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Just take a look at the little girl's face! You can't tell me she's ever seen anything like that before! See the latest offerings on http://www.babyblanketbabe.com/ and you might have the same look on your face.
Sunday, June 27, 2010
Wednesday, June 16, 2010
Baby Keepsakes
When we think of keepsakes, we think of things that someone gave to us for a certain occasion. As we get older these items have more meaning. Baby keepsakes are always a welcome gift and will be remembered for years to come. See our fine selection of Baby Keepsakes at http://www.babyblanketbabe.com/ This portrait is a keepsake for Karen S. of Simms, Montana. She is the grandmother of these two little darlings, Grayce and Klayre.
Monday, June 14, 2010
Granny's Gallery
Look at http://www.babyblanketbabe.com/ for the newest category "Granny's Gallery". Send in pictures of your children or grandchildren and they will be posted on Granny's Gallery. We're hoping that you will also browse through our website for the best quality of personalized baby blankets, bibs, hooded towels, infant and toddler clothing, baby gift baskets, christening and baptism, and baby and toddler accessories.
Pictured here is a beautiful baby girl named Mackenzie. She is 6 months old in this photo. Mary Rogstad of Sun River, Montana is the proud great-grandmother of Mackenzie.
Monday, April 26, 2010
Match Your Daughters In Designer Duds
This NEW! Zebra Ruffled Capri Pant Set is a must for the baby and her big sister. It would make a perfect gift from Grandma when she doesn't want to leave out the older sibling. This darling designer outfit comes in 3 colors (Hot Pink, Lime Green, Turquoise) and sizes from 3-6 Months clear up to Size 8. Look in Infant Clothing at http://www.babyblanketbabe.com/
Sunday, April 25, 2010
Spring Showers Can Be Beautiful
Spring showers can be fun and fanciful for your little ones. See our fine selection of raincoats and boots on http://www.babyblanketbabe.com/
Thursday, April 22, 2010
Don't Forget the NEW Mom on Mother's Day
All women and especially mothers like a nice roomy bag to tote around. If most are like me, they have almost everything they need in their bag. Once I was wondering why mine was so heavy and found a full can of Pepsi in the bottom. I keep safety pins, a jacknife, bandaids, aspirin, Rolaids, and can help most anyone when they need something. But beside the point, new mothers would really love a roomy, stylish diaper bag that can be used long after the baby has outgrown it. See the great selection of quality diaper bags at http://www.babyblanketbabe.com/
These bags come in several different styles.
Monday, April 19, 2010
Importance of Hearing, Feeling, Touching, and Seeing in Baby's Development
At the point where the baby is beginning to recognize members of his family by sight, he will begin to form other associations that will relate images with sounds and touch sensations. Thus, seeing a faucet with water running from it, turning the faucet on and off, feeling the water, and hearing it run will help the child form a concrete concept of faucet and water.
Seeing and feeling certain objects or living things can help a child associate noises and functions with their appropriate source, for example, a dog barking, a horn honking, and water running. These experiences are part of continually broadening the child’s visual experiences. Hearing, feeling, and touching experiences provide important clues that help the child better define what he sees.
1. Help the baby to have daily experiences with familiar objects inside and outside the home, objects and living things that are part of his community, and common things outside his community.
2. Make certain that the child encounters the object or living thing in at least three ways: seeing it, touching or handling it (assuming it won’t harm him in any way), and hearing the sound it makes.
3. Any time a part of the experience is missing, the child’s concept of it will be incomplete. It is very easy for the youngster to develop inaccurate or even false ideas about something. If, for instance, a child’s only experience with dogs is with a St. Bernard, he won’t likely perceive the “dogness” of a Mexican Chihuahua.
4. The parent should make every effort to keep the child’s encounters with things as real as possible. Let’s suppose a mother wants her child to learn about ducks. Her first effort should be one of trying to bring ducks to the child or taking the child to a place ducks can be seen. If neither of these alternatives are available, she should collect a variety if illustrations that show what ducks look like (a variety of illustrations that show what ducks look like (the variety of their size and color) and how big they are compared with the child and other things he is familiar with. The baby will then need to touch and handle feathers to know what ducks feel like, and he will need to know what they sound like. (“Quack, quack” is not a sufficient imitation of the sound ducks make.)
5. Some of the experiences or encounters the child should have include such things as household pets, farm animals, zoo animals (especially those at children’s zoos), appliances such as vacuums and blow combs, furnaces, skateboards, bicycles, pots and pans, watches and clocks, tea kettles, car motors, windshield wipers, a car horn, and a variety of musical instruments.
6. Remember that the more numerous the child’s experiences are, the better his preparation will be in learning to deal with the real world inside and outside his home. When each of the child’s experiences are complete in the sense that he sees, hears, and touches, the more accurate his concepts will be.
Seeing and feeling certain objects or living things can help a child associate noises and functions with their appropriate source, for example, a dog barking, a horn honking, and water running. These experiences are part of continually broadening the child’s visual experiences. Hearing, feeling, and touching experiences provide important clues that help the child better define what he sees.
1. Help the baby to have daily experiences with familiar objects inside and outside the home, objects and living things that are part of his community, and common things outside his community.
2. Make certain that the child encounters the object or living thing in at least three ways: seeing it, touching or handling it (assuming it won’t harm him in any way), and hearing the sound it makes.
3. Any time a part of the experience is missing, the child’s concept of it will be incomplete. It is very easy for the youngster to develop inaccurate or even false ideas about something. If, for instance, a child’s only experience with dogs is with a St. Bernard, he won’t likely perceive the “dogness” of a Mexican Chihuahua.
4. The parent should make every effort to keep the child’s encounters with things as real as possible. Let’s suppose a mother wants her child to learn about ducks. Her first effort should be one of trying to bring ducks to the child or taking the child to a place ducks can be seen. If neither of these alternatives are available, she should collect a variety if illustrations that show what ducks look like (a variety of illustrations that show what ducks look like (the variety of their size and color) and how big they are compared with the child and other things he is familiar with. The baby will then need to touch and handle feathers to know what ducks feel like, and he will need to know what they sound like. (“Quack, quack” is not a sufficient imitation of the sound ducks make.)
5. Some of the experiences or encounters the child should have include such things as household pets, farm animals, zoo animals (especially those at children’s zoos), appliances such as vacuums and blow combs, furnaces, skateboards, bicycles, pots and pans, watches and clocks, tea kettles, car motors, windshield wipers, a car horn, and a variety of musical instruments.
6. Remember that the more numerous the child’s experiences are, the better his preparation will be in learning to deal with the real world inside and outside his home. When each of the child’s experiences are complete in the sense that he sees, hears, and touches, the more accurate his concepts will be.
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