Guide To Choosing Educational Toys For Children

In the last few years, parents started getting more and more interested in choosing all sorts of educational toys for their children. Because a parent wishes the best for his child, a toy that is labeled as educational is very likely to be bought easier than others. But what is an child educational toy?

Well, there is no definition of the term “educational toy” from what I know. However, what I do know is that an educational toy is a toy that helps a child learn something good, something that will help in the future. Play is the most important activity of any child.

Learning through play is a reality; it can and it is done unknowingly every time your child plays. The parent must however control the play so that it remains on an educational course. There are also toys that aren’t exactly educational for children … Toy guns and other such toys that somehow tend to violence and other bad behaviors are not recommended. You must avoid such toys. Although these toys may be a good source of fun for youngsters, on the long term they will only do harm.

How do child educational toys and games work?

A I said above, play is a child’s main activity. During the play, a child learns many new things. Toys and games must be integrated into the play to make their job. This is not hard, because play consists of several games that require using toys.

Any toy can be educational, as long as it does not develop a bad behavior, and it is used in your child’s play. A toy must be used in order to be educational for a child.

To be clearer about how child educational toys and games work, I will take one example: Hide and seek.

Let’s take a look at Hide and Seek. You do remember this game, right? Can you remember the rules? Ok, I will still list them here, and comment on them and explain its educational side.

The first rule is that every player must obey the rules. I know, I know it’s obvious, but if players would not respect the rules, would there be any point for the rules to exist? Every child must learn and obey them, or else they are not allowed to play the game. The educational part of this is that the child learns to accept the fact that he cannot do everything he wants, that there are some limits and he must not pass them in order to keep his privileges.
One of the children in the group is chosen to count to 100 at the home tree (this helps young children learn the numbers in a pleasurable way, not like in school), without peeking (this educated the child to use fair play in all areas of the life). Meanwhile, the others must find a good hiding place, one that is both hard to discover and close to the home tree. This stimulates the child to think fast to the best solution to a given task.
After he finished counting to 100, the child says “Ready or not, here I come” and then he must search for the other players. He must be very careful. Once he finds a player hiding, he must run back to the home tree and shout his name. He must be vigilant so that he can hear any sound that might indicate the position of the other players.
The players who are already spotted must not tell where the others are hiding. This too educates children to use fair play.
The first player spotted is the next one to count to 100.
You’d never think that hide and seek, one of the most common games in childhood, could be so educational, right? Yes, it is a very educational game. And it’s not the only one. Pick any game you liked playing when you were a child, and analyze its rules, as I did above. You’ll be amazed. Hide and Seek is oriented mainly towards developing fair play and physical skills. Here’s another example of child educational game that helps developing more advanced skills: Monopoly.

I won’t bore you with its rules. This game introduces your child into the basics of modern business life. Acquiring high value properties, negotiation, taxes. Yup! This game educates your child to become the biggest businessperson on the Wall Street. Monopoly has rules that are more complex and it requires greater concentration.

Specific jargon and names that mean much to the entrepreneurs get your child closer the world of business. Toys are amongst the first objects a child gets in contact. Understanding how things work is a direct result of solving problems with toys like “Why this fits there?”, “Does that fit here?”, “How big is that?”.

Educational toys help your child learn to grab, pull, push, synchronize the movement of the head with that of the hand. Toys are indispensable when playing. Playing with a great variety of child educational toys helps your child develop his imagination, understand that different objects have different properties, and learn how to combine them to create other interesting objects.

How Can I Get Help For My Child At School?

Children can receive help at school when they are having difficulty learning. The most common types of help is for reading and math. Some schools will have a certified reading teacher who will serve identified children. Most of these services fall under a federal program called Title I. This program requires that the children served are 2 or years behind others in their class on a very short and simple assessment that is not a diagnostic process. It the school is a Title I school, every student in the school is assessed in the fall, mid-year and at the end of the school year; parent permission is not required for assessment (because the entire school is tested) but is required to receive Title I services. Title I services are routinely recommended by teachers.A more intensive way to receive extra help is through special education services. The most common services are for speech (in some areas for speech and language), reading, math, written language. For children with greater needs, services may include help with: behavior, life skills, physical and/or occupational therapy, adaptive physical education. Entry into special education services is through a complex process that can be started by either the school personnel or parents. Once a request for special education evaluation and services has begun, there is a timeline controlling each step. At any point in the assessment and/or delivery of services, the parent may file a complaint with the state department of education and guidelines for doing this may be found on the state’s website.PlacementThere is a procedure that must be followed, and usually school districts are meticulous about meeting the requirements. When it is not followed, the school district is out of compliance (which can cause some difficulties with the state department of education) with the law unless the non-compliance has been caused by the parent/guardian (which will not cause the district problems with the state department of education).1. Typically, the school begins the process by requesting a meeting with the parent to discuss the possibility of the child’s needs for special education services. If the parent/guardian is requesting the process to begin, the parent/guardian must send a letter to the school district special education department requesting assessment of the child “in all areas of suspected disability.”2. Within 15 (school) days, the school must either deny the request in writing (which the parent/guardian can appeal in a separate process) or provide an assessment plan (this is usually done during a pre-evaluation meeting with the parent/guardian, school administrator, special education teacher and general education teacher (all of these are required by law to be physically present or represented by a written statement if it is acceptable to the parent/guardian).3. The parent/guardian must sign this plan within 15 (school) days; if the parent does not sign (agreement), the child will not be evaluated.4. Within 60 (school) days of the parent/guardian signing the assessment plan, the school district must complete the assessment process and hold an eligibility meeting. If the child is eligible (according to the state guidelines) for special education services, an Individualized Education Plan (IEP) must be created and signed (approved) by the parent/guardian. If the parent/guardian does not agree with the results, (s)he may request an independent evaluation (at district expense) through a different process; results will rarely differ. Usually for simplicity sake, the IEP is done at the eligibility meeting. The IEP must define:· what services the child will receive,· goals and objectives for those services,· who will deliver those services,· where those services will be delivered,· frequency (times/week) of services, and· duration of services (minutes/day or week and the starting and ending dates)· modifications and/or accommodations that may be needed for the student to learn and/or demonstrate skills proficiency. This includes assistive technology.Once Identified And PlacedWhen a child has been identified and placed in special education, there are compliance requirements. The most important of these is that the child’s IEP must be re-evaluated every year. The child must be re-evaluated academically every year to monitor progress which is discussed with the parent at a meeting before the expiration of his/her previous IEP. The people attending this meeting (unless absence is approved in writing by the parent) are: general and special education teachers, administrator, and other services providers (as defined by the eligibility for services and initial placement meeting). This meeting, if services are to continue, must develop a new IEP for the child to continue receiving services.Exiting Special EducationThere are two ways to terminate special education services for a child. The least common way is for the parent/guardian to request a meeting to remove the child from special education. The most common way is for a child’s progress to be commensurate with his/her level of expectation performance (based on the initial evaluation results) in the areas for which (s)he receives services. Sometimes children will be removed from services for one or two subjects/services at a time. No matter how the child is removed from services, the parent and district personnel (general and special education teachers, administrator, other services providers) must meet and sign a change of placement form allowing the change of placement. Any one of the IEP team members may disagree (including the parent) with the team’s decision(s). If the child remains eligible for services but the parent/guardian wants to remove him/her, the parent’s/guardian’s choice prevails, but the school district personnel may dissent.

6 Parenting Tips – How To Successfully Overcome Special Education Deceptions

Are you a parent of a special needs child who has been told things
that are not true about your child’s education, by disability
educators? Are you a parent who is afraid to stand up to the
deceptions? Would you like to learn six disability advocacy tips, for
standing up to some educators who are not truthful? This article will
teach you easy to use parenting tips to help you in your fight for
your child’s educational life. These tips along with knowledge ofthe
Individuals with Disabilities Education Act (IDEA) will help you in
your disability advocacy journey.I will give an example of a common lie that is heard by many parents,
and follow up with six tips.Lie: “I am sorry, we cannot give your child speech therapy, because
the category your child receives special education under is a learning
disability.” (Be sure that your child is tested in all areas of
suspected disability! Some school personnel deny services without even
testing the child, to see if the child needs services in a specific
area such as speech).Tip 1: Ask for, in writing, a copy of the state or federal law that
the school person is using to deny needed special education services.
(IDEA does not allow school districts to base services on labels, only
educational needs). For example: “Could you please show me, in
writing, the state or federal law that states that you have the right
to deny my child an educational service that they need.”Tip 2: If the disability educator made this statement in a verbal
conversation, as soon as possible after the conversation, write the
educator and quote what they said. Also, keep a copy. It may be
necessary to write the special education person a couple of times, to
get a response.Tip 3: Use the Individuals with Disabilities Education Act (IDEA) to
strengthen your position. For Example: “IDEA states that the purpose
of the law is to ensure that all children with disabilities have
available to them a free appropriate public education that emphasizes
special education and RELATED SERVICES designed to meet their UNIQUE
NEEDS . . .Section 1400 Purposes.”Tip 4: Tell the disability educator, in writing, that since they are
not able to show you a state or federal law that states that your
child’s label determines service (it doesn’t), that you stand by your
position that your child needs speech therapy. Remember to be
assertively persistent! Also, use testing to prove that your child is
below age and grade equivalents to justify related services.Tip 5: Consider getting an Independent Educational Evaluation (IEE),
for your child with a qualified person. In the above example, you
could take your child to a qualified Speech and Language Pathologist,
and have the child tested. Make sure they are willing to write a
detailed report to include recommendations.Tip 6: Send the independent evaluation report to school personnel, and
ask for an IEP meeting to discuss the evaluator’srecommendations. If
possible, have the evaluator participate by telephone.This article has given you six parenting tips that you can use to
successfully overcome disability educator’s deceptions. You have the
right to hold special educational personnel accountable for giving
false information. Good luck in your advocacy journey!