Resources

Childhood Unbound: Saving Our Kids’ Best Selve- Confident Parenting in a World of Change by Ron Taffel, Ph.D.
The Whole-Brain Child by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D.
No-Drama Discipline by Daniel J. Siegel, M.D. and Tina Payne Bryson, Ph.D.
Yardsticks: Children in the Classroom Ages 4-14 by Chip Woods

Don’t Let the Pigeon Drive the Bus and all the Pigeon books by Mo Willems
All Pete the Cat books by Kimberly and James Dean

When looking for toys, look for unstructured materials with which a child can impose his own patterns as he/she wishes and matures. For example, unit blocks – there is nothing more useful for creative play and learning – “manipulatives” whose pieces and shapes can be combined in many ways, stuffed animals and dolls – buy them as companions and comforters, not for fashionable outfits or mechanical tricks. Emphasize the benefits of “true toys” instead of passive toys that require little imagination.

Magna Tiles, Wedgits, Gears, Gears!, Tree or Nature Blocks, Traffic Signs and Hardwood Unit Blocks

To the child, these are symbols of power and strength. Some war toys lead to aggression, violence or hostile play. Yet eliminating them entirely may make them more desirable. At least you can void making aggression glamorous and set limits on what you will buy.

Wind up toys, toys to spin, squeeze toys (in and out of the bath tub), use crayons and colored pencils instead of markers (crayons help develop strength in the fingers; markers require less strength, beads and lacing, Magna Doodle, magnetic mazes, pegs and peg boards