FHE activities

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The Lie Monster

Thursday, 19 June 2008 00:15 | Written by Melanie |  |  | 

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Teach the children about the importance of honesty.  For example, when we lie or deceive others, we will get caught in a web which is difficult to get out of.  Also to help them understand, being honest is a commandment.

Opening Song:        I Believe in Being Honest (Children's Song Book p. 149)
Opening Prayer:     Whomever you have assigned to pray

Scripture:              13th Article of Faith -  “We believe in being honest, true, chaste, benevolent, virtuous, and in doing good to all men; indeed, we may say that we follow the admonition of Paul—We believe all things, we hope all things, we have endured many things, and hope to be able to endure all things. If there is anything virtuous, lovely, or of good report or praiseworthy, we seek after these things.”

Attention Getter:     “How many of you are afraid of monsters?”  Listen to all of the answers, then ask, “Why?  Why are you afraid?”

Story: Tell the story, “The Lie Monster”.   Post the pictures where indicated.

Discussion: Why did Tommy tell his first lie?

Do you think his mommy would have been as mad as he thought?  Or would she have forgiven him?
Do you think his mommy was happy Tommy lied?
Was it fair to Jimmy to blame it on him?
How do you think this made Jimmy feel?
What other things did Tommy lie about?  Why?
What began to happen to Tommy as he lied?
Was the monster easy to get rid of?

Scripture:  Go back to the 13th Article of Faith.  Read it aloud and really review first part, “We believe in being honest, true.....”

Discussion:      

Why would Joseph Smith feel it important to include this phrase in the 13th AOF?
Do you think it is important to be honest? Why?
Do you know that Heavenly Father knows when you lie?  How do you think it makes Him feel?
Do you ever want to make Him feel sad?
Do you realize being honest is a commandment?  Heavenly Father wants us to be happy, and we can’t be happy when we lie.

Activity:1.  Honesty Questions (see below) – give the older people participating, or anyone who can write, a small slip of paper and something to write with. Younger children can use little signs with yes (green) on one side and no (red) on the other.  These should be in your FHE supply kit.  Ask all of the questions on the hand out titled “Honesty Quotient” and have everyone write down their answer (or have the little ones look at the appropriate side).  Their answers are secret, they do not have to disclose.  This activity just makes us think.  Hopefully, all the answers are no!

2.  Coloring activity for smaller children – Have everyone start by making an outline of a monster's head.  Have them make their own "lie monster."  Put out crayons, pencils, markers, glue and "glue items" (noodles, felt, sponge shapes etc,), and pipe cleaners.  Believe me, they will get creative – and the more creative, the better.  After everyone is done, enjoy each others “monsters” and have a good laugh.  Now, explain that they started with only a clean outline.  Ask how to change their "monsters" back into a plain piece of paper.  Usually, that will really stump them.  Show them with your (which I did mainly with glue items and pencils).  Pulling the noodles off was hard, and tore the paper a little in places.  I erased, but you could always see a little marking.  Show them that not only is getting rid of the lies difficult, but sometimes the lies left scars.  Yes, we could repent and be clean with our Father in Heaven, but we would remember our lies and how yucky we felt when we told them.  Also discuss what happens to our "reputation" after they lie.  Even if we apologized and tell the truth, those around would have a hard time believing us for a while.  Those were the scars.

3.  Lie vs. Truth - To help younger children understand a lie versus the truth, here is a simple game.  Everyone sit in a circle.  Give everyone a signal which means lie (we did stomping our feet and hissing) and a signal which means truth (clapping and cheering).  After they get this part, then you show them the difference between a truth and a lie.  For instance say "the sun is yellow or orange."  Then have them do the signal for truth.  Then say "The sun is purple."  They do the signal for lie.  Then you go around the circle and let everyone say both a "lie" and a "truth".   Once you have gotten all the way around, go around as many times as you want, letting people do one or the other, but not both. Each time, reply the appropriate signal!

4. Fishing game – using the question strips from the Honesty Questions, cut the questions or situations out and put them on the fish with paper clips.  Then play the fishing game, with the child answering each one as they catch it!

Closing Song:  Keep the commandments (Children's Song Book p. 146)

Treat: Cookies

Reminder Activity: Place the reminder card in a place where everyone can see it.

Honesty Questions

- The telephone rings; Kian says, “If that’s Aidan, tell him I’m not home!”  Have you ever acted like Kian?

- Dad overslept.  He was fifteen minutes late for work.  “I got caught in a traffic jam,” he explained to his boss.  Have you ever acted that way?

- Amalie spilled the cocoa.  “Who did that?” asked Mom.  “I don’t know!” said Amalie.  Did you ever do something like this?

- “Callum flipped me with an elastic!” cried MaKenna.  “I did not!” lied Callum.  Have you ever lied to avoid trouble?

- “I certainly don’t want this to go any further,” Sister McKnight confided to mother.  “Don’t worry, I won’t tell a soul,” said mother.  Mother could hardly wait to hang up and tell Sister Bates!  Have you ever betrayed a confidence?

- Cassie got to school bright and early on Monday.  As she sat down, her teacher started to hand out a spelling test.  Uh oh!!  Cassie forgot about the test.  She decided to look over Raylynn's shoulder.  Have you ever done something like this because you weren’t prepared?  Is it okay to do this since you forgot about the test?

- Dad and Jennie went to the store to buy her some gum.  Dad let Jennie pay for it.  The gum cost 50¢.  Jennie gave the cashier a dollar, but the cashier accidentally gave her 60¢ instead of 50¢.  Jenny decided to keep the extra dime.  Have you ever done something like this?

2011 - Week 14: A Proclamation to the World

4.02.2011

What You'll Need: scriptures, enough pencils as there are members of your family plus one extra, GAK 520: Gordon B. Hinckley, a copy of The Family: A Proclamation to the World, (you can print one here), printed activity, scissors, glue stick, pen, coloring tools.

You can CLICK HERE to download the pdf of this lesson for easy printing. If you download, please leave a comment here on what you like about this lesson.

Quote:  Ezra Taft Benson - “Thank God for the joys of family life. I have often said there can be no genuine happiness separate and apart from a good home. The sweetest influences and associations of life are there” 

(God, Family, Country: Our Three Great Loyalties [1974], 178). Opening Song: Families Can Be Together Forever (PCS #188)

Lesson:

- How many people are in our family?
- Where does our family live?
- What do you like doing with our family?
- How do you feel about our family?

(show GAK 520: Gordon B. Hinckley)

In 1995, President Gordon B. Hinckley was the Prophet of our church.  He introduced a special message called “The Family: A Proclamation to the World”.

(show a copy of The Family: A Proclamation to the World)

The Proclamation on the family teaches us about our life before we came to earth.  It tells us more about our Heavenly Father's plan for us and how we can be truly happy.  I wanted to share a very important part of the Proclamation.  It says that “the family is central to the Creator’s plan for the eternal destiny of His children.” Heavenly Father planned for you to come to earth and belong to a family. He knew that you needed a loving family to help you grow and learn how to return to Him someday.

We want our family to be strong so we can grow together, help and love each other and so we can live together someday with Heavenly Father.

Object Lesson: Hold up one pencil.  Ask your oldest child to break it.  (They should be able to snap it in two. If your oldest child is not strong enough you might want to ask an adult to do it.)

Now hand the same person the bundle of pencils and ask them to break them, holding them all together in a bundle.  (It cannot be broken).

We are just like these pencils. When one person stands alone, they are not very strong. But when we all stick together we are very strong and nothing can break us apart.

In our activity today we are going to talk about ways that we can work together to strengthen our family.

Bear your testimony about the truthfulness of the Proclamation to the World and the importance of families.  Express your love for each member of your family and testify that each of them has special talents that contribute to your family and makes it strong.

(For tips on sharing your testimony please click here.)

Practice Song: If you are teaching your family the APRIL Song of the Month, go over the words and music with your family.

Activity: Choose from the following activities as they best suit your family.

1. Building a Successful Family goal chart
CLICK HERE to download pdf with full instructions.

2. Coloring Page
Click to enlarge. Then right click and select "Print".

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Living the Gospel from Head to Toes

This 8 week series is teaches children how to live gospel principles, using the song "Head and Shoulders."  Each week you will teach about a different principle based on a body part from this song.

Week 1 - Head

The head - obedience toward God in all our thoughts. 

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

We are starting this week with "head."  Inside your head is where all your thoughts are.  We must think about Heavenly Father and Jesus every day.  We must think about what they want us to do.  We must try to have only good thoughts.

SCRIPTURE
Read Alma 37:36:
"Yea, and cry unto God for all thy support; yea, let all thy doings be unto the Lord, and whithersoever thou goest let it be in the Lord; yea, let all thy thoughts be directed unto the Lord; yea, let the affections of thy heart be placed upon the Lord forever. "

ACTIVITY
Before Family Home Evening, prepare 10 small slips of paper.  On each paper, write one thought, some good, some bad, that might occur in your children's minds.  For example: "I don't want to share my toys" or "I want to sit next to my sister." Find a large jar, like a pickle jar or peanut butter jar.  From construction paper, cut out the shape of a fact that will fit on the side of the jar.  Cut out various features for the face, like eyes, nose, mouth, ears, and hair.

At Family Home Evening, have your children decorate the face by gluing the features on.  Then glue the face to the jar.

Next, read the thoughts you prepared out one at a time. Ask your children to decide if it is a good thought, one they want in their head, or a bad thought, one they don't want in their head.  Have them put the good thoughts into the jar (the head) and toss the bad ones aside.

Week 2 - Shoulders

The shoulders - "Put your shoulder to the wheel" in doing the work of God, serving in the church.

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

This week are the shoulders.  The expression "Put your shoulder to the wheel" means to try really hard to do something.  Heavenly Father has asked us to work hard in helping to build his church.  The Bishop asks us all to serve in a calling.  (Explain what your callings are to your children, and the ways in which you help to build the church).

SCRIPTURE
Read Doctrine and Covenants 107:99:

"Wherefore, now let every man learn his duty, and to act in the office in which he is appointed, in all diligence."

ACTIVITY
Find a small piece of furniture that has some weight to it, but could be pushed with some effort by each child.  Put it on one side of the room and mark a finish line on the other (keep in mind the ability of each child, and alter the distance appropriately).  Have each child take a turn pushing the furniture across the room.  Remind them that by pushing using their side/shoulder, they can get more strength.  The other family members can cheer on the one doing the pushing.

To end the activity off, if you are feeling adventurous, find a large piece of furniture in your home that, with some effort, could be pushed by the family members combined.  Work together as a family to move the object, remembering to push with your shoulders!

Week 3 - Knees

The knees - the importance of prayer

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

The next body part are the knees.  What do we do that we get down on our knees for?  (Demonstrate kneeling for prayer).  Prayer is the way we talk to Heavenly Father, sort of like talking on a telephone.  We talk and he can hear us.  He hears our prayers and answer us.  Heavenly Father has told us that we should pray often.  What kinds of things can we pray for?  (Read scripture, then discuss).

SCRIPTURE
Read Alma 34: 17-27

(Tell your children that the word "cry" means to pray.  Substitute the word "pray" for "cry" as you read the following.)

  17 Therefore may God grant unto you, my brethren, that ye may begin to exercise your faith unto repentance, that ye begin to call upon his holy name, that he would have mercy upon you;

  18 Yea, cry unto him for mercy; for he is mighty to save.

  19 Yea, humble yourselves, and continue in prayer unto him.

  20 Cry unto him when ye are in your fields, yea, over all your flocks.

  21 Cry unto him in your houses, yea, over all your household, both morning, mid-day, and evening.

  22 Yea, cry unto him against the power of your enemies.

  23 Yea, ^acry unto him against the devil, who is an enemy to all righteousness.

  24 Cry unto him over the crops of your fields, that ye may prosper in them.

  25 Cry over the flocks of your fields, that they may increase.

  26 But this is not all; ye must pour out your souls in your closets, and your secret places, and in your wilderness.

  27 Yea, and when you do not cry unto the Lord, let your hearts be full, drawn out in prayer unto him continually for your welfare, and also for the welfare of those who are around you.

Define each item of prayer in relation to your own lives.  For example, "fields and flocks" would have to do with daily work, which would be Dad or Mom's job, or school for the children.  "all your household" would be all your family members.


ACTIVITY
Gather two tin cans and a long piece of string.  Punch a hole in the bottom of each can, then thread the string through each can.  Tie a knot on the end of each string, to create a "tin can phone."

Have one parent stand at the top of the stairs, and the children at the bottom.  Let each child speak through the tin can telephone and mention a few things he or she could pray for.  Let Mom and Dad also take a turn saying things to pray for.

Finish the activity by saying a closing prayer, and by praying for those things that were mentioned in the tin can phone..

Week 4 - Toes

The toes - going about doing good, in service to God.

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

Our toes, on our feet, take us wherever we want to go.  It is important to try and do good things to others everywhere we go.  Doing good to others is called service.  Heavenly Father has asked us to serve the people around us.  Jesus Christ served many people while He lived here on earth.  We must follow his example and go about doing good.

SCRIPTURE
Read Matthew 25:34-40:

 34 Then shall the King say unto them on his right hand, Come, ye blessed of my Father, inherit the kingdom prepared for you from the foundation of the world:

  35 For I was an hungered, and ye gave me meat: I was thirsty, and ye gave me drink: I was a stranger, and ye took me in:

  36 Naked, and ye clothed me: I was sick, and ye visited me: I was in prison, and ye came unto me.

  37 Then shall the righteous answer him, saying, Lord, when saw we thee an hungered, and fed thee?or thirsty, and gave thee drink?

  38 When saw we thee a stranger, and took thee in? or naked, and clothed thee?

  39 Or when saw we thee sick, or in prison, and came unto thee?

  40 And the King shall answer and say unto them, Verily I say unto you, Inasmuch as ye have doneit unto one of the least of these my brethren, ye have done it unto me.

ACTIVITY
Bake cookies, or some other baked good, and deliver them to a family or friend.  Try to pick someone close by, if possible, so that you may walk (toes!) there

Week 5 - Eyes

The eyes - read the scriptures.

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

Heavenly Father has given us the scriptures so that we can read what he wants us to do.  We can read about the commandments he gave us, the blessings he promised us, and all about Jesus while he lived here on earth.  It is important to read the scriptures every day so that we can get to know Heavenly Father and Jesus Christ better.

SCRIPTURE
Read 2 Nephi 32:3:

3 Angels speak by the power of the Holy Ghost; wherefore, they speak the words of Christ. Wherefore, I said unto you, feast upon the words of Christ; for behold, the words of Christ will tell you all things what ye should do.

ACTIVITY
Before Family Home Evening, obtain a small box, about the size of a shoebox.  Tape black construction paper to the box, and write "Book of Mormon" or "Holy Bible" on the paper.  Next gather together something that your family could eat for a treat after the lesson.  Choose something that you can easily attach a slip of paper to, like a small candy bar, or a banana.  Have at least one item for each member of the family (or more, if you plan on "feasting" on your treat!)  Next, choose one scripture for each treat item and write that scripture down on a slip of paper.  (You might use the scriptures from the previous lessons in this series, for a review).  Attach each slip to a treat.

At Family Home Evening, explain to your children that to "feast" on food means to eat lots and lots of food.  So, to "feast" on the words of Christ means to read them lots and lots. Now open up your scripture box and take out one treat at a time and read the attached scripture.  Be sure to end the lesson by feasting on your treats!

Week 6 - Ears

The ears - listening to the Holy Ghost.

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

Heavenly Father has given each of us a special gift - the gift of the Holy Ghost. The Holy Ghost can help us know what is right and what is wrong.  We have to listen carefully to what he tells us.  He speaks to our hearts. so to hear him we must be very still and quiet and listen carefully.

SCRIPTURE
Read Doctrine and Covenants 11:13-14:

  13 Verily, verily, I say unto you, I will impart unto you of my Spirit, which shall enlighten your mind, which shall fill your soul with joy;

  14 And then shall ye know, or by this shall you know, all things whatsoever you desire of me, which are pertaining unto things of righteousness, in faith believing in me that you shall receive.

ACTIVITY
One person (start with an adult) will act as the Holy Ghost.  He will stand a short distance away from the rest of the family.  Then he will whisper a direction to the family, and everyone must listen very carefully to hear him.  Start with something simple, like "Touch your head" or "sit on the floor."  Then you can gradually make things more active, like "jump into Mommy and Daddy's bed" or "hide under the kitchen table."  Make sure everyone in the family gets a chance to act as the Holy Ghost!

Week 7 - Mouth

The mouth - spread the word of the Gospel through missionary work

SONG
"Head and shoulders, knees and toes
Knees and toes, knees and toes
Head and shoulders, knees and toes
Eyes, ears, mouth and nose."

We are so lucky to know about the gospel, to know who Heavenly Father and Jesus are, to know there is a prophet on the earth today, and to have the scriptures.  We know how happy we are because we have the gospel in our lives.  Now we must tell everyone we know about the gospel and how happy it makes us!

SCRIPTURE
Read Matthew 28:19-20:

19 Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost:

 20 Teaching them to observe all things whatsoever I have commanded you: and, lo, I am with you alway, even unto the end of the world. Amen.

ACTIVITY
Before Family Home Evening, cut out small black rectangles from construction paper, the size of missionary tags.  Make one for each member of the family.  Gather enough safety pins for each member also.

At Family Home Evening, write each family member's name on one tag.  Then attach the tag to each person's shirt.

Week 8 - Nose

The nose - choosing the right (smelling out the good from the bad)

SONG

"Head and shoulders, knees and toes

Knees and toes, knees and toes

Head and shoulders, knees and toes

Eyes, ears, mouth and nose."

We have so many choices to make in this life.   Every time we have a choice to make, we can choose the right or choose the wrong.  Heavenly Father wants us to choose the right, because he knows that is the way we can be happy.  We must think about the choice, and then decide which one is the right choice to make.

SCRIPTURE

Read Joshua 24:15:

15 And if it seem evil unto you to serve the Lord, choose you this day whom ye will serve; whether the gods which your fathers served that were on the other side of the flood, or the gods of the Amorites, in whose land ye dwell: but as for me and my house, we will serve the Lord.

ACTIVITY

Before Family Home Evening, gather some strong smelling items together.  Choose at least 3 nice smelling things, and three rotten smelling things.  Try to get nice smelling things that are edible. Hide each item in its own bag, so that you cannot tell what it is by looking.

At Family Home Evening, put the items in pairs, one nice smelling thing with one rotten smelling thing.  Ask your children to try and sniff out which is the good thing and which is the bad in each pair.  If you have chosen edible good things, your family can then eat these things as a reward for finding the good.

http://theerrandofangelsblog.blogspot.com/2008/08/preach-my-gospel-fhe-lesson.html

Preach My Gospel, Lesson 1, Heading 1 “God is Our Loving Heavenly Father”

God is Our Loving Heavenly Father

Preparation:

Obtain two objects that are similar, yet different, such as different-size balls, types of shoes, pictures of baby animal and mother animal. Also locate a picture of a child and a picture of HeavenlyFather and Jesus Christ, such as The First Vision (GAK 403). Hide the objects and the pictures in the roombefore Family Home Evening. Prepare flannelboard pictures.

Opening Song: “My Heavenly Father Loves Me”

~We are God’s children (see Acts 17:29)

Who are you? Do you know? You know your name, and you know you belongto our family here on earth. We love you. You are special to us. You are alsospecial to Heavenly Father. He is the father of your spirit. You lived with Him inheaven before you came to earth. Everyone born on the earth is a child ofHeavenly Father.You do not remember living with Heavenly Father, but you are His child.Read Psalm 82:6“The most High” means Heavenly Father.Do you have the same color eyes as Mommy? Is the color of your hair likeDaddy? Children often are very much like their parents.Read Genesis 1:27.To be created in His image means that you look like your Heavenly Father. Italso means you can become like Him.Help your family members understand the qualities they have because they aresons and daughters of God. Take turns locating the objects and pictures and thenmatching them. Discuss how the balls, although different in size or color orpurpose, also have similarities. They are round, they roll, they bounce, etc.Discuss the other objects. Discuss the differences and similarities we have withHeavenly Father and the Savior.

~God loves us and will help us make right choices.

How do you know that your earthly parents love you? (They give us food, aplace to live. They teach us to choose the right.)How can you know that Heavenly Father loves you? (the beautiful earth, thescriptures, Jesus Christ, the living prophets, and our families.)How can we show Him that we love Him?President Gordon B. Hinckley taught that we can show our love to our HeavenlyFather as we speak to Him in prayer and keep His commandments. When we do

this, President Hinckley promised:

“He will watch over you and guide you and protectyou. He will bless you in your schoolwork and in your Primary. He will bless you in your home,and you will be a better boy or girl. … Never forget, my dear young friends, that you really are achild of God who has inherited something of His divine nature, one whom He loves and desiresto help and bless” (

Friend,

May 2003, 6)

.How do you think Heavenly Father feels when we are sad?How do you think He feels when we do what is right?Do you think He wants to help you? Why? (because He wants us to return hometo Him)

~Through Jesus Christ, we can live with God again (see John 3:16-17).

Tell the following story, with flannelboard pictures.One night Danny’s family went to the park to play for a while. Danny was 3years old, and really excited to ride on the swings. While he was going reallyhigh on a swing, he could see the whole playground. He could see a tall slidethat children were zooming down. It looked so fun! Danny decided to get off theswing and go see what it was like to go down the slide. As he climbed up theladder he started to feel scared about how high it was. When he got to the top ofthe slide, he felt so scared that he did not want to slide down. He was too afraidto go back down the ladder. He didn’t know what to do. Danny was stuck! Justas he was about to start crying, he saw his big brother Jacob running towardshim. Jacob had seen that Danny was stuck and came to help him. Jacob climbedup the ladder and helped Danny onto his lap, then they slid down together.Danny was so happy he had Jacob for his big brother.Everyone will die someday. But Heavenly Father sent someone to help us! Justlike Jacob helped his little brother who was stuck on the slide, Jesus Christ cameto help us get back to Heavenly Father. He made it possible for us to live again.He gave His life upon the cross for us, and three days later He was resurrected.Because He did this for us, each of us will be resurrected. He is our Savior.He also suffered to pay for the things we do wrong while we’re here on earth. Hesuffered so greatly that He bled from every pore. He suffered that punishmentfor our sins so we would not have to suffer if we will repent.Bear testimony of Heavenly Father’s love for us and plan for us to return to Hispresence.Closing Song: “A Child’s Prayer”

Sources:Sheila E. Wilson, “Sharing Time: I Am a Child of God,”

Friend

 , Jan 2004, 15Vicki F. Matsumori, “Sharing Time: I Am a Child of God,”

Friend

 , Mar 2003, 18Margaret Lifferth, “Sharing Time: I Am a Child of God,”

Friend

 , Feb 2005, 16Sydney S. Reynolds, “Sharing Time: Savior and Redeemer,”

Friend

 , Apr 1999, 13Lds.orgSugardoodle.net

Flannelboard Pictures

(note: if you ever find the original story or a good picture for frightened Danny at the top of theslide, let me know—this is one of my favorite stories for teaching young children about theAtonement)

Potty Training

The Importance of Naked time During Potty Training

Why going clothes-free can be a successful toileting tool

by Sara Au and Peter L. Stavinoha, PhD

in this feature

• Why Nakedtime?
• Simple Considerations
• Outdoor Nakedtime
• Indoor Nakedtime
• How to Introduce It—and When
• What If There's an Accident?
• Cleanup Considerations
• Using Nakedtime for Training Success
• When to Stop Nakedtime

Why Nakedtime?

Nakedtime is one of our favorite methods to begin potty training. Basically, the idea is that you allow your child to simply be naked, but in fairly close proximity to a bathroom or potty chair, for periods of time during which (we hope) they will need to go.

To your child, it's tons of fun, and perhaps something she/he hasn't been able to do before. To you, it's a fantastic teaching tool with the following benefits:

• Nakedtime is nonthreatening and passive; when you start, you don't even have to mention that it has anything to do with going potty.
• It's a natural introduction to toileting.
• With no clothes on, kids have, for the first time, a clear view of the physical mechanics of urination and defecation.
• You can provide immediate explanations of what's happening, demystifying the process and breaking it down into simple, specific behaviors your child can learn one at a time.
• You, too, will have a clear view of your child's body language, and can more closely read the signs of impending elimination.
• Without the barrier of a diaper between your child and the toilet, results can come quickly.

Nakedtime is a very useful and simple tool for parents to use to potty train. It is nonthreatening to the child, and involves no cajoling or power struggles. Because you are simply removing the barriers between your child and his or her physical elimination process, nakedtime brings out the instinctive and intuitive reactions we want our children to learn.

Nakedtime for toddlers or preschoolers demonstrates the cause and effect of the biology of the body—drinking and eating leads to digestion which triggers elimination in the form of pee and poop—and physically trains them to recognize the signs of having to go and eventually hold it until they can get to the potty.

Because they don't have any clothes on, their attention will be focused on the mechanics of elimination and they will actually see and feel the results immediately. Getting the diaper out of the picture will help them make the connection between the urge to go, the actual act, and, at first, the cleanup. Training your child naked, as opposed to simply dressing her in clothes with underwear, also means the lesson doesn't get entangled in clothes that are hard to pull down; you both can focus on the primary goal of getting the pee-pee into the potty.

Once your son or daughter is successful in that, you can move on to teaching everything else that goes along with it. Wet or dirty clothes are powerful motivators for your child to regularly go on the toilet, but they have to know how to do that first.

Excerpted from Stress-Free Potty Training: A Commonsense Guide to Finding the Right Approach for Your Child by Sara Au and Peter L. Stavinoha, Ph.D. Copyright © 2008 Sara Au and Peter L. Stavinoha, Ph.D. Published by AMACOM Books, a division of American Management Association, New York, NY. Used with permission. All rights reserved.www.amacombooks.org.

Also 

http://www.babycenter.com/0_potty-training-in-three-days-or-less_10310078.bc?page=2

Understanding Bullies

Understanding Bullying by Tara L. Kuther, Ph.D.

Western Connecticut State University

Each day hundreds of thousands of children dread going to school and facing the taunts, jeers, and humiliation wrought by bullies. When we think of bullying, the easily identifiable physical and verbal harassment comes to mind, including teasing, taunting, threatening, and hitting. Relational bullying is more difficult for adults to observe and identify. Children who bully through relational means socially isolate their victims by intentionally excluding them or spreading rumors about them. Bullying, then, refers to physical or psychological intimidation that occurs repeatedly, is intended to inflict injury or discomfort on the victim, and creates an ongoing pattern of harassment and abuse. The bullying relationship is characterized by an imbalance of power, such that the victim of bullying finds it hard to defend him- or herself and begins to feel powerless against the bully. The child who bullies typically is bigger, older, stronger, or more popular than the victim of bullying, and his or her intent is to exert power over the victim. For example, girls who bully through exclusion and other forms of relational aggression tend to have more social power than their victims. The bully is aware that his or her behavior causes distress, the bully enjoys the victim's reaction, and the bullying continues and escalates. Bullies hurt others in order to feel strong and powerful at a given moment. It's very difficult for most parents to determine whether their children engage in bullying behaviors because most bullying occurs out of parents' sight. Some adults and children rationalize bullying because victims are overly sensitive, cry easily, or act in ways that set them apart from other children. Even if the victim does show these characteristics, adults and children must know bullying is not a healthy coping response—it signals that a child needs to learn how to manage his or her emotions, release anger and frustration in more healthy ways, and learn more constructive strategies for getting along with others. Your role, as parent or teacher, is to help children establish more mature and healthy ways of relating with others, thereby ensuring that they will grow into caring and adaptive adults. Who is likely to be victimized? There are at least two types of victims: passive victims and reactive victims. The stereotypical image of the bullied child is the passive victim: He or she avoids confrontation, is physically slight, quiet, does not tease others, and does not defend him- or herself from the bully. The passive victim turns inward when bullied—crying and withdrawing rather than fighting back. Reactive victims are much less common than passive victims. The reactive victim provokes attacks by being aggressive, disruptive, argumentative, and antagonizing towards bullies and other children, and retaliates when he or she is bullied. Sometimes reactive victims are referred to as bully/victims because they straddle the fence of being a bully and/or victim. They are difficult to identify because they seem to be targets for bullies, but they often taunt bullies and other children. Not only do reactive victims fight back when bullied, but they sometimes channel their rage and anger into bullying others, especially those younger and weaker than themselves. In this way, some victims of bullies transform into bullies themselves, perpetuating the abuse and singling out new victims. What are the effects of bullying?  Bullying is not a normal part of growing up. Victims of bullying suffer psychological and sometimes physical scars that last a lifetime. Victims report greater fear and anxiety, feel less accepted, suffer from more health problems, and score lower on measures of academic achievement and self-esteem than students who are not bullied. Victims often turn their anger inward, which may lead to depression, anxiety, and even suicide. The experience of bullying is also linked with violence, as the fatal school shootings in Littleton, Colorado, and Jonesborough, Arkansas, have illustrated. However, it's not just victims who are hurt by bullying. Bullies fail to learn how to cope, manage their emotions, and communicate effectively—skills vital to success in the adult world. Without intervention, bullies suffer stunted emotional growth and fail to develop empathy. Since bullies are accustomed to achieving their immediate goals by pushing others around, they don't learn how to have genuine relationships with other people. Instead, they externalize and blame others for their problems, never taking responsibility, nor learning how to care for another's needs. Bullies who don't learn other ways of getting what they want develop into adult bullies who are more likely to experience criminal troubles, be abusive toward their spouses, and have more aggressive children, perhaps continuing the cycle of bullying into the next generation. Ending bullying: What works The most effective way of addressing bullying is through comprehensive schoolwide programs. Schoolwide programs, developed collaboratively between school administration and personnel, students, parents, and community members, seek to change the school's culture to emphasize respect and eliminate bullying. So what has been shown to work in preventing and ending bullying? Increased awareness, understanding, and knowledge about bullying on the part of school staff, parents, and students Involvement of the wider community, including parents and service providers Integration of bullying-related content into the curriculum in ways that are appropriate to each grade Increased supervision and monitoring of students to observe and intervene in bullying situations Involvement of students Encouragement of students to seek help when victimized or witnessing victimization A plan to deal with instances of bullying Class and school rules and policies regarding bullying and appropriate social behavior Promotion of personal and social competencies (e.g., assertiveness, anger management, self-confidence, and emotional management skills) A schoolwide community of respect in which every student is valued Collaboration between parents, educators, service providers, and students to reinforce messages and skills across settings (e.g., home, school, community) Serious commitment to implementing the program on the part of administrators and school staff   http://www.aaets.org/article175.htm Differences between teasing and bullying By Justin Coulson http://www.kidspot.com.au/schoolzone/Friendships-Differences-between-teasing-and-bullying+4032+394+article.htm

How to make a doll wig

http://www.dollmakersdream.com/Doll-wig-video-tutorial.html

Gestational Diabetes Diet

http://www.nlm.nih.gov/medlineplus/ency/article/007430.htm

Diabetes diet - gestational

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Gestational diabetes is high blood sugar (glucose) that starts or is first diagnosed during pregnancy.

Eating a balanced diet is an important part of any pregnancy. Diet is even more important if you have diabetes.

This article discusses the diet recommendations for women with gestational diabetes who do NOT take insulin.

Recommendations

The best way to improve your diet is by eating a variety of healthy foods.

You should learn how to read food labels, and consult them when making food decisions.

Talk to your doctor or dietitian if you are a vegetarian or on some other special diet.

In general, your diet should be:

• Moderate in fat and protein
• Provide controlled levels of carbohydrates through foods including fruits, vegetables, and complex carbohydrates (such as bread, cereal, pasta, and rice)
• Lower in foods that have a lot of sugar, such as soft drinks, fruit juices, and pastries

You will be asked to eat three small- to moderate- sized meals and one or more snacks each day. Do not skip meals and snacks. Keep the amount and types of food (carbohydrates, fats, and proteins) the same from day to day.

CARBOHYDRATES

• Carbohydrates should make up less than half of the calories you eat.
• Most carbohydrates are found in starchy or sugary foods, such as bread, rice, pasta, cereal, potatoes, peas, corn, fruit, fruit juice, milk, yogurt, cookies, candy, soda, and other sweets.
• High-fiber, whole-grain carbohydrates are healthier choices.
• Vegetables (such as carrots, broccoli, and spinach) add much more to your health than to your blood sugar. Enjoy lots of them.
• Carbohydrates in food are measured in grams. You can learn to count the carbohydrates in the foods that you like and that you eat.

GRAINS, BEANS, AND STARTCHY VEGETABLES

• Eat 6 or more servings a day: one serving equals 1 slice bread, 1 ounce ready-to-eat cereal, 1/2 cup cooked rice or pasta, or 1 English muffin.
• Foods like bread, grains, beans, rice, pasta, and starchy vegetables are loaded with vitamins, minerals, fiber, and healthy carbohydrates.
• Choose carbohydrate sources with plenty of fiber. Eat whole-grain foods such as whole-grain bread or crackers, tortillas, bran cereal, brown rice, or beans. Use whole-wheat or other whole-grain flours in cooking and baking.
• Eat more low-fat breads, such as tortillas, English muffins, and pita bread.

VEGETABLES

• Eat 3 - 5 servings a day: one serving equals 1 cup leafy, green vegetables; 1 cup cooked or chopped raw leafy vegetables; 3/4 cup vegetable juice; or 1/2 cup of chopped vegetables, cooked or raw.
• Choose fresh or frozen vegetables without added sauces, fats, or salt. You should opt for more dark green and deep yellow vegetables, such as spinach, broccoli, romaine, carrots, and peppers.

FRUITS

• Eat 2 - 4 servings a day: one serving equals 1 medium whole fruit (such as a banana, apple, or orange); 1/2 cup chopped, frozen, cooked, or canned fruit; or 3/4 cup fruit juice.
• Choose whole fruits more often than juices. They have more fiber. Citrus fruits, such as oranges, grapefruits, and tangerines, are best. Opt for fruit juices without added sweeteners or syrups.
• Choose fresh fruits and juices, which retain more of their nutritional value than frozen or canned varieties.

MILK AND DAIRY

• Eat 4 servings a day: one serving equals 1 cup milk or yogurt, 1 1/2 oz. natural cheese, or 2 oz. processed cheese.
• Choose low-fat or nonfat milk or yogurt. Yogurt has natural sugar in it, but avoid yogurt with added sugar or artificial sweeteners.
• Dairy products are a great source of protein, calcium, and phosphorus (to keep calories and cholesterol in check, though, choose low-fat dairy products).

PROTEIN (MEAT, FISH, DRY BEANS, EGGS, AND NUTS)

• Eat 2 - 3 servings a day: one serving equals 2-3 oz. cooked meat, poultry, or fish; 1/2 cup cooked beans; 1 egg; or 2 tablespoons peanut butter
• Choose fish and poultry more often. Remove the skin from chicken and turkey. Select lean cuts of beef, veal, pork or wild game.
• Trim all visible fat from meat. Bake, roast, broil, grill, or boil instead of frying.
• Foods from this group are excellent sources of B vitamins, protein, iron, and zinc.

SWEETS

• Sweets are high in fat and sugar, so keep portion sizes small.
• Eat sweets that are sugar-free.
• Ask for extra spoons and forks and split your dessert with others.

FATS

• Go easy on butter, margarine, salad dressing, cooking oil, and desserts. But don't cut fats and oils from your diet entirely. They provide long-term energy for growth and are essential for brain development.
• In general, you should limit your intake of fatty foods, especially those high in saturated fat such as hamburger, cheese, bacon, and butter.

OTHER LIFESTYLE CHANGES

Your doctor may also suggest a safe exercise plan. Walking is usually the easiest type of exercise, but swimming or other low-impact exercises can work just as well. Exercise is an important way to keep blood sugar in control.

Alternative Names

Gestational diabetes diet

References

American Diabetes Association. Standards of medical care in diabetes -- 2012. Diabetes Care. 200 Jan;25 Suppl 1:S11-63.

American Diabetes Association. Nutrition recommendations and interventions for diabetes: a position statement of the American Diabetes Association. Diabetes Care. 2008;31:S61-S78.

Cunningham FG, Leveno KJ, Bloom SL, et al. Diabetes. In: Cunningham FG, Leveno KL, Bloom SL, et al, eds.Williams Obstetrics. 23rd ed. New York, NY: McGraw-Hill; 2010:chap 52.

Serlin DC, Lash RW. Diagnosis and management of gestational diabetes mellitus. Am Fam Physician. 2009 Jul 1;80(1):57-62.

Benjamin TD, Pridijan G. Update on gestational diabetes. Obstetrics and Gynecology Clinics. 2010 June;27(2):255-267.

Update Date: 8/7/2012

Updated by: A.D.A.M. Health Solutions, Ebix, Inc., Editorial Team: David Zieve, MD, MHA, and David R. Eltz. Previously reviewed by Linda J. Vorvick, MD, Medical Director, MEDEX Northwest Division of Physician Assistant Studies, University of Washington, School of Medicine; Susan Storck, MD, FACOG, Chief, Eastside Department of Obstetrics and Gynecology, Group Health Cooperative of Puget Sound, Bellevue, Washington; Clinical Teaching Faculty, Department of Obstetrics and Gynecology, University of Washington School of Medicine (9/13/2011)

Browse the Encyclopedia

MedlinePlus Topics

• Diabetes and Pregnancy
• Diabetic Diet

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After we move to Logan and Rocky started school, I noticed that I was really moody in the mornings. I admit that I really just thought that I was pregnant and that it was some sort of diabetic sugar imbalance.  The further the week progressed the more I decided that it was some sort of depression.

I do think that my diet has something to do with it. I really crave sugars in the morning, but I know that if I eat them that I 'll be wiped out for a few hours.  So I tried really hard to avoid milk and sugar in the morning.  I even tried to eat fruit instead to get some sort of natural sucrose in me.  That didn't seem to work at all. Well, I decided to look up morning depression and I found this article that gave me an idea of what might be going on. 

http://www.healthcentral.com/depression/c/84292/88543/depression

                                        Do You Have Morning Depression?

By Merely Me Monday, September 28, 2009

30

Over the months that I have been writing for My Depression Connection I have noticed a definite trend of members who talk about feeling more depressed and/or anxious in the morning hours than any other time of day.  So I decided to do a little research to find if this were a common phenomenon for people who suffer from depression and what one can do about it.

In fact I did find many references in the literature for morning depression by its formal name of diurnal mood variation.  Diurnal mood variation is described as a symptom of generally more severe depression where one's mood is worse at certain times of day.  For many people this time of day is the morning hours where one feels the worst and then they may feel better as the day goes on.  It is unclear what causes diurnal mood variation but some think it has to do with a disruption to biological circadian rhythms or our body's natural body clock.  For some people it may be biologically easier to feel better later in the day.

It is postulated that people who suffer from seasonal affective disorder or SAD also have a disruption of their biological circadian rhythms.  A cluster of nerves in the brain located on the on the hypothalamus are responsible for our biological clock.  What affects our biological clock?  Light is definitely one factor and this is why some folk feel off kilter or even depressed as the winter approaches giving us less daylight.  If your biological clock is offset this can affect the secretion of melatonin which induces sleep.  People with a disturbance to their body clock may suffer from depression, bipolar disorder, seasonal affective disorder or have sleep problems.  You may read more about how disruptions to our body clock affect our mental health by reading this article by Patrick C. Marino entitled, "Biological Rhythms as a Basis for Mood Disorders." 

Getting back to the topic of morning depression, I have my own personal thoughts about why some people feel worse in the mornings based upon both the description of our circadian rhythms and also from my own experience.  Here are some of my guesses as to why some people suffer from morning depression.

• Once the seasons change, especially from summer to winter there is a period of time when it is likely you will wake up in darkness and if you work, you will also return home in darkness. For all the people working in sunless cubes, you may totally miss any light at all. Many studies have shown that a lack of light can make you feel depressed and also mess with your biological clock.
  
• In the mornings your blood sugar may be low. You have not eaten in many hours. And if you are a person who skips breakfast then you are increasing the odds for feeling crummy due to a lack of energy.
  
• Many people who suffer from depression also suffer from sleep problems. If you have not gotten a good night's sleep then you are going to wake up feeling tired and miserable.
  
• Sleep can be a refuge for those of us who suffer from depression. Waking up disrupts that peaceful feeling as the pressures and anxieties of the day come flooding into our consciousness. It is so to speak, a "rude awakening." Some days when I wake up, my worries feel like I am being pelted by rocks. They seem all the more magnified because of the sharp contrast between sleep and wakefulness.
  
• When you are depressed, the beginning of the day can seem overwhelming. There is so much time ahead for things to potentially go wrong. There are days when I wake up and think, "Please help me to survive this day." Those are the days you have to literally push yourself to get out of that bed. 

"

I really think that there were several factors that play a role in my problem:
Lack of sleep...good old 6am days.
I'm still breastfeeding and my blood sugar could be low in the morning.
Rocky is going to school and I have more time with the kids.
The weather is changing, especially this weekend with the rain.

The last two listed, I believe, are the key culprits.  I get bored more frequently with the kids living here in the this apartment. To list a few differences: I have less to take care of, no cat to feed or garden to water.  I also feel way too close to our neighbors and I really feel like I delving into their lives just by doing my everyday chores.  Yet, I don't want to close myself off completely by closing the drapes and living in a cave all day.  If I were closer to the neighbors, I think that it would be different, but the situation with Chelsea has gotten to a point where I just want to hide.