50 Ways to Bring Out Your Child's Best

Richard easy to play with mechanical devices. For six years, it took the alarm clock. At 9, he helped his father improve the mower. In high school, he spent many hours ripping and reconstruct the stereo equipment. Now, as young adults, he is a sound engineer for a professional theater company. Parents Richard encourage interest in their early, which helped him become a successful adult. However, Richard has never been labeled "gifted." In fact, it is having trouble with math in school. Definition of "gifted children" have been traditionally based on school-related skills and limited to 5 to 10 percent of children who achieve a high value of the test, write well and excel academically. This is certainly important, but there may be hundreds of other ways for children to show their talent. "Today's intelligence researchers stressed that almost all children not only have a 5 percent-celebrate a special talent," said David G. Myers, Ph.D., professor of psychology at Hope College in Holland, Michigan. Studies at Harvard University bear this out, showing that the children can display intelligence in a variety of different ways, through words, numbers, music, photos, sports, or "hands-on" capability, and social or emotional development. As an anonymous observer once said: "All young gifted children, some just open their packages more than others." You can play an important role in the rise of developing the latent talent or the strength of the current through the experience you give your child at home. These are 50 ways for you to bring the best out of your child, regardless of how His grace, which is packed:
 

1. Let the child find your own interests. Note the chosen activities. This game is not any time to say much about where his gifts lie.

2. Expose your child to a wide spectrum of experience. They may activate latent talent. Do not assume that she is not gifted in the area because he showed no interest.

3. Giving your child permission to make mistakes. If he had to do things properly, he will never take the risks required to find and develop the gift.

4. Ask questions. Help your children open themselves to him the wonders of the world by asking interesting questions: Why is the sky blue? Find the answer together.

5. Plan a special project of the family. Creativity together to raise and develop new talent.

6. Do not push your child to learn. If children sent to special education every day in the hope to develop their talents, they may become overly stressed or tired to shine. Encourage, but not encouraging.

7. Have high expectations. But make them realistic.

8. Sharing your work life. Expose your child to picture success by taking him to work. Let him see you engaged in meaningful activities and enable him to get involved.

9. To provide a rich sensory environment. What material around the home that will stimulate the senses: finger paints, percussion instruments, and puppets.

10. Take care of your own passion for learning alive. Your child will be influenced by your example.

11. Do not limit your child with the label. They may have a saddle with a reputation that is not appropriate inner gifts.

12. Playing games together as a family.

13. Have regular family time to read, listen to music, talking.

14. Having reference materials available to give your child access to the world.

15. Allow your child to participate in community activities that interest.

16. Using humor, jokes, silly stories to encourage creativity.

17. Do not criticize or judge the things your child. He may give up on talent if it was evaluated.

18. Play with your child to show your own sense of play.

19. Sharing your success as a family. Talk about the good things that happened during the day to increase self-esteem.

20. Provide your child with access to the school, home or public library computers.

21. Listen to your child. The things that he cares about most may give directions for the specific talents.

22. Give your child a special space at home to be creative.

23. Praise your child's sense of responsibility at home when he was assigned the job done.

24. Visit new places as a family.

25. Give your child toys open. Toys like blocks and dolls encourage imaginative play.

26. Give your child unstructured time to just daydream and wonder.

27. Share their inspirational stories of those who succeed in life.

28. Do not feed your child with rewards. Using incentives to get children to do to send the message that learning is not beneficial in itself

29. Suggest that your child join the peer group that focuses on the gifts.

30. Discuss the news to spark interest.

31. Prevent gender bias. Expose your child's best feminine and masculine toys and activities.

32. Avoid comparing your child with someone else. Help your child compare himself with his own past performance.

33. So parents who are competent.

34. Use the event to enable people and institutions of interest. Take a trip to the library, museums, concerts, drama.

35. Give the gift that keeps your child's strengths.

36. Push your child to think about his future. Support without direct vision of himself to each particular field.

37. Introduce your child to the exciting and affordable.

38. Think of your home as a place to learn. Large kitchen to teach mathematics and science through cooking.

39. Share your feelings. Gift a child can be hampered by emotional pressed.

40. Push your child to read.

41. Respect your child's creations.

42. Do something with your child in his interest.

43. Teach your children to believe in intuition and believe in himself.

44. Give your child choices. This building needs and initiatives of fuel.

45. Show your child how to use the books for more interest. For example, "how to" books to learn "hands-on".

46. Set aside the area home to show his creations and awards.

47. Push your child to overcome the difficult areas for him. Help him learn to cope with limitations.

48. Be the liaison between your child's special talents and the real world. Helped him to find outlets for her talents.

49. Introduce children's literature that respects and develops a prize. Books such as the Small Engine That could encourage "can do" attitude.

50. Accept your child as he or she is.

READ MORE - 50 Ways to Bring Out Your Child's Best

Multiple Intelligences: Seven How to Approach Curriculum

I can not remember how I learned to tell time. So, when I was asked by a Wisconsin school district to develop ways to teach the Multiple Intelligences for the LST grader, I initially blocked. Mind back to my own teaching experience as an expert in learning disabilities. Student workbook I said at the time they had to draw in large and small hands in the picture at. Bo-ring! If we want to get some more experience, special education office has a cardboard clock face. Students should get the "handson" experience by pushing a small hand around the clock this is false. Not very inspiring.

Fortunately, I have a new model of leaming - the theory of multiple intelligences - to help me in my search. Developed a little over 10 years ago by Howard Gardner, a professor of education at Harvard University, the theory of multiple intelligences has consistently surprised me with its ability to function as a template to build strategies for student success.

Intelligence, briefly described, are:

Linguistics: intelligence words.

Logical-mathematical: number of intelligence and reasoning.

Spatial: intelligence photos and pictures.

Music: intelligence of tone, rhythm, and timbre.

Kinesthetic-Physical: intelligence throughout the body and hands.

Interpersonal: intelligence of social interaction

Intrapersonal: intelligence self-knowledge

At times, I almost think Gardner as an archaeologist who has been searching for the Rosetta stone leaming. One can use this model to teach anything, the voice of "schwa" to the rain forest and back. Leaming style master code model is simple: to whatever you want to teach, link your instructional goals for words, numbers or logic, pictures, music, body, social interaction, and / or personal experience. If you can make an activity that combines intelligence with a unique way, so much better!

Story Time

When I walked into class in Wisconsin to teach "time," I'm not small pieces of cardboard or face the clock in my bag. Instead, I began by telling them a story about the Land Without Time and how confusing it was for people there (they lost the promise). King and Queen sent a group of adventurers in search time as rumored that the land is outside the universe time. After the exciting adventure, the group finally arrived. They know they will come because there are hours and watch any! They met with the King and Queen of Time and was told to contact the families who lived on a hill on the outskirts of Times City; an Irish family named (quite accurately) that o'clocks! They had 12 children. The youngest was named A, then at age two, and so on down the line. And twice a day, each child will rise to the highest point on the ground and cried a little poem. This is what one o'clock
poetry sounds like:
  

My name is One O'Clock
I told the
Listen while I sing
My little chime on time!

Bong!

Well, the villain was happy when they hear and see. They assured the family o'clock to come to the Land Without Time and set their houses on the highest point of the government. Now everyone in the state have a point of reference, for all they have to do is find and listen to one of the children's singing sounds a little timely. "

After hearing this story, students were given one at a time and stood in front of a handless clock face of plywood, five feet high and acting out roles from one o'clocks. At this point I mentioned that every child had a large hand o'clock and a small hand. So with my help, each child takes a different time with his or her return to the hour and "hands" pointing to the appropriate numbers while they sang their special poem. Once we all gathered around the circle, I told them that the Land of Time (as is now called) celebrated the arrival o'clocks' with a special "dance at" every year. Twelve students sat in a circle in each hold a number from 1 to 12, while the students into a circle and create a day by hand and / or feet. Everyone is dancing around the clock to the tune of Bill Haley "Rock Around the Clock." Then students go to their desk to write the story of the story depicted by the face-hour show different times. After they finished, they return to the circle and share their pictures and words.

All this takes about an hour and a half. During this time, students use throughout their body, voice, their music, their logic (score) minds, their artistic self, the spirit of cooperation, and their own language and personal intelligence to make the pictures tell the time. The possibility to extend this short study into the wider curriculum is positive Mindboggling. Students can wear a drama story (interpersonal / kinesthetic-bodily), find specific pieces of their own time (kinesthetic-bodily / spatial), making the songs their own time or raps (musical / linguistic), making personal journals specific time in days they (intrapersonal / linguistic), and explore other ways to tell time or cross-cultural history. This kind of approach to the curriculum began to create a sheet with a face-hour work overheard as educational malpractice?

A Blueprint for the Future

Of course, some educators may think that this philosophy of learning to work well with young people, but that when students reach middle or high school age, they need to put this appendage, and began serious study. Unfortunately, the narrow perception of learning to help contribute to adolescent alienation. Children are not left them behind after their Multiple Intelligences reach puberty. If so, intelligence became more intense (especially the kinesthetic-bodily and personal intelligences).

As a result, students need to learn algebra, ancient history, government, chemistry, literature, and more through Multiple Intelligences. In algebra, students need to talk about the unknown ("X's") in their own lives. In chemistry, they should learn the laws of Boyle by sucking fresh air into their mouths (the gas in the room) and then look up the pressure when they put the conditioning to one side, where they occupy a smaller volume (Boyle's law : Volume inversely proportional to the pressure). They should play the role of literature. They have interviews, surveys, building, mendramatisir, rap, work, computing, problem solving, sketching, and studying in a thousand other ways. Why? Because this is the last activity in the real world. If we can move the world and see the many ways in which different cultures show their ability, we may see thousands of different intelligences. The theory of multiple intelligences to make things a little easier for us. By chunking a broad range of human capabilities to the seven basic intelligences, we now have a map to make sense of the many ways in which children learn, and a blueprint for success in school and in life.
  

As an Education Planning, Ask the Right Questions!

Certain questions helped me see the possibility of involving the intelligence as much as possible:

Linguistic: How can I use the word spoken or written?

Logical-Mathematical: How can I take a number, math, logic, classifications, or critical thinking?

Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?

Music: How can I take music or voice environment, or set of key points in the rhythm or melody?

Kinesthetic-Physical: How can I involve the whole body, or hand-experience?

Interpersonal: How can I engage students in peer or cross-age of sharing, learning co-operative or a large group simulation?

Intrapersonal: How can I evoke personal feelings or memories, or give students choices?

You will not always find ways to include all intelligence in your curriculum plan. But if this model will help you achieve in one or two intelligences that you may not have tapped, it has served purpose very well indeed!

READ MORE - Multiple Intelligences: Seven How to Approach Curriculum

6 STEP CHILD DARE TO TRAIN AND SELF

Training Tips Courage and Survival

In broad outline, training, courage and survival can be run simultaneously. The same measures expected to produce two positive things at once. But parents should realize there is nothing immediately well as all it takes. What do I do? These include:

1. Produced basic trust
Basic trust are formed from baby. But after batita all, parents should give positive response to the needs of children. That way the child will feel secure / safe in life. Children feel secure, in turn bolder mengadapi challenges that lay before him. It was once more independent in solving the question.

2. Give concrete examples

Parents who tend to have a closed character, refuses to do something serbabaru, narrow face, should not expect children to grow into a personal batitanya bold and independent. The simplest example is the elderly who want to teach her to swim, but he himself feared in the water. If so where might the result be a maximum? Remember, children need clear examples of how the later act should be bold and independent. Thus children have a picture to copy it more easily.

For parents who feel can not give concrete examples on batitanya, of course not be discouraged. There are steps that can be done, namely by not transferring the "fear" in children directly in front of the children. Even if it appears, ask others in the family to remind you.

3. Set restrictions on the right

The prohibition provided for children must be accompanied by a logical reason. When the child sharpen his courage by playing outside the gate, we recommend that older people are not intimidated by things that can not be held responsible. Semisal saying that the child will be bitten by a dog, tempted by demons and so on.

Remember, the mindset of children this age are very concrete. The fear does not have to be arrested brain to be a true statement. Finally, the children so it does not go out the fence at all. This clearly prevents the formation of courage and self within the child.

4. Give a belief in children

Give the belief in the child fields are willing to do. If you want to put their own child eat their own dishes in a dish clothes, do not directly melecehkannya. Give it the trust and the opportunity to try. Do not worry too batita will complete the plates are just as expensive. Beliefs acquired child will make ever tested the courage and survival.

5. Do not give too much stimulus

Remember, the level through which children grow tier to tier. That is why we need an understanding of the environment, especially the elderly, the stimuli were given must be tailored to the child's development. Too much too soon stimulations, in the end will only make the children confused and lost his courage to do something. Children will think of things as requested parents and ultimately wrong because too many commando but then scolded, better not do it at all.

Similarly, the example of the captured children unilaterally without straightening the environment. For example, children gain knowledge about a case from the television. Could be the only film that is certainly not the same as reality. However, because children will not get the understanding that it is so regarded it as something real. Especially in this age children can not distinguish real events and which are updated / engineered as a spectacle. Impressions of force, for example, can only mean that the world is not safe as it is witnessed. As a result, not impossible to prevent the development of the courage of children.

6. Do not induce

Courage and survival of children may develop slowly. So, do not force your child to quickly master all the things taught immediately. Parents who want their independence wake her with a ritual bath directly, without having to "romp" first, for example. Should not force your child to master it once taught and then at the next day everything was running smoothly. Chatting and always think about how to do it properly. Too often hurl criticism for its failure will only make a brave declined alias down.

Be dominated Age 3 Years Child

Older people can see how batitanya courageous and independent. The list below can be molded. You may decide that your child has not mastered, try carefully again, who knows there is something that should be immediately "made up".

 

Courage Survival. Son seems flexible with its new environment. Dare to meet and greet at the entrance to the new environment. Adhesiveness with the elderly has been declining. To ask of any company. It is courageous to own private bathroom, bedroom self and others.
 

• Development of training motoriknya bicycle wheels enable it to dare 4.
• Dare to try games like monkey traps, Degradability, skip-stepping and so on.
• Dare to ask critically about things that do not correspond to his mind.
• It is responsible for routine activities, such as waking up at all bathroom without fussy, when bath would clean my teeth properly and so on.It is growing awareness of eating, sleeping, drinking milk, and so on. At least, it need not show a fuss again in connection with these activities.
• The development of enabling the motor may wear their own shoes and put back in place after use.
• Responsible to the piece by means of it after use, and return to the place again. Completed at least appear to do their own consciousness though there is outreach from adults around them.

READ MORE - 6 STEP CHILD DARE TO TRAIN AND SELF