Wiz Kidz Nursery

Wiz Kidz Nursery

[05/14/19]   Life has many ways of testing a person's will, either by having nothing happen at all or by having everything happen all at once.

Paulo Coelho

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[05/08/19]   Soon , Summer camp for July & August

[04/29/19]   Ramadan timing :
7.30 am to 2.30 pm
with late pick up till 3.30 pm

[04/23/19]   Manners (or understand that other people are people)

I think manners are the most important thing for parents to teach their children: Manners raise a child's social IQ and flags them as a reasonable, thoughtful person. The simple act of consideration that the person you are speaking to is (1) a person, and (2) not aware of all your thoughts and needs automatically. —Rebecca Mayer,

[04/14/19]   Spring holiday:the nursery will be closed 16-17-18th April 2019, we will resume normal working hours on 21th April2019

[04/10/19]   Take advantage of every opportunity you get, whether it's doing your homework, talking to a person, watching a demonstration, or listening to someone share their wisdom. You never know how much you can learn. —Kathy Conley, high school teacher

[04/08/19]   The love of a family is the life 's greatest blessing....

Wiz Kidz Summer Camp 2019

Summer Camp Highlight!

Wiz Kidz Nursery Summer Camp is a great way for children to participate in creative, stimulating and imaginative activities. We offer children the opportunity to learn new skills, stay in shape and most of all, have a great time. We offer a wonderful and memorable summer camp experience, and we believe that summer camp should provide both a sense of adventure and the opportunity for personal growth and self-exploration for our little ones. We do this by providing a wide array of activities.

Find this great Nursery Summer Camp and many more here: http://www.dohafamily.com/Summer-Camps/index.php/name/Wiz-Kidz-Nursery/listing/33286/

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[03/04/19]   Understanding Your Child’s Trouble With Hyperactivity

By Amanda Morin

At a Glance
•Hyperactivity is often caused by a medical condition called ADHD.
•Kids who are overactive don’t just move their bodies a lot—their brains also have trouble slowing down.
•There are steps you can take to help manage hyperactive behavior at home and in school.


Most kids have moments when they have excess energy. But how often do you have to tell your child to slow down, stop interrupting or stay still? Hyperactivity is a classic sign of attention-deficit hyperactivity disorder (ADHD). It can also occur with other conditions. Learn more about what might be behind your child’s overactivity, and ways you can help.

What You Might Be Seeing

The signs of hyperactivity are hard to miss. And they often prompt negative reactions from other people. Until you know the reason behind the behaviors, you may find yourself getting annoyed and thinking that your child is just acting out. But if your child has ADHD, his overactivity is caused by differences in how the brain works.

Here are some behaviors that are common with hyperactivity:
•Talks almost constantly and frequently interrupts others
•Moves from place to place quickly and often clumsily
•Keeps moving even when sitting down
•Bumps into things
•Fidgets and has to pick up everything and play with it
•Has trouble sitting still for meals and other quiet activities

What Can Cause Hyperactivity

ADHD is a frequent cause of hyperactivity in children, but it’s not the only possible cause. Other conditions can cause kids to move around and talk too much—just for different reasons. Here are some of the issues you may want to read up on and talk about with your child’s doctor.

ADHD: This brain-based condition often causes kids to move and talk nonstop. It’s actually the result of the brain’s “wiring” system working a little slower than is typical. Think of the game Red Light, Green Light. With ADHD the brain takes a bit longer to get started and “go.” But it also has trouble putting on the brakes to “stop.”

Being hyperactive doesn’t just mean zooming around the room. Kids may fidget or have extra movements even when doing little things like tying their shoes, writing or playing an instrument.



“Being hyperactive doesn’t just mean zooming around the room. Kids may fidget or have extra movements even when doing little things like tying their shoes, writing or playing an instrument.”

Kids with ADHD also tend to be impulsive and have trouble paying attention ADHD may look different at different ages. For example, a preschooler might be accident-prone while a grade-schooler may not be able to sit still long enough to finish his work.

Anxiety disorder: Anxiety can make kids restless and unable to focus. Those symptoms sometimes lead people to mistake it for ADHD. It’s not uncommon for a child to have both conditions at the same time, however.

Hyperthyroidism: Kids rarely have this condition. But when they do, it can cause them to fidget and lack focus. It also often involves eye issues like an irritation or bulging.

Inner-ear disorders: Kids with inner-ear problems are often hyperactive. These kids’ need for constant motion may be caused by their hearing and balance disorders.

Sensory processing issues: Kids with sensory processing issues can become hyperactive when they’re overstimulated or understimulated.

How You Can Get Answers

Getting to the bottom of your child’s hyperactivity is a process that may take a few steps. A good way to start is by observing your child and taking notes. Having these notes will be helpful when you talk to professionals about your concerns. And it may help you get answers more quickly.

Here’s what you can do to understand what’s behind your child’s hyperactivity.

Talk to your child’s teacher. Hyperactivity can affect learning. That’s why it’s a good idea to reach out to your child’s teacher. Together, you can talk about classroom strategies that can help, such as using a secret signal to cue your child to stay on task.

Look into an educational evaluation. If you think your child’s hyperactivity is affecting his learning, you or your child’s teacher can request that the school evaluate him. If the school agrees, you won’t have to pay for it.

Depending on the results, your child may be able to get services and supports to meet his needs. That might include things like taking breaks during tests or taking tests in a separate room, where there will be fewer distractions. The school would commit to providing these services in writing, through a 504 plan or an IEP. But the choice to pursue an evaluation is totally yours.

Talk to your child’s doctor. This is also a good place to start. Bring your notes with you to the visit, and share your concerns. The doctor may want to rule out hyperthyroidism and other possible medical causes of your child’s hyperactivity.

There are some questions you’re likely to be asked to get a better sense of what’s going on. They may include things like how long you’ve been seeing the behaviors, whether they’re getting worse and whether the teacher sees them, too. The doctor may also recommend a psychological evaluation to look at how your child thinks and to assess whether he has ADHD or anxiety, or both.

Talk to specialists. You may be referred to more than one specialist to get to the bottom of your child’s hyperactivity. An audiologist would look for hearing problems. A neurologist, psychiatrist or developmental behavioral pediatrician would look for brain-based medical issues including ADHD. And a psychiatrist or psychologist could diagnose anxiety disorders.

Professionals who can prescribe medications for these issues include your child’s doctor, a psychiatrist, a neurologist or a physician’s assistant.

See a private learning specialist. ADHD can have a big effect on your child’s learning. A psychologist can do an evaluation to see what the impact is and if any learning issues are at play. The tests are the same as what they use in a school evaluation. But you’ll have to pay for this testing since it’s done privately.

Tutors can help kids develop strategies to keep ADHD from getting in the way of their learning. But tutors don’t perform formal evaluations.

What You Can Do Now

Even if you don’t get an evaluation, there are many things you can do to find support. There are also strategies you can try to help your child manage his behavior. Just remember to pace yourself. Trying too many at once can make it hard to figure out which ones are working the best for your child and for you. Here are some suggestions:
•Learn as much as you can. Understanding your child’s hyperactivity is the first step to getting him the help he needs. The more you know, the better able you’ll be to find ways to help him gain self-control skills.
•Observe and take notes. By observing your child’s behavior, you may be able to spot patterns and triggers. Maybe his activity level rises as the night wears on. Or perhaps he has a hard time falling asleep and is overtired. Recognizing the trigger allows you to try different strategies like changing his bedtime routine to have more quiet time and get a full night’s sleep.
•Provide things to fidget with. Let your child chew gum, carry a stress ball or have some other object to fiddle with. It can help direct some of the overactivity and cut down on your child picking up and playing with other items.
•Consider martial arts or yoga classes. Physical activities give your child an outlet for his energy. These can also teach your child to be aware of his movements and be in control of his body.
•Try different strategies. For new ideas on dealing with behavior issues, check out the expert advice in Parenting Coach. You may find helpful tips for handling your energetic child.
•Connect with other parents. Knowing you’re not the only family out there dealing with hyperactivity can make a big difference. Connect with parents in similar situations and share information and advice. It can be a great source of support.

Understanding more about what’s going on with your child can help you start to get out in front of his behavior issue rather than always reacting to it. Looking at your child’s strengths, finding support for yourself and changing things a little at a time can make both of you feel more confident and in control.

[03/03/19]   To be grateful , means to find the blessing in everythings

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[02/07/19]   Always be a first-rate version of yourself, instead of a second-rate version of somebody else.

Judy Garland

[01/31/19]   Bravery is not a quality of the body. It is of the soul.

Mahatma Gandhi

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[01/15/19]   Never Ignore Someone Who Loves You And Cares About You. ‘Cause One Day You May Realize You Lost The Moon While Counting The Stars.

[01/08/19]   Good to read !>>>

How many of your kids say, SORRY, then quickly turn around and do the same behavior again? If your kids are anything like mine were this scenario happens quite often. So the question is how do we teach kids to actually feel regret and remorse enough so that they don’t do it again?

The answer to this age-old tough question is in teaching your kids how to ‘feel’ sorry and what to do next time, instead of just saying the word sorry.

When you see your kids feeling sorry, either for someone else or themselves be sure to tell them that they are feeling ‘sorry’ right now. That will help them learn how to identify what sorry means.

Next, after your kids do something they regret, instead of telling them to say they are sorry and talking to them about what they did wrong, take this opportunity to teach them what you’d like them to do next time.

Lastly, be sure to show and tell your kids when you are sorry and tell them this is how you make sure you won’t do it again. Wouldn’t hurt to put a sign up that says, “SORRY MEANS TO NEVER DO IT AGAIN”. Dr.An

HAPPY NEW YEAR 2019 TO EVERYONE

PLAY & LEARN AND GROW UP AT WKN

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[12/24/18]   Good to read if you have time..........)
Children's emotions: the importance of pride & shame

Discussions of children's motivations and behavior too often overlook the importance of feelings of pride and shame. A child's need to feel proud -- and to avoid feelings of shame -- is a fundamental motivation, and remains fundamental, throughout her life. It would be difficult to overestimate the importance of these emotions in the psychological development and emotional health of our children (and in human relations more generally).

Shame is our instinctive response to failure or inadequacy, especially the public exposure of inadequacy. Embarrassment is a temporary and mild form of shame; humiliation, aloneness and self-hatred are severe forms of shame.

Children experience feelings of shame when they suffer any social rejection; when they are unable to learn; when they are defeated in competition; when they are bullied, insulted or taunted; and when they seek acceptance and approval from admired adults but are, instead, subjected to criticism or derogation.

When children tell us that they are anxious, they are often anxious about the possibility of feeling ashamed.

Children with difficulties in motor coordination or delays in language development experience shame early in childhood. Somewhat later, difficulties in learning (especially learning to read) always evoke in children a deep feeling of shame. (The poet Philip Schultz has written movingly about growing up with anxiety and shame in his recent memoir, My Dyslexia.)

In childhood, shame leads to avoidance and withdrawal and then, in adolescence, to desperate attempts to alleviate, or get rid of, this painful state of mind. Many experiences that evoke a feeling of shame (for example, experiences of exclusion or ridicule) are uniquely painful, and the feeling of shame, perhaps more than any other emotion, stays with us.

I can still recall, more vividly than I would like, moments of shame from many years ago when, as a son (and as a father) I let my parents (and my children) down. Although I have long since been forgiven for these personal failures, my memories are still painful. Thankfully, I am able to put these moments in perspective; they are now more than balanced by moments of pride. In this way, we should also help our children put in perspective their own moments of embarrassment and failure.

When children are successful and feel proud, they instinctively look to others. When they fail and feel ashamed, they look away. This is in the nature of pride and shame; we all attempt to hide or cover up what we are ashamed of. Pride is the antithesis of shame. The feeling of pride is accompanied by an outward movement and a desire to show and tell others, to exhibit or show off. Pride is expansive, both in action and in our imagination. Shame contracts, in our posture (our shoulders fall in and we look downward and away) and in our thoughts and imagination -- in our setting of goals and in what we consider possible for ourselves.

A child's expectation of feeling proud or ashamed decisively influences her choices -- those situations she actively seeks and those she avoids. Shame lowers aspirations. Pride raises aspirations. The evolutionary psychologist Glenn Weisfeld succinctly explains, "We anticipate pride and shame at every turn and shape our behavior accordingly."

Especially, children want their parents to share in their pride and to be proud of them. Our feeling that our parents are proud of us is a sustaining influence throughout our lives and a protective factor in the emotional lives of our children. The opposite is also true. Parental scorn is among the most deeply destructive forces in the psychological development of any child.

We therefore need to let our children know, as often as we can, that we are proud of them -- not for their intelligence or their talents, but for their effort and for the good things they do for others -- and we should not be afraid to "spoil" them with this form of praise.

[12/04/18]   The best part of beauty is that which no picture can express.

Francis Bacon
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[11/29/18]   Life is not a problem to be solved, but a reality to be experienced.

Soren Kierkegaard

[11/22/18]   How to handle a child fever (good to know ... Copy ,,,,,,,...>>>

If your child of any age has one or more of the following
symptoms, you should probably call your doctor right away:◦Fevers of 104 (40 Celsius) or higher that don't come down to 101 or 102 (38.3 to 38.9 Celsius) with the treatment measures below.
◦Lethargy – this means more than your child just isn't acting right or laying quietly in your arms. Lethargy actually refers to your child being limp, lifeless, unresponsive or won't make eye contact.
◦Irritability - this means more than just fussiness. A truly irritable child will cry for hours with minimal verbal interaction and is almost impossible to console.
◦Meningitis – symptoms are high fever, stiff neck or pain in the back of the neck, vomiting, headache, bright light hurts the eyes. Before contacting your doctor, you should also look up any other symptoms your child has, such as cough, vomiting, rash, etc. and read those guidelines to determine your best course of action.

Are Child Fevers Dangerous?

No. Many parents have a misconception that fevers are a bad thing and a sign that there is some serious underlying illness. This simply is not true. Child fevers are a normal and healthy response of the body to an illness. The body's immune system releases chemicals that raise the body temperature. This is part of the normal infection-fighting process.

Should I Treat a Low Grade Fever?

No. Low-grade fevers are helpful in fighting off infection. You should only treat a fever when it is making your child miserable. Treat your child, not the fever.

Top 3 Causes of Fevers

Viral Infection

This is the most common cause of fever in children. Examples are: roseola, colds, flu, coxsackie (hand, foot and mouth disease), chicken pox, fifth disease, along with many others. Most viruses are not dangerous. They simply need to run their course over several days. They are not treatable with antibiotics.

Bacterial Infection

Some examples include ear infection, sinus infection, pneumonia, bladder infection and strep throat. These are treatable with antibiotics, although treatment can usually wait 12 hours until you can contact you doctor in the morning.

Teething

Teething can cause child fevers, though usually not higher than 101 degrees.

How Do I Take My Child's Temperature

Use any of the following methods to take your child's temperature:

Regular Glass Underarm Thermometer

This seemingly "old fashioned" method is still probably the most accurate, although difficult to do with a crying, squirming child. Try to hold in place for 3 minutes, making sure the tip is deep in the soft underarm skin.

Ear Thermometer

This quick and easy method has become more popular. The accuracy of these thermometers varies, however. One ear may read 98 degress, the other 103 degrees. Which do you believe? If it reads close to normal, then it's probably true. If it reads 103 degrees (39.5 Celsius) or greater, you may want to confirm this with a glass underarm thermometer. Readings between 99 and 102 degrees (37.2 to 38.9 Celsius) are more reliable.

Rectal Glass Thermometer

This method should only be used for newborns through 3 months old since accuracy is crucial for this age. Gently insert the thermometer approximately ½ inch into the anus and hold in place for 3 minutes.

Digital Thermometer

These are oral, underarm or rectal. They are much faster than a glass thermometer, although you do lose some accuracy as with the ear thermometer.

Getting Through the Night
•First step – decide if the fever warrants treatment as discussed above.
•Medications◦Acetaminophen– this fever reducer/pain reliever has been around a long time and is effective in most cases.
◦Ibuprofen– this is also effective for fever and pain. It often works better for higher fevers and lasts longer too.
◦WARNING – don't give Aspirin to children 12 and under.

•Vomiting - if your child is vomiting and won't keep down any medication, you can use Acetaminophen suppositories available over the counter.
•Lukewarm bath and cool washcloth – this can help get a fever down fast, especially if it is high, but only use along with, not instead of fever lowering medication.
•Cool liquids to drink can help cool down a fever and keep your child well hydrated.

When Not to Worry About Child Fevers

•Remember, fevers are your body's natural response to infection, and not necessarily a sign that something serious is taking place.
•Low-grade fevers are generally not serious, are easily treated and can wait until the morning to be evaluated by your doctor.
•Fevers of 101 to 103 degrees (38.4 to 39.5 Celsius) are also generally not serious and can wait until morning to be evaluated, except as indicated below.
•High fevers of 104 degrees (40 Celsius) or higher that quickly come down to 100 or 101 (37.8 to 38.3 Celsius) with the above measures are also generally not serious and can wait until morning.

Above all, if you have a "gut feeling" that your child is seriously ill, contact your doctor right away.

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