| Turn a deaf ear. Little children are fascinated and | | | | so share with your kids any associations that occur to |
| vastly entertained by anything to do with bottoms: poo, | | | | you: "Those parachutes look like jellyfish in the sky." |
| we and willies are a hot topic of infant conversation. | | | | "The water coming out of the tap looks plaited, just like |
| Most children go through the phase, so unless it gets | | | | your hair is now." "Look at your shadow - you're a |
| completely out of hand, just pretend you haven't heard | | | | giant statue!" |
| what they are saying to each other. | | | | Work out the meaning of what your kids say. Young |
| Do daft things. Young children love it when adults do | | | | children's speech can be very disjointed. Often kids |
| crazy and unusual things, and they really enjoy strange | | | | burble on about seemingly unconnected things and it's |
| and bizarre events. Satisfy this love of the surreal with | | | | all too easy not to hear. If you do listen really hard, you'll |
| some hippy fun. You might, for instance, make up a | | | | be surprised by how much sense can be construed |
| game like Banana Bag (squashing a banana inside a | | | | from the kaleidoscope of infant speech. |
| thick, clear plastic bag!). Pass the Eyeball (asking them | | | | Quash pester power. If all else fails, steer clear of |
| to close their eyes and handing round a peeled grape) | | | | pester hot spots. Choose the supermarket that doesn't |
| or a Wobbly Stool (lying back and letting your children | | | | sell toys over the one that does, take a different route |
| ride on your raised knees, which you wobble and then | | | | to avoid the sweet shop or leave your partner to |
| unexpectedly collapse). Make the most of these | | | | babysit while you shop alone in the evenings. What the |
| games - they give you visiting rights to your child's | | | | eye doesn't see, the infant doesn't hanker for. |
| world. | | | | Avert tantrums with distractions. "Look at those lovely |
| Keep a funny book. From the moment they start to | | | | flowers!" "I think I saw Tom the cat outside the |
| speak, get a big blank book in which to write down all | | | | window!" "Can you spot a red car?" "What would you |
| the wonderful things your kids say. In later years, this | | | | like for your birthday?" It doesn't always work, but it's |
| book will be a treasured family keepsake and will give | | | | worth a go! |
| you and your children a big laugh! | | | | Flip-flops. They look cute on young kids but are very |
| Point out differences between things, such as different | | | | difficult for children to run about and tackle stairs in. |
| sorts of dogs, types of shops, varying landscapes or | | | | Properly fitted sandals, with backs, are infinitely |
| contrasting flowers, so that your young children start to | | | | preferable, and far safer. |
| observe and become interested in the diversity of the | | | | Insist upon plates. Young children can be fantastically |
| world around them. | | | | messy eaters. From an early age, train them not to |
| Explore the senses. Make connections between | | | | wander about while eating, to eat over a plate or |
| different sensual experiences, sight, sound, taste, smell | | | | surface and to be mindful of how much mess they |
| and touch. "What colour do you think this music is?" | | | | are making. |
| "What sound a banana make?" "What do you reckon | | | | Dress the part. Left to their own devices, most |
| blue smells of?" "Where older children might think you | | | | younger children would ice-skate in swimming |
| mad, younger ones are far more likely to accept such | | | | costumes and play tennis in winter coats, - without |
| associations and try to offer answers. | | | | noticing. Dressing appropriately is not high on a kid's list |
| Make associations between people and colours, | | | | of priorities, so lay down the law. |
| sounds, shapes, fruits, drinks, landscapes... anything! | | | | Move on. Young children develop very fast. A toy that |
| Sometimes be the interviewer... "What sort of animal | | | | was fascinating a month ago may be of little interest |
| are you?" - and other times the interviewee. Older | | | | now, so keep abreast of your child's curiosity and |
| children will enjoy finding associations for all their | | | | developing intellect by presenting them with fresh |
| friends, and then quizzing those friends to see if the | | | | challenges and activities. You needn't spend a fortune - |
| associations tally. | | | | toy libraries, charity shops and imaginative activities |
| Use metaphors and similes. The capacity to make | | | | won't break the bank. |
| connections between things is the basis of imagination, | | | | |