Does your child struggle with focus, irritability, or sleeping? Have you noticed that your child has become more clingy, fidgety, or finicky with food? Are you concerned about a change you observe in your child's behavior? Trying to figure out what is the root cause of a change in a child's behavior can be overwhelming. Well, NPN is here to help. In this session, we will discuss anxiety and bring clarity around what anxiety symptoms look like, when a diagnosis is appropriate, and what supportive resources and treatments are available. Our Esteemed Panelist: Dr. Chrisna M. Perry, Ph.D., Founder & Director, Comprehensive Learning Services Dr. Bill Pasola, Psy.D., Psychotherapist, Smart Love Family Services

This session is for parents who are concerned about their child’s development and/or trying to make sense of the many therapies available to support their child. In this session, we will discuss ABA, speech, and occupational therapy, individual talk therapy, and family therapy. We will explore how all or some of these therapies might work together to meet your child’s needs and what an approach that incorporates multiple therapies might look like.

This session is for parents who are concerned about their child’s development and/or trying to make sense of the many therapies available to support their child. In this session we will discuss ABA, speech, and occupational therapy, individual talk therapy, and family therapy. We will explore how all or some of these therapies might work together to meet your child’s needs and what an approach that incorporates multiple therapies might look like. Our Esteemed Speaker: Arthur F. Jimenez MS ABA, BCBA, LBS1, Founder, B.E.T.H. Services, Ltd. Arthur F. Jimenez is a Board Certified Behavior Analyst and a licensed special education teacher. As a first-generation college graduate and a son of a parent who immigrated to this country, he understands the very real sacrifice and value, of family, community, and hard work. He is currently finishing his masters in counseling psychology to become a licensed therapist and is beginning his PhD in Applied Behavior Analysis to help develop a framework that works to serve and strengthen family dynamics to develop a language of acceptance and understanding for all individuals.

Why won't my toddler stay in his bed? Why is my toddler getting upset when we are going to do things she enjoys? How do I encourage using the potty? Get answers to your questions about toddler and preschooler behavior and development at Smart Love's 'In the Pursuit of Happiness' free parenting webinars. Parents can ask specific questions or get a general understanding of the meaning behind the behavior as Dr. Carla Beatrici, Smart Love's Director of Clinical Services, offers tips on how to respond in a manner that strengthens your relationship with your child and helps to create a happier, healthier home life. This a free, online event. Additional sessions: School-Age Children: January 19, 2023 @ 10:00 a.m. Teens: May 18, 2023 @ 10:00 a.m. This is an external partner event. Please contact the organization directly with any questions or concerns: amber.guenther@smartlovefamily.org.

As a pediatric physical therapist, something I hear quite often in new assessments with families is that they "knew something wasn't quite right and had questions on it, but were told to wait and see if it was still a problem" at their next pediatrician visit. Many times, things do work themselves out with development for a variety of factors. Unfortunately, it's not every time. If gaining anything from this article, my advice as a physical therapist and as a parent myself is to trust your instincts. YOU know your child best. Early intervention has been statistically proven to shorten overall intervention times as well as improve results across all disciplines with children. The challenge with the “wait and see” recommendation is that earlier in your child's medical care at their primary pediatrician, you are seeing each other every four weeks. By the time you may have concerns, your check-in period is every three months. Three months is a long time in a child's first year of development: it's a quarter of their life! [Related: Preschool, or therapeutic preschool?] So how does a family pursue occupational, physical, or speech therapy for their child? There are a multitude of different ways to access services, which move along their corresponding timelines for each path. Here are some of your options: 1. Call a reputable, outpatient center or home-based service to provide therapy services. Turn around time to services: one to two weeks Look at online reviews, ask for others’ experiences in local parenting groups, access NPN’s referral list — any of these areas could be a good starting point to contact for an assessment for services. Most places will directly call a pediatrician for the prescription to be on file prior to the assessment. In Illinois, you do not need a prescription for physical therapy, as it is a direct-access state. This means that patients can refer themselves and receive ongoing treatment without an initial referral. Reputable outpatient service locations will still gain a referral and share treatment plans and evaluation results with a primary pediatrician, regardless of the state requirement. You can also ask for this to be done! This is the most direct and fastest way to receive services. This can also be the most costly, especially if you still have to meet an insurance deductible or do not have private insurance to access. If you are in a rush to prioritize services, an important question during this process is whether the outpatient center or private-based therapy service site providers are also in network with Illinois's Early Intervention system. (We'll review how to access both services down below.) 2. Call the Illinois Early Intervention program. Turn around time to services: six to 12 weeks, depending on availability Illinois has a robust Early Intervention program offered for children ages 0 to 3. Services included in Early Intervention are speech therapy, occupational therapy, physical therapy, developmental therapy, developmental vision therapy, developmental hearing therapy, feeding therapy, social work, nutrition services, and diagnostic referral services, to name a few. Services are typically provided in home, in a daycare, or via teletherapy, depending on a family's preference. [Related: What to look for in a therapeutic preschool] Families can call the child and family connection facility associated with their home address ZIP code to obtain an assessment and report concerns related to their child's development. Pediatricians or other physicians related to your child's care can also directly refer to the Early Intervention system. To begin Early Intervention services, your pediatrician must agree with and sign off on all recommended services after the assessment. After calling to schedule an assessment, it typically takes two weeks to receive a scheduled assessment. Following the evaluation, recommendations are made and new providers are searched for to provide the recommended frequency of services. This process in finding your child's provider team can at times be lengthy to get set up, depending on availability of clinicians in your area. Despite the issues with timely services, the benefits to using the Early Intervention system are great for families! Monthly family fees are assessed based on number of family members and overall household income. This family fee is set from $0 to $200 max per month. Early Intervention can act as your primary insurance (as in, the only insurance plan that is billed for therapy services), or it can act as your secondary insurance (e.g., the insurance to handle any unpaid amounts after visits are processed by your primary insurance plan). Because of this set up, Early Intervention can provide an extremely affordable and accessible means for therapy services for children up to the age of three. 3. Combination of utilizing private insurance and the Early Intervention system through the state of Illinois. Turn around time: one to two weeks to get started; up to three months to bring on Early Intervention coverage At times, when a problem has been identified, waiting several months for services can feel like a lifetime. This is where a provider that can initially work with your insurance plan, that has providers certified through the Early Intervention program, can work nicely. Think of it as billing just your primary insurance for the first weeks before Early Intervention can "kick in." Early Intervention can then be used primarily as your benefits plan or to help supplement your insurance plan. Finding an initial provider that provides both services is also helpful so that you do not have to get services started and then switch providers to a different facility. Hopefully this has been a useful guide to accessing services and pursuing early intervention for your child. Again, listen to your instincts, pursue help when needed, and don’t rely on “wait and see”: it could prove to take even more time to make gains with this approach.

My 4 year old is starting preschool in the fall. This is not necessarily a remarkable event — kids start preschool the world over every year, of course — but given our circumstances and the horridness of local and world events since his birth, I feel this milestone is really something worth celebrating. [Related: Preschool, or therapeutic preschool?] Let’s start with my son himself. Julian is…how do I say this…a challenging child. He is hilarious, whip-smart, cute as hell and, when he wants to be, very sweet and cuddly. I’m wild about him. But hoo boy, is he intense. Intense opinions. Intense emotions. Intense moods. Even in utero, he made his presence known with morning sickness so intense I had to take anti-nausea meds right up until his birth. Then there was the colic, followed by torticollis that required physical therapy, then a flat head that required a helmet, followed by refusing to eat most foods that required food therapy. Then the pandemic hit. I took a leave from my job at NPN to parent Julian and help my older son with online school while my husband worked from home. Feeding therapy went away and, with it, all the Fs I had to give about what he ate, which admittedly felt pretty freeing. Then, three months into the pandemic, he started a wonderful nanny share and, for nearly two years, the other little boy often was his only playmate. Classes, play dates, birthday parties, swim lessons…all the things his older brother got to experience at Julian’s age? Until very recently, he didn’t get to do any of them. [Related: How I did my Chicago preschool search] So it’s with a lot of happiness and trepidation that my husband and I anticipate him starting preK at our neighborhood CPS school, where his brother already attends. Will Julian follow the rules? Adapt to the new routine? Play nicely with the other kids? Eat a lunch beyond Goldfish and a stick of cheese? These are questions all parents probably have before their child attends school for the first time, but his lack of experience with any kind of classroom and his relative social isolation have me worried. Odds are he’ll be just fine, and preK will do him immeasurable good. But until the jury is in, I will be on pins and needles. [Related: Preschool vs. pre-k: What's the difference?] And then, of course, are the other worries. Since Julian’s birth four years ago, the world has become an even scarier place. Rampant racism, mass shootings, mass shootings in schools, Covid, Covid restrictions, quarantines, horrific wars around the world, an ever-deepening political and social divide, a rolling back of our constitutional rights…just, wow. It’s a lot. Parents of the world, give yourself a pat on the back for just surviving the past few years. Yet I am hopeful. Hopeful for Julian starting this new (easier?) chapter, hopeful that there are good, decent people who are working hard with me to make this world better for him. He deserves it. We all do.

Applied Behavior Analysis (ABA) can be an effective therapy for kids on the autism spectrum. For parents wondering how ABA works and whether it's right for their child, this live session will offer straightforward information and an opportunity to ask questions at the end. Speaker Rose McLean, pediatric physical therapist and owner of Chicago Pediatric Therapy and Wellness Center, will address: - The philosophy behind ABA therapy - Types of behaviors ABA can address - How to incorporate ABA into your child's schedule - How a child's progress is measured - And much more! About the Speaker: Rose McLean has been specializing in pediatrics since 2004. Upon graduating from Northwestern University with her doctorate in physical therapy, she began her career at Cincinnati Children’s Hospital. In the creation of the Chicago Pediatric Therapy & Wellness Center, she not only wanted families to have a center where multi-disciplinary communication and therapist collaboration for each child was a priority, but she also wanted recreational and educational programs available for families to access outside of their one-on-one therapy sessions.

Applied Behavior Analysis (ABA) can be an effective therapy for kids on the autism spectrum. For parents wondering how ABA works and whether it's right for their child, this live session will offer straightforward information and an opportunity to ask questions at the end. Speaker Rose McLean, pediatric physical therapist and owner of Chicago Pediatric Therapy and Wellness Center, will address: - The philosophy behind ABA therapy - Types of behaviors ABA can address - How to incorporate ABA into your child's schedule - How a child's progress is measured - And much more! Like all of NPN's developmental differences programming, this webinar is free and open to the public! About the speaker: Rose McLean has been specializing in pediatrics since 2004. Upon graduating from Northwestern University with her doctorate in physical therapy, she began her career at Cincinnati Children’s Hospital. In the creation of the Chicago Pediatric Therapy & Wellness Center, she not only wanted families to have a center where multi-disciplinary communication and therapist collaboration for each child was a priority, but she also wanted recreational and educational programs available for families to access outside of their one-on-one therapy sessions.

Have you noticed a regression in your child—behaviorally, developmentally or socially—since the start of the pandemic? You're far from alone. Join NPN for a webinar on how to detect and manage COVID regression, whether you have a child with special needs or a typically developing child in the crucial development years of 2–5. In this discussion, you will hear from behavioral specialists, speech and language pathologists, occupational therapists, and psychologists about the typical signs that your child may be experiencing developmental regression due to the pandemic. You will also learn about the strategies professionals are using, services that are available, and what activities you can do in the home to combat COVID-19 regression. Our esteemed panel consists of: Dr. Shay McManus, Neuropsychologist, Eyas Landing, Dr. Chrisna M. Perry, PhD, Founder & Director, Comprehensive Learning Services, Lorell Marin, Founder, CEO & Therapist, LEEP Forward, Nicole Cissell, Clinical Director, BGF Children's Therapy, and Jason Wetherbee, Director of Clinical Services & Program Development, EB Pediatric Resources We appreciate our Supporting sponsors, Comprehensive Learning Services and LEEP Forward A special thank you to our Presenting Sponsor, Eyas Landing

Have you noticed a regression in your child—behaviorally, developmentally or socially—since the start of the pandemic? You're far from alone. Join NPN for a webinar on how to detect and manage COVID regression, whether you have a child with special needs or a typically developing child in the crucial development years of 2–5. In this discussion, you will hear from behavioral specialists, speech and language pathologists, occupational therapists, and psychologists about the typical signs that your child may be experiencing developmental regression due to the pandemic. You will also learn about the strategies professionals are using, services that are available, and what activities you can do in the home to combat COVID-19 regression. Our esteemed panel consists of: Dr. Shay McManus, Neuropsychologist, Eyas Landing Dr. Chrisna M. Perry, PhD, Founder & Director, Comprehensive Learning Services Lorell Marin, Founder, CEO & Therapist, LEEP Forward Nicole Cissell, Clinical Director, BGF Children's Therapy Jason Wetherbee, Director of Clinical Services & Program Development, EB Pediatric Resources Special thanks to our Presenting Sponsor, Eyas Landing Thank you to our Supporting Sponsors, Comprehensive Learning Services and LEEP Forward By registering for this event, you agree that NPN may share your name and email address with our presenting sponsors.

Choosing the right preschool for your child can be a daunting task, especially when your child has a developmental difference. You might be wondering if a therapeutic preschool is the best fit for your child. But what is a therapeutic preschool? What does it provide that another preschool doesn't? What should you look for in a therapeutic preschool to know that it is right for your family? In this session you will learn what makes a preschool therapeutic, how traditional therapy is integrated in the preschool environment, the benefits of a therapeutic preschool experience and what questions to ask to make sure you find the best fit for your family. You will walk away from this discussion understanding: 1. How therapeutic preschools differ from non-therapeutic preschools 2. How parents can evaluate and compare therapeutic preschools 3. What to look for when touring a therapeutic preschool 4. What to expect when transitioning to traditional schools after preschool Our esteemed panel consists of: Lorell Marin, Founder and CEO, LEEP Forward, Dr. Lori G. Tall, Executive Director, Black Bear Academy, Dr. Erin Harvey, Clinic Director and Occupational Therapist, Blue Bird Day, Kimberly Shlaes, Director of Therapeutic Preschool Programing, PlayWorks Prep Therapeutic Preschool, Dr. Connie Weil, Clinical Psychologist, Tuesday's Child We appreciate our Supporting sponsors, PlayWorks Prep Therapeutic Preschool, and Tuesday's Child A special thank you to our Presenting sponsors, LEEP Forward, Black Bear Academy, and Blue Bird Day

Choosing the right preschool for your child can be a daunting task, especially when your child has a developmental difference. You might be wondering if a therapeutic preschool is the best fit for your child. But what is a therapeutic preschool? What does it provide that another preschool doesn't? What should you look for in a therapeutic preschool to know that it is right for your family? In this session you will learn what makes a preschool therapeutic, how traditional therapy is integrated in the preschool environment, the benefits of a therapeutic preschool experience and what questions to ask to make sure you find the best fit for your family. There will be time for Q&A at the end! You will walk away from this discussion understanding: 1. How therapeutic preschools differ from non-therapeutic preschools 2. How parents can evaluate and compare therapeutic preschools 3. What to look for when touring a therapeutic preschool 4. What to expect when transitioning to traditional schools after preschool Our esteemed panel consists of: Lorell Marin, Founder and CEO, LEEP Forward Dr. Lori G. Tall, Executive Director, Black Bear Academy Dr. Erin Harvey, Clinic Director and Occupational Therapist, Blue Bird Day Kimberly Shlaes, Director of Therapeutic Preschool Programing, PlayWorks Prep Therapeutic Preschool Dr. Connie Weil, Clinical Psychologist, Tuesday's Child Thank you to our Presenting Sponsors: LEEP Forward Black Bear Academy Blue Bird Day Thank you to our Supporting Sponsors: PlayWorks Prep Therapeutic Preschool and Tuesday's Child By registering for this event, you agree that NPN may share your name and email address with our presenting sponsors.

I never considered myself a “Zen” person and during the pandemic I definitely let my emotions get the best of me sometimes. I didn’t always remember to practice self-care and I absolutely got overwhelmed. I don’t meditate in silence on a yoga mat in my personal movement studio. On the contrary, I run around in my sweatpants while chasing after my toddler while two French bulldogs bark in the background. But here’s the thing: If we are always waiting for the “perfect” environment and time to “get Zen,” we may be waiting forever. What is Zen? According to Merriam Webster, Zen refers to a “state of calm attentiveness in which one's actions are guided by intuition rather than by conscious effort.” This ancient Buddhist practice doesn’t require silence. It can be about finding the quiet within especially when life gets loud, which for those of us with young children can be a daily occurrence. Zen isn’t external and doesn’t rely on only our environment. So I began to wonder what it would take to incorporate more attentiveness, how I could support my intuition, and reclaim the state of calm I so desperately needed. [Related: Ask an Expert: Mindfulness tools for parents] As if I didn’t have enough on my plate during the last two years, I decided to write a book. As a dance/movement therapist, I’ve been working with clients for years, helping them rediscover their mind-body connection in order to reclaim their lives and improve their mental health. Body Aware, which comes out this August, is all about using your movement to support your mental health. That’s when it dawned on me: This is the foundation for cultivating calm attentiveness and learning to trust your intuition. This pandemic has taught me many things, but the most important lesson I have learned is to take care of my mental health, and that begins with how I move and show up in my body. Everyone can access this ability with the right tools and a bit of practice. These may feel elusive, but I’m here to tell you that they are not only accessible, but you already have all the tools you need inside of you. Here is what I have used, what I practice with my clients, and even teach my children. Step 1: Become aware of your current movement Begin to examine how you move on a daily basis. What are your natural tendencies with regard to your posture, facial expressions, and mannerisms? These contribute greatly to your mood and influence how you are thinking. This allows you to connect to what you feel and to begin harnessing that intuition. Step 2: Challenge your current movement Allow yourself to move out of your comfort zone. Try walking at a different pace, taking a different type of movement or exercise class, maybe even trying on different postures. Change your relationship to personal space and try slowing down, especially if you are always used to moving quickly. Step 3: Expand your habitual movement When we move more, we feel more. If we can expand the range and ability of our movement we have the ability to express and feel more emotionally. We can find grounding, calm, and focus. This means we find more opportunities to "get Zen” because we can move through the challenges and overwhelm. [Related: Self-care during COVID: Creating your own pandemic slowdown] This is just the tip of the iceberg when it comes to harnessing the power of your movement to improve your mental health. Awareness is the key to change, and sometimes even the smallest movement can have the largest impact. So, no need to work on “getting" Zen: simply start by noticing all the ways you can bring Zen into your current life.

Like most of us, the first month of the 2020 lockdown felt very confusing. After our family had an energy-draining cold while vacationing in Costa Rica, I recall asking myself, “Did I already have Covid-19?” Knowing how many people were losing their lives made the winter of 2020 all the more intense. One of the most heartbreaking moments I felt was when I came to the realization that my kindergartner was going to spend his first year of school on a computer. Remote learning was necessary at the time, but extremely frustrating. In retrospect, that milestone year in front of a screen (while, on occasion, our WiFi tempted our faith) was painful for all of us. My wanderlust suffered as well; canceling anticipated trips was a gut punch. Just imagine: your best girlfriends coming over, all excited about your first girlfriends’ trip together, only to be crashed by a global pandemic! [Related: Self-care during Covid: Creating your own pandemic slowdown] I wanted to scream about the lack of incentives I was used to rewarding myself throughout the year. My stress from working at home and managing the stress of my children led to my weight gain, sleepless nights, and hair loss. As a therapist, other healers like myself experienced our own pandemic trauma on top of providing care to clients and our families. I was in need of some empowerment. During the spring of 2020, I experienced a mental reset. I committed to an intermittent fast and went down to my pre-baby weight. I began to practice yoga and meditation on a daily basis; I felt reborn. A light had been turned on in me that led to a fire that could not be doused. That fire rose after the murders of George Floyd and Breonna Taylor. My voice as a Black woman became more pronounced in my work and personal life. My connection with my chosen family and momma tribe was stronger than ever because of their support, allyship and authentic empathy. [Related: Help your kids capture memories of this strange year] Being with my family 24/7 has strengthened us in a way that I never could’ve imagined. I learned intimate things about my children that inspired me to start a virtual community for families of mixed backgrounds. (I currently have 2.3K subscribers on my YouTube channel!) It’s been a wonderful outlet for me as a Black mother. It’s been even more inspiring to hear the impact it has had on my viewers and interviewees, as well. I've been humbled by the willingness of estranged family members to participate in family FaceTime on Sundays and Thanksgiving. Taking nature walks with our new puppy provided the movement and vitamin D that was lacking due to quarantine. These intentional practices saved me and my family from going down the path of toxic behavioral patterns. I am so grateful for the shift that occurred when it did. It has prepared us for the return to human interactions. We now have a wide variety of coping skills to keep us grounded, and we're grateful in the acknowledgment that how we feel and think is what is in our control.

Toddlerhood is notoriously known as a time of conflict and stress, but it doesn’t have to be. Many parents sometimes struggle to know how to manage their toddlers’ behaviors and emotional outbursts. Unfortunately, many parenting approaches out there inadvertently strengthen the emotions that drive the tantrum behaviors, perpetuating a vicious cycle of bigger and bigger tantrums. But if parents can learn a different way to respond to their toddlers when emotions begin to get out of control – they can see a dramatic change. With time and a heavy dose of patience, parents can turn the tantrum tide. RSVP required. Please go here to register. This is an external partner event. Please contact the organization directly with any questions or concerns: amber.guenther@smartlovefamily.org

Beyond BookSmart empowers young people and adults to manage themselves effectively by providing tools, strategies and mentoring that lead to a lifetime of success, allowing them to clarify and achieve what is important to them, be more fulfilled, and contribute to a better world. Join Beyond Book Smart for a live session to learn how executive function coaching can help your child succeed in school and beyond. RSVP here: https://bit.ly/2VMPVgC. Questions? Contact Angela Molloy at amolloy@beyondbooksmart.com. This is an external partner event.

I often find myself pondering the cultural differences between Britain and the United States, and how to negotiate these with my kids. While I fully embrace my American citizenship, I also want my children to know and appreciate their heritage. While it may seem like there are many similarities, it’s the little things that require consideration. Language Most people are aware of the language differences. Early on in my parenting journey, I decided to stick with American-purchased books, avoiding spelling confusion. That was an easy decision. But as for pronunciation…I find it hard to ensure that a zee-bra is never a zeb-ra, to the amusement of my family and co-workers. [Related: Take the time to learn how to pronounce 'difficult' names] Toys For a while, I held out against Barbie (like my sister successfully did with her daughter), and sought out traditional, European toys that I remembered from childhood. But my little ones hankered after shiny objects with robotic American accents — and I’ve found myself drawn to the innovative, modern creations too. The verdict? If they provide some level of education or creative play, they’re considered for purchase. Mealtimes Mealtimes, however, are more problematic. Starting with a fork in the right hand was a no-brainer, but introducing a knife caused confusion. For me, the fork should (almost always) be in the left hand, so the knife naturally goes into the right hand. No thinking required. And where does the napkin sit? There is a level of complexity I did not anticipate, so for now, we’re learning together at our weekly “etiquette” lessons — a sight to behold! Food Food is also the subject of discussion in our house. Kid-friendly meals in England consisted of bangers and-mash, bubble and squeak, and Welsh rarebit, which all sound alien to kids born and raised in Chicago. While my eldest loves to try new foods (“these snails are delicious!”), my middle child is very suspicious of “yukky” food with unfamiliar names. By making her my sous chef I’m hoping she’ll embrace new recipes and flavors. Holidays For the most part, we layer British holidays on top of the American ones observed at school. Boxing Day (December 26th) is a bonus day. Likewise, my youngsters get to double dip with British Mother’s Day (observed in March), while St. George’s Day (the English St. Patrick), St. David’s Day (their cousins are Welsh), and Hogmanay (Scottish word for "New Year") all add another dimension to our yearly calendar. Bedtimes When it comes to bedtime, I struggle to align with some of my local counterparts. We start our routine at an “absurdly early” hour. Although like many, I veto electronic toys in the bedroom, opting for books and soft toys that provide comfort and encourage sleep. After the long nights with our first newborn, I am unashamed of my relentless quest for "grown-ups only" evenings. And while we sometimes break our early-to-bed rule for special occasions, we try to keep a schedule even during the summer months. Sharing my traditions, and showing respect for differing customs, is something I can offer to my children. This is as important to me as building new traditions that embrace our changing world. In tandem, I hope these approaches will allow them to become the empathetic and respectful citizens I aspire for them to be. Photo: King's Church International on Unsplash

The relationship a parent has with their child’s teacher plays a big role in their child’s academic success. When a child has a developmental difference, a positive parent-teacher relationship is even more important — as the stakes are significantly higher. To learn more about cultivating a good parent-teacher relationship, we sat down with Jennifer Rosinia, a developmental differences expert at the Erikson Institute. Why is a good relationship with my child’s teacher so important? A good relationship between parents and teachers has been shown to improve a child’s academic achievement, social competencies and emotional wellbeing. And, as it turns out, parents and teachers benefit from a good relationship, too! [Related: How to advocate for your special-needs child in CPS] When parents have a good relationship with their child’s teacher, they develop a greater appreciation for the important role they play in their child’s education, learn more about the school’s academic programs and how they can incorporate them into their home routines. For teachers, a positive parent relationship enables them to focus more on teaching and meeting students’ needs. What can a parent do to foster an effective parent/teacher partnership for a child with developmental differences? Dr. Susan Sheridan of the University of Nebraska-Lincoln offers three “Cs” for good relationships: communication, consistency, and collaboration. Communication with your child’s teacher should begin with the school year and continue throughout. Introduce yourself and let them know that you want to partner with them. Find out their preferred way of communicating, and then make sure communication is timely, and clear and open. Stay informed about what’s going on in school. Remember: The best communication in a partnership is two-way. Consistency might also be called “being on the same page.” An effective parent-teacher partnership sends a clear and consistent message to the child that they are working together to support their success. Collaboration between parents and teachers identifies and provides strategies to help your child achieve their optimal developmental and learning capacity. Share successes and concerns. Strategize ways to enhance and modify home and school environments. Collaboration means problem solving together, not blaming the other. [Related: Your child received a diagnosis. Now what?] My child has developmental differences. What is the first step I should take to ensure they will receive the support they need in the classroom? Forming an effective partnership with their child’s teacher should be the first step parents take to ensure their child will receive the support they need in the classroom. If a child has significant or complex support needs, parents might also want to seek testing to identify them. Schools are required to address needs revealed through academic testing.   How should I approach conflicts I might have with my child’s teacher about services my child needs? If parents have established an effective partnership with their child’s teacher, approaching conflicts should be relatively easy. The following suggestions might be helpful: ● Begin by talking with your child’s teacher. Starting with, “Can you help me with this?” can sometimes reduce the risk of a misunderstanding. Ask teachers for their perspective, opinion and suggestions, and try to avoid accusations. ● Remind yourself to listen. If you are focused too much on what you want to say, you might miss important information that could help resolve your concern. ● Schedule an observation. Spending time in your child’s classroom watching and listening could give you helpful insights about your child's relationships, activities and services. ● Seek creative solutions together. If you and your child’s teacher have established a good relationship and partnership, you are one step closer to working together to come up with a creative solution. Do not forget to include your child if they are old enough to participate. ● Respect boundaries. When in conflict, it’s easy to cross boundaries. Remember to schedule time to talk. If for some reason you dislike your child’s teacher, take care not to let your child know. You don’t want to disrespect the teacher’s authority. ● Still stuck? Speak with the principal. The principal will serve as a neutral party. They will listen to your concerns, gather information from the teacher, and then help resolve the conflict. If a child has an Individualized Education Program (IEP), the federal Individuals with Disabilities Education Act (IDEA) requires that their parents are afforded a legitimate, authentic opportunity to participate in the decision-making process for their child, and should be encouraged to be active participants in their child’s educational plan. What other steps should I be taking with my public school district to ensure my child is getting the care they deserve/accessing all the available resources? At the end of the day, it’s all about relationships. Get to know your teachers and administrative team. If you can, be active and involved: attend school board meetings, join the PTA, or spend time volunteering in your child’s classroom. Additionally, if your child has a developmental difference, know your rights under the law. To learn more, visiting the Illinois State Board of Education is a good place to start. Jennifer Rosinia is an occupational therapist and child development specialist. She is currently on faculty at the Erikson Institute as a senior instructor. She holds a master’s degree in early childhood education and a doctorate in child development from Loyola University and Erikson Institute in Chicago. Photo by Natasha Hall on Unsplash

As we begin to talk about the “s” word again ("school"), you may be weighing some options for your kids coming into the fall. If you have a toddler at home, you may also be entertaining the idea of preschool to help get your little one reintroduced to the world, interacting with peers — as well as adults other than your immediate family — and just beginning to develop social skills again as we emerge from our homes. [Related: What to look for in a therapeutic preschool] While preschool is not a requirement or necessary for later success in school, experts agree it provides an environment for children to explore, play with peers, build self-confidence, and strengthen their social and emotional development, all while having fun and learning routines. If you’re ready to send them off for more of these social experiences, you’ve likely fallen into a lot of options in Chicago for early learning. One factor to also consider in your search is whether your child would be appropriate for a “standard” preschool or a “therapeutic” preschool. It's a good idea to explore some differences in choosing a preschool or a therapeutic preschool for your youngster, as there are several distinctions that separate these two early learning options. Ratios In Illinois, preschools and daycares are mandated to follow predetermined adult-to-child ratio guidelines. Most stick to these minimum recommendations, which is a great question to inquire about when doing your research! These ratios are as follows: • For 2-year-olds a 1:8 ratio, with a maximum group size of 16 • For 3- to 5-year-olds, 1:10 ratio, with a maximum group size of 20 • For children 5 and above, 1:20, with a maximum group size of 30 In a therapeutic preschool setting, most classrooms are much smaller than the recommended maximums. Ratios are also much lower. A typical therapeutic preschool has a class size of 6-8 children, with ratios of adult support anywhere from 1:1 to 1:3. [Related: Preschool vs pre-k: What's the difference?] Therapy If your child receives speech, feeding, occupational, physical and/or behavioral therapy, a therapeutic preschool might be the way to go. This environment has these specialized therapists guiding interventions, providing individual therapy sessions, and helping to generalize different skills among peers. For example, a speech therapist may work individually with a child on answering questions or forming multiple word responses, and then bring the child back to the classroom to practice this new skill with their friends. Naps Here’s where therapeutic preschools may fall short. Therapeutic preschools are very therapy driven and most do not allow for a 2-hour mid-day nap, as a preschool or daycare set up would offer. If your little one is a power napper, a full day program at a therapeutic preschool may not be the best option for them. Diapers Some Early Learning programs require enrolled children to be fully toilet trained. This can be a real limitation for some families who feel their children are ready for the social and emotional benefits of preschool, but are not quite ready to spend the day in undies. At a therapeutic preschool, there are potty training programs implemented with each child, as this is a skill most are able to work on because of the low teacher to student ratios they maintain. Communication Both a preschool and a therapeutic preschool likely offer a lot of great communication options between the teachers and families. Notes going home, apps to receive updates, and face to face interactions help parents feel in touch and in the know about the day to day events with their children. However, if your child’s communication seems to be behind their age-matched peers, this can be a high frustration level for many toddlers who have a good understanding of what’s being discussed, but aren’t quite able to get their thoughts and feelings out effectively yet. A preschool classroom can be a frustrating experience when there are challenges expressing your wants and needs, or advocating for yourself. Important questions to consider: Is my child easy to understand? Can they ask for help when they need it? Are they able to speak up to advocate for themselves? Am I the only one who can understand my child? Reflecting on some of these questions may help lead you to the proper enrollment for your child. Enrollment Every child can be assessed and receive an IEP (individualized educational plan) at age three in order to have recommendations for placement at a CPS preschool. But did you know that your IEP is good for three years, and you are not required to join a CPS preschool at that time? Students in Illinois are not even required by law to attend kindergarten; however, they must be enrolled in either a home schooling program or a school district by age 6. Therefore, many families opt to pause enrollment from CPS to join a therapeutic preschool and reap the benefits of intensive therapeutic intervention, low student to teacher ratios, and engaging social and peer interactions. But don’t worry: Whether they graduate from preschool or therapeutic preschool, they can still join their peers in either a kindergarten or first grade classroom when they are ready! Making a Switch There are a handful of preschools in Chicago that enroll in the fall for the entirety of the year. Some have more strict guidelines on classroom placement based on birth date and ability level. However, many allow for enrollment throughout the school year, depending on birth date, availability and current ratios in their classrooms. Most therapeutic preschools enroll throughout the entire school year, and base these enrollments on the needs of the children and their families. So, if you are on the fence about what is most appropriate for your child, ask about enrollment commitments or cancellation fees, should you opt to enroll in a more therapeutic setting later in the year. Having this option may make enrollment in either program an easier commitment. Regardless of what you choose for your child, you want this early learning experience to be positive for everyone involved. Ask lots of questions, explore every option, and don’t limit yourself to only your neighborhood school. There may be a better fit for your child and their developmental needs that can get them well prepared to be independent little learners! Photo by Aaron Burden on Unsplash

Photo by Jan Kopřiva on Unsplash They aren’t usually learned from a textbook, but social and emotional learning skills (SEL) are still critical to your child’s fulfillment and success. To learn more about SEL and how parents support their children’s development of these skills, we talked to Amanda Moreno, an SEL expert and associate professor at Erikson Institute. What is social and emotional learning when it comes to children?  What skills does it help children develop? There are several ways of defining SEL but in short, it covers non-academic skills that are needed to live a productive, fulfilling life connected to other people. SEL includes skills like emotional regulation, collaboration, social problem solving, kindness, and resilience. [RELATED: Why kids lie, and why it's okay] Why is SEL important? How does it benefit young children, both in the short and long term? SEL skills used to be referred to as “soft skills." That term is being used less, however, because it makes them sound "touchy-feely” when they are actually the foundation for academic skills. Just imagine how hard it would be to successfully engage in school, work and relationships without SEL skills. Parents usually understand that their children need both book and people smarts, but some SEL skills are less obvious than others. One example is that of a growth mindset. When someone with a growth mindset encounters a task that’s difficult for them, they assume that they just need to learn more and keep trying. They also recognize that everyone feels that tasks are too hard for them sometimes. In contrast, someone without a growth mindset will assume that they are incapable of completing the task, and always will be — and thus give up. Through SEL, parents can cultivate their child’s growth mindset by focusing more on process than outcome, and complimenting their efforts rather than static traits such as “smart.” For example, instead of waiting for your child to complete a puzzle or sand castle and then saying “good job,” you can say something like, “Wow, I notice how you keep turning the pieces in different ways,” or, “I see, when the walls of the castle cave in, you dig deeper for more wet sand to keep it in place.” What strategies can I use to increase my child’s SEL in everyday activities, especially now as life begins to return to normal? I am not someone who believes that children have dramatically lost skills in quarantine. Sure, they may be a bit rusty when it comes to interacting in larger groups (aren’t we all?), but it will just take some practice and confidence to get comfortable again. For children to regain their confidence in social interactions, they mostly need trust from their parents. Children use “social referencing” in challenging situations: If they look at you during their baseball game and you look nervous, they’ll be nervous, too. We need to find ways to manage our own anxiety and model resiliency. Doing so will help our children build their own. [RELATED: 10 tips to move your child from fear and anxiety to bravery] As my child grows, what behaviors signify developmentally on-track SEL skills? I love this question, because I think that due to our natural tendency to focus on the negative, it can be hard for parents to recognize growth in SEL skills. For example, we might think that after seeing gains in our child’s frustration tolerance, one big tantrum means all was lost. Instead of focusing on the tantrum, focus on the small wins. Sure, he had a tantrum, but has the amount of time between tantrums increased? Has the length of them decreased? Have certain things that used to be a trigger become easier? SEL development is not a smooth upward path, so be sure to notice the baby steps even when there are bumps in the road. Are there any resources in the community or classroom that I can access to help my child with SEL? Most schools do some form of SEL programming nowadays, and it is a good idea to find out what your child’s school is doing and get involved. Most programs have parent resources associated with them, which can help with consistent messaging across school and home. There are also many great resources online such as Zero to Three, CASEL, and Edutopia. Amanda Moreno, Ph.D. is an associate professor at Erikson Institute where she conducts research, designs and teaches graduate programs, and delivers professional development training on the intersection between emotions and learning.

For most people, this past year has caused a lot of anxiety and stress - and children are no exception. As life begins the slow process of normalizing, it’s important to address the impact of the year on your child’s mental health. To learn more about how to approach this critical, yet sensitive, subject with kids, we sat down with Sara Anderson, LCSW, Associate Director of Erikson Institute’s Center for Children and Families. After a year of remote learning, what kind of impacts are we seeing on young children’s mental health? We’re seeing several impacts. Some children have felt increased anxiety and depression because of the disruption of structure, routines and rituals, increased parental stress, worries about the pandemic and social issues, and lack of typical social-emotional experiences with peers and play. [Related: Reintroducing play dates in a post-pandemic world] How do these impacts manifest in young children’s behavior? What kind of behavior signifies that my child is anxious or stressed? Behaviors signaling stress vary, but typically, you’ll see changes in their appetite, sleep and toileting behavior. You might also see changes in a young children’s emotional outbursts, or an increase in their clinginess or separation anxiety. Another way that’s often missed is when a child becomes less emotive, more independent, and sends confusing messages to their caregivers about their needs and wants. Are there ways to mitigate some of the negative impacts this year has had on my child’s mental health? What can I do to help them at home and as they go back to school? The most effective way is for caregivers to be consistent and attuned to their child’s needs and emotions. Children need to know that you’ve got this, you are in charge and they can turn to you to get their needs met and help manage their feelings. Some strategies at home might include: ● Maintaining predictability and structure to the day ● Providing transitional warnings between tasks, or forecasting what is coming next (“We are going to play with the blocks and then get ready for lunch.”) ● Being available to help young children manage their big feelings through coregulation, helping them make sense and organize their feelings by naming them and helping them through [Related: Let go of your screen time guilt] At what point should a parent seek professional help for their child’s stress and anxiety? If there are changes in your child’s behavior (like the ones mentioned above) that persist over several weeks and don’t get better after using recommended strategies, parents should seek professional help. They should also seek help if children exhibit severe behaviors like head banging, hair pulling or biting and scratching atypical of their child’s age. Where can parents find the appropriate professional support in Chicago? What kind of mental health services are available for young children here, and in CPS? I’d first recommend parents to reach out to their pediatrician, but there are many options. For children 0 to 3 years, caregivers can access support through the Early Intervention system by locating a Child and Family Connection office in their area or calling 1-800-843-6154. For children older than 3, parents should reach out to their school district. For Chicago Public Schools, they can call the Office of Diverse Learner Support and Services (ODLSS) at 773-553-1800 to ask about support. At Erikson Institute, our Center for Children and Families works with caregivers and their children (ages 0-8) to help them understand the meaning behind their child’s behavior and how to best support them. To learn more, call 312-709-0508 for English, and 312-934-6446 for Spanish. Sara Anderson, LCSW, is the associate director of Erikson’s Center for Children and Families, where she trains, consults and counsels families and students on a wide range of child development issues. Sara holds a Master’s in clinical social work from the University of Chicago, and a certificate in infant mental health from Erikson Institute.

NPN and RUSH Kids Pediatric Therapy teamed up for a small group panel discussion on the developmental milestones your child should be reaching during their first year ages 0-12 months. This webinar covers: Infant milestones from 0-12 months What skills children are expected to achieve at each month of development Ideas of how to use tools that parents already have in the home to assist their children in achieving the milestones Suggestions for how to elicit skills (e.g., tummy time or rolling) What can make reaching milestones tricky for kids A Q&A portion will follow, and the presenters will provide resources for parents to use to encourage basic skill acquisition.

As the new school year approaches amid the Covid pandemic, we all find ourselves approaching it with a heightened sense of apprehension with a new normal of social interaction. The previous school year concluded with distance learning and parents temporarily thrust into educator roles and many are anxiously wondering what will happen this fall. It’s impossible to know what the future holds, and with no clear roadmap, parents who have been managing anxiety are now struggling. The coronavirus has caused significant disruptions to everyone’s daily life, and children are particularly feeling all of these changes as the new “normal” continues to shift. These changes come with a mix of new emotions as the new school year quickly approaches. Some may be hopeful with the excitement of in-person while others may be fearful of returning to the social stressors. Regardless, it is our job as caregivers to support our children in exploring their many feelings while providing a sense of calm to ease anxiety. But how can we do that in a time like this? [Related: 4 tips for managing your kids' coronavirus anxiety] We often try to soothe our children’s anxieties by having “all” the answers, and you may feel exhausted by trying to force things to be certain. In this situation, it is important to let go of control as nobody is sure of what the future of school looks like. Become a safe space for your child by bringing awareness to the uncomfortable feeling of uncertainty that we are all experiencing. This will be tough but worth it, as figuring out how to manage anxiety and tolerate the uneasy feeling are essential skills for everyone these days. Here are some tips on how to navigate conversations about the upcoming school year with your child. Empathize and validate. Encourage your child to express any fear or anxiety while letting them know that what they are feeling is normal. Use curiosity. Children may have fears revolving around bullying, e-learning, conflicts with friends, or being separated from you. Ask open questions and actively listen while talking through strategies to help your child improve problem-solving skills and feel empowered. Emphasize what is predictable. With the uncertainties of the method of schooling these days, focus on what a child can expect—learning new things, interacting with a teacher, etc. Continue practicing. Have the family wear a face mask at home in a variety of situations. This can be playing a board game, coloring, or watching a family movie. Doing this will help with not only the potential to return to classrooms but going to places like the grocery store. Shift back into a routine. Routines promote feelings of safety and can give a child a sense of control. Create an expected school routine by following bedtimes, getting ready in the morning, etc. [Related: Will my relationship survive this virus?] Provide reassurance. Revisit the safety measures in place to help keep children and teachers safe. This can ease anxiety about their safety in public spaces. Be honest. It’s okay not to have all the answers! We cannot solve all of our children’s problems, but sometimes they don’t need solutions—just to feel understood and supported. Admit that you wish you knew what the future of school looked like, but the reality is that you don’t. You are unable to make all the decisions now, but you will when you have the information you need. With honesty, you are sure not to make promises you can’t keep. Acknowledge the uneasiness. It is difficult to sit in the uncomfortable feeling of anxiety as we tend to avoid or resist it. Begin to notice and gently observe what is happening in your body to increase your ability to handle it. By doing this with your children, it will model that it is okay to feel this way—even grownups do! Focus on what you can control. It’s easy to get caught up in the unknown and “what ifs?” Notice when this is happening and gently shift to focusing on what is within your control to stay in the present moment. Be kind to yourself. Being a parent in the best of times is already the hardest job in the world. It is impossible to avoid anxiety right now but doing the best you can is all you can do!.

According to statistics reported by StopBullying.gov, between one in four and one in three students will face bullying at school this year. As a parent, this is a statistic that I do not want my child to be a part of—from either side of the fence. And as a Montessori school administrator, this is a topic that I navigate with families at least once every year. I believe that this statistic can change if we focus on empathy and community. Our daughter is almost 5 and has attended Montessori school her entire life, and we have a 10-month-old who is following his sister’s footsteps. Prior to having children and prior to becoming head of school, I was the lead teacher in a Children’s House classroom, which gave me ample experience in conflict resolution the Montessori way. Montessori schools are no exception to bullying behavior, of course, but the Montessori approach to dealing with these issues helps children develop respect and empathy from the moment they begin interacting with the world. [Related: Protecting Your Child From Bullying (member-only video)] Transferring this practice to our home environment is a continuing process! Their father and I are both Type A personalities and maintaining a home environment that clearly reflects the values our child is learning at school takes mindful practice on our part. Our daughter will often remind us to be more empathetic and clearer in our communication. We celebrate the kind confidence she conducts herself within such moments. As a parent, these are my key takeaways for how to create and support a culture of community in my home — to help combat bullying before it begins. Celebrate differences Most Montessori schools are extremely diverse — whether culturally, physically, or cognitively. Playgrounds and group classes (music, dance, etc.) are also great avenues for finding a diverse group of people to connect with. Grace and courtesy The Montessori curriculum includes building social skills and confidence, which at home translates into having an expectation of clear, respectful communication. Conflict resolution At our daughter’s school, the teacher will take the students who are having a conflict somewhere private and guide them to use problem-solving skills they’ve learned, such as using “I” statements. In my experience, the way a caregiver handles a conflict is key to providing a healthy example of how to deal with such interactions on their own in the future. [Related: 3 steps to make your child bully-proof] Frank, honest conversations about behavior happen regularly in our family — whether it is while we are “debriefing” our day over dinner or during bath time. We also have a clearly stated expectation that our child will treat everyone with kindness, use grace and courtesy, and use the skills she has acquired in conflict resolution. Additionally, it is important to us that she not only conduct herself with kindness, but that she stands up for her peers. In these small ways, through developing empathy and community, we hope to contribute towards a change where every child has the opportunity to learn joyfully and safely.