CHILD EDUCATION
A child won't be able to understand the connection between "bad behavior" and punishment during the first six month of its life. This is the time they needs proper care and loving to tighten the emotional bounds to its parents. And between seven and fourteen months, children normally start testing their limits. This results from a growth in both mobility and stubbornness, so what's being put on test are the parents' patience with keeping their little ones from exploring, often eating and probably destroying the reachable parts of the household and for how long they can get away with it.
In the following years, the focus of education should be on the child's character and attitudes. The influence of trends, friends and media is strong, and the temptation to try new things is high. At the same time, the control parents have over their children's activities is reduced, and especially when it comes to trends parents often lack understanding for the things that are "in".
Try to teach discipline to your children as much as possible although it can become considerably harder to apply. In fact this is so vital for your child's further development. Love and forgiveness is of even importance for them in this period. Especially the father's role as an authority for the child and support for his wife can make this period a lot easier.
Tips for Teaching Kids to Enjoy Reading
1. The key to reading is words: hearing them, saying them, seeing them, and connecting them to everyday life. Simply talking—in the grocery store, on the way to school, before bed—guarantees a richer vocabulary for your child.2. Set aside a special time each day to read together. Find a quiet place where you can focus on the book. Pretty soon, your child will make the connection between the pleasure of undivided attention and the pleasure of reading.
3. Expect disasters. Sometimes reading just isn’t in the cards. Don’t push it. The last thing you want is to turn it into a battle. But be prepared to grab unexpected opportunities. Always have a book with you—in your bag, in the car, at the pool: waiting is a lot easier on everyone if there’s a story to share.
4. Read books you like. Your enjoyment will be infectious. Read books your children pick themselves … and praise their choices.
5. Stop occasionally to ask your child questions about the pictures or about what they just heard. Try to ask questions that require more than a yes or no answer. “What do you think is going to happen next?” “Who do you like best in this story?”
6. Connect stories to things that happen in your daily life. If you just read a story about a dog, point out all the dogs you see and talk about them: How big? What color? Who do you think they belong to? Make up a new story together about the dog … then find someone else to tell it to.
7. Stop occasionally and point out an interesting word with your finger. Say it and have your child repeat it. Pre-readers don’t need to learn it … yet … but this reinforces the idea that those funny black lines on the page actually contain the magic of meaning.
8. Capitalize on your child’s interests. If he or she likes bugs, find all the bug books you can. Read fiction and fact books. If they ask you a question, go together to a book to look for the answer—even if you know the answer already.
9. Watch television together and talk about it. Compare what you see on the tube to real life and to real books. Ask questions. Make connections. Find books about things you’ve seen and read them as a follow-up.
10. Visit the library. You don’t have to be rich to have a house full of books. Attend storytimes. Ask the librarian for books suggestions. And check out a book for yourself.
Child Education
Starting First Grade
Starting first grade is an exciting event for children, and a bittersweet one for parents. It means that your child has graduated from the throws of pre-school and is entering an academic world where they will be the youngest amongst older kids.
Bedtime Stories for 3 Year Olds
Some of the best bedtime stories for three year olds are the simplest. Good night, God Bless, Mama Will You, The Hungry Caterpillar, and Guess How Much I love you, and Goodnight Moon is just a few.
Public versus Private Schools
Rather than divulging facts and statistics about which is clinically better – it is more reasonable to consider the benefits to both and to discuss costs. Obviously, cost is a factor. Even families that wish to send their child to private schools can expect costly tuition as well as uniform and other expenditures.
Maria Montessori was born in Ancona Italy on 31st Aug, 1870. Her family wanted her to receive a goods education so that she could become a good teacher. Her family moved to Rome for that purpose. She refused to consider becoming a teacher. She was interested in mathematics and attended a boys technical school and studied mathematics and engineering.
After a while her taste again changed and she developed an interest in biology. She than decided to become a doctor. At first she was denied a place in a medical school but she persisted and in 1896 she become the first women in Italy to take the degree of Doctor of medicine.
Her first appointment as Assistant Doctor at the psychiatric clinic in the university Rome. There she worked with mentally retarded children and become every interested in their education. She felt that given special educational training and methods, the mental condition of these defective children could be greatly improved. She studied a group of retarded children, formulated the idea that the path to intellectual development is through the hands. She traveled to London & Paris to study the work of two Pioneers-French doctors JEAN ITR.AD & EDUVARD SEGU1N who developed their lives to the education of defectives. She was greatly. influenced by their ideas and methods. Jean Itard (1775-1830) in his book, “The wild boy of Aveyron” gives an account of his efforts to educate and humanize a retarded boy who was found abandoned in the forest of Aveyron. Edward Seguine was student under hard. Seguine’s method can be described as physiological as he began by educating the muscular system and the senses. ALl activity was grounded in the practice of teaching, hearing, smelling, neeing and testing. This process of educating the senses become the basis of the Montessori method.
From 1899 to 1901 she directed the state Orthophrenic School. She trained teachers, taught the retarded children and developed and tested a variety of teaching and didactic materials. Ideas for these teaching materials were drawn fropi the work of Itard and Seguin. Under her methods a number of retarded children were successfully taught to read. In 1901 she resigned from the Orthophrenic school and enrolled as a student in Rome-University attending course in philosophy and psychology. She translated the writings of Seguin and Itard in Italian in order to gain deeper understanding of their ideas. In 1904 she was appointed Professor of Pedagogic anthropology at the university, which also allowed her to continue her many activities. In 1996 Montessori was asked to organize the infect school being built in a slum clearance re housing programme.
The first school was called “CASA DEIBAMBINI” which means the children’s house. She founded other children’s houses and was able to apply her methods to normal children. It soon become evident that deprived children as well as children from privilege backgrounds were capable of spontaneous activity and independent learning which are key ideas in the Montessori method. Maria Montessori became internationally known. In 1909 her book “The method of scientific pedagogy” as applied to infant education and the children’s house, which described in detail her method for schools was published later on revised as “The discovery of the child”.
Visitors from many parts of the world were impressed with the successful and stimulating teaching and learning taking place in the ôhildren houses and the Montessori movements began to spring all over the world. Schools opened in places as widely separated as America, Russia, Japan, Germaay and India to name only some. Montessori now spent all her time on her new work, training teachers writing and giving public lectures.
In the early twenties, Montessori was appointed government Inspector of Schools for italy. She left shortly after and went to Spain where she founded a Special Teachers Training Institute. In the thirties she left Spain for Holland. By 1939 in India, the outbreak of war prevented her return and she spent the war years in activity building up the movements, as a result, India became the centre of Montessori Enterprise. In 1940 she again visited England and revived the interest in the movement. She continued to travel extensively,
FOR A GOOD DIRECTRESS
2. Always check the material before giving the presentation.
3. Take the consent of the child before presenting.
4. Ask the child to accompany you for fetching.
5. Seat the child in position from where he can see the presentation clearly. Normally with the right hand directress, the child is seated on the left side.
6. Encourage the child to participate by allowing him to whatever be knows.
7. Do not speak while presenting or presenting while speaking, the action should convey the message.
•8. Take the help of the child as must as possible while carrying the material.
9. Involve the child in winding up the activity.
10. Presentation should be brief and lively and accurate.
11. Never scold the child for performing the activity wrong, instead, keep yourself clam or cool, or tell the child that aunty is going to do it again for you. This will, enable the child to find his mistake.
12. Never force the child perform any activity if he does not desire to do any activity that you want him to do, tell him to choose a work of his own Choice.
13. While working with the child try to understand these psychology for e.g. you as a directress while taking a group lesson find them not cooperating than try to find out as to what do they like more. If they like to her stories than you say. “Those children who will be in their best behaviors will be told a story or two”
A CONFIDENCE BUILDING EXERCISE FOR A DYSLEXIC CHILD
The majority of dyslexic children have come to the conclusion that they are stupid!
In any school in any week of the year a dyslexic child experiences a huge amount of failure. With sequencing difficulties, any form of writing or math/s is going to present severe problems, and the dyslexic child cannot fail to notice that almost all of the other children are able to do the work which he or she finds so hard. Why can't he read and spell? He must be dumb, thick, stupid. It's the conclusion that anyone would reach in similar circumstances, and it badly needs changing before any corrective teaching is going to be effective.
However good our methods with phoneme awareness, finding interesting books and word games are, this basic foundation for each child of a secure self-confidence has got to be addressed before any real progress can be hoped for
The difficulty with dyslexia is that it is not visible. If the child had a broken arm, everyone would be rushing around giving extra consideration. 'Of course he can't write - his arm is broken! There's nothing wrong with his intelligence.' But no-one ever says 'Of course he can't spell - he has inherited a different pattern of brain circuits! There's nothing wrong with his intelligence.'
Teachers, parents and the dyslexic child himself come to the clear conclusion that he must be slow-witted.
In any school in any week of the year a dyslexic child experiences a huge amount of failure. With sequencing difficulties, any form of writing or math/s is going to present severe problems, and the dyslexic child cannot fail to notice that almost all of the other children are able to do the work which he or she finds so hard. Why can't he read and spell? He must be dumb, thick, stupid. It's the conclusion that anyone would reach in similar circumstances, and it badly needs changing before any corrective teaching is going to be effective.
However good our methods with phoneme awareness, finding interesting books and word games are, this basic foundation for each child of a secure self-confidence has got to be addressed before any real progress can be hoped for
The difficulty with dyslexia is that it is not visible. If the child had a broken arm, everyone would be rushing around giving extra consideration. 'Of course he can't write - his arm is broken! There's nothing wrong with his intelligence.' But no-one ever says 'Of course he can't spell - he has inherited a different pattern of brain circuits! There's nothing wrong with his intelligence.'
Teachers, parents and the dyslexic child himself come to the clear conclusion that he must be slow-witted.
What I am suggesting is a little cognitive therapy by the teacher, if possible in conjunction with the parent! Not as hard as it seems. The assumption in the child's mind - that he is stupid - is inaccurate, and it needs correcting if he is to re-establish the self-confidence he needs to learn. This is not going to be achieved simply by telling him that he's as intelligent as the next person. Well-intentioned people have been telling him that for years to no effect. He needs evidence, and he needs to re-construct the picture he has of himself in his own mind. Only in this way can he see his difficulties as a dyslexic learner in the proper context of a person - like anyone else - who has both strengths and weaknesses. Most dyslexic people have great strengths in the areas of physical co-ordination and/or creativity and/or empathy with other people. His strengths may lie in some of these areas, and he will know that lots of other children are weak in exactly these same areas.
The following exercise has a great effect on children, and can be carried out by a parent, or a teacher, or, if at all possible, both together with the child, who needs to be on his own (not in a group situation). Take a sheet of paper and make two columns: in one column put 'Things I am good at' and in the other 'Things that I am not so good at'
The following exercise has a great effect on children, and can be carried out by a parent, or a teacher, or, if at all possible, both together with the child, who needs to be on his own (not in a group situation). Take a sheet of paper and make two columns: in one column put 'Things I am good at' and in the other 'Things that I am not so good at'
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