| Owning a tutu is a dream of many little girls across the | | | | and concepts is a great way to do this. It is not |
| globe. A lot of childhood dreams have no potential to | | | | surprising that these active young minds are so |
| become reality - being a fairy or a princess for | | | | imaginative, and enjoy fairy tales so much. |
| example, but becoming a ballerina is attainable for a | | | | Not all parents can afford to make their daughter's |
| lucky few. Remembering what it is like to be a young | | | | dream of attending ballet lessons become a reality, but |
| child can, for some people, be very therapeutic. | | | | they can still encourage the ambition and make the |
| Remembering when things seemed more exiting and | | | | child's day through purchasing a suitable tutu. Children |
| financial worries were not your own, even if they did | | | | love to dress up as different things, rehearsing roles |
| impact on you. Early childhood is a time of learning, | | | | for later life and gaining an understanding of differing |
| discovering the world and acquiring new skills. Learning | | | | roles in society. Not all little girls want a tutu - some are |
| how to interact with others and how not to! | | | | less keen on traditionally 'girly' clothing and behaviours, |
| Discovering about all sorts of things, forming a | | | | and may prefer other toys or dress up outfits. |
| character, learning personal likes and dislikes. | | | | Generally speaking, enthusiasm for positive things |
| When they become parents, adults are often surprised | | | | should be encouraged, and if a child longs to dress as |
| at how familiar many tales and nursery rhymes are, | | | | a ballerina in a tutu when playing at home, purchasing |
| even though they have often not been thought about | | | | one can really make their day. Some children may |
| for many years. Development that takes place in the | | | | want a certain item because other children they know |
| early years of life is very influential on how an individual | | | | have them. Children often have a natural desire to fit in |
| will continue to grow. There is a general consensus | | | | and be part of their group, but it is important for |
| that these years are extremely important to language | | | | parents to check that a child does not feel they have |
| and social development. If certain skills are not obtained | | | | to own something to avoid being bullied. Bullying can |
| in this period, learning them later on in life is very difficult, | | | | have an extremely negative impact on whole lives, and |
| maybe even impossible. Although children may not be | | | | any child that is being bullied should be reassured, whilst |
| consciously aware of the importance of this stage, | | | | children found to bully at a young age should be taught |
| their thirst for knowledge is clear. They tend to ask | | | | not to. |
| question after question, beginning to understand why | | | | Remember that childhood is a time for fun and games |
| things happen, that there are consequences to actions. | | | | as well as serious learning, encouraging children to |
| It is vital that parents stimulate young minds, providing | | | | enjoy themselves whilst being safe and sensible is a |
| toys and allowing children to experience new places | | | | great way to give them a good start in life. |