Leaving your kids with strangers

 

Stranger danger is a real threat to society and it is with ample cause that parents warn their kids against interacting with strangers when they’re alone. 

 

Sometimes however, it turns out that you need to leave your kids with a stranger and this might confuse them as to the actual definition of a stranger. 

 

Let’s look at some things you can do in order to simplify the process.

 

A child’s perception of a stranger is probably that they’re bad looking and scary, like villains in cartoons. You need to explain to your child that anyone that they don’t know is actually a stranger and that people don’t necessarily look mean when they are. It’s also important though to not make all strangers seem like bad people. 

 

Should your child need help when you are not around, they must have the courage to ask a stranger for help. If you are with your child and you see a stranger that does not look trustworthy, quietly point them out to your child and explain to them what you see in that person that makes you distrust them.

 

Teach your child who safe strangers are. These people are people that children can easily recognise as trustworthy and approach for help when they need it. Two examples of these include police men or fire fighters. You can also point out figures of authority in the child’s own life such as his school principal or a trusted teacher.

 

It is important to teach your kid how to recognise the warning signs of suspicious behaviour, such as an adult asking the child to do something and then keep it a secret or if the adult makes them feel uncomfortable in any way. This is such an important skill to have as the danger unfortunately not only comes from strangers. Trusted friends or family could have less than good intentions and teaching your child what to look for, could save them from an unwanted situation. Teach your child to scream as loud as possible when they feel unsafe, say no, run away and find a trusted adult immediately.

 

Your child will develop their instincts over time and as their parent you should guide that process. Explain to your children that the feeling you feel deep inside in a situation is the feeling that they should trust. If they are scared or uncomfortable, they should leave as fast as possible.

 

By teaching your kids how to assert between different types of people and how to react to a dangerous situation, you are teaching them life skills that might just save them when they need it. 

 

By empowering your child, you can send them on school camps and day trips with their friends, with peace of mind.

 

 

Written by  Marleen Theunissen

Linking ADHD with exposure to video games

 

It is not uncommon for a parent of young children to use the TV as an assistant; a babysitter to keep the kids busy for an hour or two while they prepare meals, do some work or find time to relax after a busy day. 

 

However, research over the last few years suggests that this is something that should be avoided as often as possible.

 

Studies have shown that children who watch more television between the ages of 1 and 3 have more of a chance of developing attention problems by age 7. 

 

This, coupled with a 10% increase (on average) in problems in concentration for every hour of television time, means that many children are at risk of developing at least semi-serious problems before puberty.

 

While it is commonly believed among scientists that television viewing, video games and interaction with other forms of electronic media are not necessarily causally linked to the development of conditions such as ADHD, however, they do significantly increase the effects and potential harm that could stem from it.

 

Video games and TV shows cause the brain to develop methods of consuming their material more effectively. 

 

Since many of the techniques used to create these games and shows rely on high impact, short blasts of information, the brain will get used to constantly switching from one input to the next, significantly lowering the tendency to focus on one aspect for an extended period of time, something that is very necessary for concentration both in the classroom and in a social environment.

 

While it is not completely evident that increased television and video game interaction could cause ADD (since the causal link doesn’t exist – many children that do not watch TV or play video games still get diagnosed regularly), the processes that the brain naturally makes in order to accommodate increased use of these media significantly decrease the likelihood of staving off symptoms, such as concentration. 

 

Another significant factor in the correlation is the effect on exercise habits. Children who consume high amounts of media are less likely to have stable exercise routines, which, if present, would increase blood flow and nutrient flow to the brain and other important cognitive centres that would be needed for coping with prolonged periods of concentration and calmness.

 

 

Written by  Wesley Geyer