| Teaching Your Child Useful Skills
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| | children making them feel secure. But to
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| Your child's first teacher might well be
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| | make such rules work they need to be
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| the most important teacher they ever
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| | clear, understood and applied
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| have.
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| | consistently but with some room for
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| Your child's first teacher is of course
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| | negotiation.
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| you the parents, grandparents, extended
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| | Do the right thing
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| family, care givers.
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| | Encourage your children to think about
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| Your child's first class room is your
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| | the future and there place in it. Their
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| home.
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| | expectations need to be realistic but
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| The way the child learns is by the
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| | remember to encourage them to stretch
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| wonderful abilities of imagination and
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| | those expectations and abilities.
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| curiosity. Humans are born with these
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| | They need to gain the experience of
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| abilities and are basic instincts that
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| | satisfaction as some of their
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| help us all survive, learn, and succeed
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| | expectations are met and some are left
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| in a competitive world.
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| | unfulfilled. They need to learn to stand
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| As a parent, you can switch your child on
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| | by their decisions and sometimes this
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| to the joy of learning by encouraging
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| | means sacrificing fun now for benefits
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| their imagination and curiosity at an
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| | later or it is simply just 'the right
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| early age. It gives them a great head
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| | thing' to do whatever the consequences.
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| start and stimulates the all-important
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| | They need to find out what happens as a
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| desire to learn more.
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| | result of decisions they have made. Do
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| A sense of security and self-worth
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| | not be tempted to bail them out all the
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| Teaching and learning are not mysteries
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| | time.
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| that only happen in schools. They happen
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| | Here is list of some no-cost high value
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| all the time when parents or the
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| | things to do:
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| caregiver do things together with their
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| | - Really listen to them and pay attention
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| children. Even if they are not doing
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| | to their problems, explain solutions, ask
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| things together the child will be
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| | them if they are happy with your
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| observing you and learning by your
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| | suggestion and remedies.
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| example.
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| | - Read to them and allow them to read to
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| It does not matter not how rich or poor
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| | you. Make this a regular habit and a
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| or famous we are or how many years of
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| | treat not a chore. Keep a bookshelf well
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| schooling we have had. What counts is
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| | stocked with different types of reading
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| what we say and do at home. When children
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| | materials. Discuss the daily news with
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| can count on getting positive attention
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| | them.
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| and encouraging kind words at home they
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| | - Encourage them to use an encyclopedia
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| will develop a greater sense of security
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| | and dictionary.
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| and self-worth. This will help them do
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| | - Get them their own library cards.
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| better not only in school, but also as
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| | - Keep a quiet and tidy area for them to
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| they mature and grow to a confident
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| | study, read and do their homework.
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| adult.
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| | - Tell them family stories who did what
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| It is all about communicating in a clear,
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| | where and when.
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| positive and wholesome manner. Asking
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| | - Share your favorite music, songs and
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| questions and really listen for answers
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| | poems and with them. Explain why you like
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| is a no-cost high value thing to do.
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| | a particular track or artist.
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| Share our own experiences past and
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| | - Limit the television watching. Watch
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| present. Recounting your childhood
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| | television with them and discuss the
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| explaining how things change and why
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| | content. You can have great fun making up
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| gives them a time line and a sense of
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| | your own 'better endings' for example.
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| their place in history. Sharing your
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| | - Limit the time on games modules and
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| goals and aspirations is also important
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| | computers. Set a time for "computers
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| as children tend to adopt our ideals this
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| | off".
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| make a positive role model is essential.
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| | - Go to festivals, museums and historical
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| Family rules
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| | sites. Go out exploring; learn about
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| Establish realistic, consistent family
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| | plants, animals and geography.
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| rules, boundaries and stable routines.
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| | - Learn about different parts of your
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| Children need limits set even though they
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| | town, city and country. Take a packed
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| will try to test these limits time and
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| | lunch or picnic (let them help making it)
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| time again. In fact clearly set
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| | - Eat together around a table enquire
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| boundaries are comforting to your
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| | about their day.
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