Teach Kids How

Teach Your Child How to Be a Good Student

Tue, 10 Nov 2009 21:18:42 +0000

Research shows that parent involvement is the biggest single factor in a child’s success in school. One of the ways you can set your child up for success in school and in life is to teach them how to be a good student. Good study and work habits need to be taught and practiced. Supporting your child while they are learning to be a good student will show them you care and let them know you believe in their ability to do well in school. Preschool Preparing preschoolers for school means continuing what you are probably doing- exposing them to literature, teaching them to listen and express themselves, and expecting them to do what is asked of them. Building your young child’s self-esteem is important. Letting your child know they are loved and an important member of the family will help them feel secure in the world. Being positive and enthusiastic about school will cause them to eagerly anticipate their first day! Children should have some experience with others their age and be able to cooperate, follow directions and share with others much of the time. Your child’s teacher will appreciate your supportive and involved style of parenting. Main points to address:

Help your child feel loved and valued.
Be positive and enthusiastic about the prospect of school.
Provide play times with other children to help your child develop early social skills.

Grades K-3rd Your child’s first days at school may be overwhelming for both you and your child, but trust that you have prepared your son or daughter to step out into the world. Stay in close communication with the teacher. Communicate using a notebook that travels in your child’s pack. If problems arise, deal with them promptly. Most school problems have solutions. Listen to your child. Encourage and praise them for their successes in school. Value the work they do by really looking at the papers they bring home and asking them to tell you about them. In the early years, children may or may not have homework. If your child has homework make sure they have a quiet and uncluttered place to work. Stay nearby to keep your youngster on track and be available for questions. It is okay to help with homework, but it is never okay to do the homework for your child. If you find your child is struggling with homework, the teacher needs to know. Making sure your child gets enough rest is crucial to success in school. Children cannot focus on their lessons or cooperate with classmates if they are tired. Eating a good breakfast is also important. Keeping a positive attitude about school means being careful to avoid saying anything negative about the teacher or school in front of your child. If problems arise, communicate them. You are your child’s advocate. Continue reading to your child each night. Volunteer to help with school functions. Expect the best from your child. You will be conveying how you feel about school and learning. Main points to address:

Start off on the right foot by being enthusiastic.
Set up a study/work area with supplies handy.
Let your child know that quality work is expected and valued.

Grades 4-6th Older elementary children have substantially more work and are more accountable for their performance. Homework assignments will be longer and given more regularly. Teaching your child that homework comes before other activities will motivate them to get it done as soon as they get home. Check for completeness and general understanding. Encourage your child to go the extra mile with special projects. Help them to do research if they need it and provide needed materials. Don’t let them wait until the last minute. Teach your child to prioritize tasks and meet deadlines. Provide a daily planner as well as a family calendar centrally located. Teach the importance of writing neatly. Teachers will not reward students for sloppy work. Praise their good work. Have your child organize all papers, folders and textbooks before going to bed. This will eliminate morning craziness and allow your child to start the day right. Teaching your child how to be a good student means teaching them how to think. Letting them know that just because something takes several steps to be completed does not mean it is “hard”! It’s work. Helping your child view schoolwork as their job will encourage their best efforts. Some additional thoughts: Teach your child how to read directions. Show him how to highlight important facts and ideas in study materials. If your child has trouble reading, find expert help for him. Allow time for study and rest before a test. Be upbeat and encouraging. Most importantly teach them the value of learning by being a lifelong learner yourself. Read, write and try new things. Show them people never stop learning and that their school experience will provide the foundation for later learning. Main points to address:

Help your child organize school materials and manage their time.
Teach them how to read and understand directions, highlighting important information.
Encourage neatness and checking their work before handing it in.
Be an example of lifelong learning.

Resources Resources that can help you in your venture include:

Helping Your Child Series - Helping your child learn http://www.ed.gov/parents/academic/help/hyc.html
NEA: Learning activities for home - http://www.nea.org/parents/ppower.html
Put Reading First: Helping your child learn to read - http://www.nifl.gov/partnershipforreading/publications/reading_first2.html

Teach Your Child to Bathe Themselves

Mon, 09 Nov 2009 21:09:12 +0000

Children usually enjoy bath time. Bathing your baby relaxes him as you carefully wash all the creases and folds. As children grow older, they become ready to assume this self-care task. Teaching them to bathe themselves will come in stages as they become more able to do a good job. Preschool Young children will often take the washcloth from Mom or Dad and say, “I do it!” When this happens you have been put on notice! It’s time to start teaching your child to bathe. Before beginning, gather the towels, soaps, shampoos and bath toys you will need. After starting, you’re stuck there! Supervision remains extremely important for years to come. Let your child apply soap to a wet washcloth and start at the face. Direct them to do their arms, trunk, legs and bottom. Help them get the very hard to reach places and their back. If they quit early, it is your signal to finish the job. Shampooing remains Dad and Mom’s job until about age 6 or 7, so finish by shampooing and rinsing well. Your child will feel very proud that he has started to bathe himself. Getting him his own tearless shampoo, personal towel and bathrobe will encourage their continued interest. At about 4 or 5 kids are able to get to most of the “hard” places by themselves. They will need you to check ears, feet and bottoms and do a final rinse. Along with a tub bath, children need to brush their teeth (you will need to supervise and do the flossing), comb their hair, wash hands after toileting and when they need it, and take care of their soiled clothes. They can hang towels if racks are low enough to reach. They will demonstrate their readiness and that will be your cue to let them try. Main points to address:

Toddlers can do some of the bathing. Help them do the rest.
Keep bath time pleasant and relaxing for you both.
Never leave a child under 6 unattended in the bath.
Surrender specific tasks as they show willingness to try them.
You will need to check them to make sure they have done a complete job.

Grades K-3rd Children aged 5-9 can handle most bathing tasks independently, but still need adult supervision and assistance. Never leave a child under 6 alone in the bath. Don’t even turn your back to them. They will probably need help with their back, and children this age still need Mom or Dad to clip nails and fasten hair. Having their own bath basket or tote will help them organize their bathing supplies. Giving them their own bath soap and other vanity items will show them you believe they can do a good job on their own, and they will! Main points to address:

Children still need supervision and assistance, but less each year.
Never leave a child 6 or under alone in the bath.
Get them a tote or basket for their own bath items.

Grades 4-6th Older children may begin to “un-invite you” by telling you they can do it themselves! Many kids become more modest at this stage and need privacy for personal grooming. They may also prefer to take showers rather than baths. Teach them to have their clean clothes ready and to run the bath water themselves. They can prepare towels and washcloth and put the bath mat down. They should be able to do all bathing tasks independently. You may want to buy them a back brush with a long handle and continue to check their hair if it is long or thick for shampoo residue. If you don’t find any for a few days running, you may surrender this job too. It is still necessary to standby within earshot just incase your child needs you. Children 10 to 12 may need to add deodorant to their bath basket. Girls may need other personal items in their’s at this age. You may still need to check to see if brushing and flossing are being done correctly. Children this age are able to clean the tub after using it and hang towels to dry. The bathroom should look the same when they leave as it did before they entered! Your child will take pride in doing this self-care task independently. Main points to address:

Older children will start to need more privacy.
They will be able to complete most or all bathing tasks.
Add personal items as needed to bath baskets.
Cleaning the tub after use, hanging towels and taking care of soiled clothes are part of bathing. Let them do it!

Resources Resources that can help you in your venture include:

Nick Jr’s Bath Safety Tips - http://www.nickjr.com/parenting/parenting_features/bath_time/bath_time_safety.jhtml
Clorax: Making Bath Time Fun - http://www.clorox.com/healthier_lives/article.php?subsection=kids&article_id=five_fun_ideas

Teach Your Child to Be Passionate

Sun, 08 Nov 2009 20:52:05 +0000

Teaching your child to be passionate means helping them to maintain and build on the natural joy and enthusiasm they were born with. All children come in with a curiosity that is never truly satisfied. Yet what seems to be occurring is the extinguishing of the fire in our souls- the creative life force that seeks to continually reinvent itself. Our world is changing. Some feel we are at a crisis point with convergent thought coming together with a clash. We want the best for our children and hope they will be able to fix the world they will be inheriting from us. Some think and intuitively feel that we must help our children stay passionate about being in this world. This may be a matter of allowing rather than promoting. Preschool Babies connect with the world through their senses. They are wired to receive, absorb, assimilate, and eventually make sense out of their surroundings. Their job is to observe, respond and interact with their world. Young children do this by bonding with nature. Humans are meant to be intimate with the natural world. A child’s senses are programmed to become familiar with and appreciate the wildness of the Earth. Keeping them connected by daily forays and given the freedom and protection to explore first hand will keep their inborn passion for the world alive. Denied this connection, children grow up at a loss (literally). Some have called this “nature deprivation.” So important is this connection that Howard Gardner, famed psychologist and educator, has included “Naturalist Intelligence” as one of the basic human intelligences. Satisfying your child’s need to stay connected with nature will keep the passion/compassion program running. Get outside daily. Let your toddler explore, observe, handle what they find. You don’t have to teach them anything, just let it happen. Out of this exploration will arise a preference, an interest and a passion for some aspect, some thing that has fanned the flames of that fire within. Main points to address:

Children have a deep connection with the natural world.
Allow them to explore the outdoors.
Encourage your child’s natural intelligence by honoring their interests.

Grades K-3rd By age 5 children have developed some strong interests. For some it may be pretty stones, for another it might be for anything that flies. Your child may be attracted to music, dancing to every tune he hears. Or perhaps their fascination is for colors and shapes of the wildflowers in a field. Your child is unique and so are their interests. Letting your young child collect favorite items is important. Notice how they organize and categorize according to some inside plan! Whatever their passion is, try not to trivialize it. Their passion is very personal and real. As children grow, they begin to bond with others, focusing on their relationships and ties with them. At about age 7 children grow increasingly aware of their role in the family and the larger community. Friendships start to become an area of intense focus and continue to do so until about age 14. If your child has not found acceptance for their uniqueness within their family, they will seek acceptance outside the family. The drive to connect with nature is somewhat superseded for a time by the drive to connect with others. These two drives will come together and balance later in life. Allowing your son to be truly himself or your daughter to be her true self may seem risky. Trust your child’s inclinations, still protecting of course, and allow and support their interests and relationships. Main points to address:

Support your child’s passions and interests if at all possible.
Allow them freedom to be themselves, honoring their basic nature and interests.

Grades 4-6th Children this age, especially if they have bonded with nature, are exploring the wonders and complexities of relationships. Finding their place in the world is dependent on this happening. Children who are isolated from others, but bonded with nature, cannot find and express their passion. Conversely, children who have failed to bond with the natural world, but bond socially, cannot find their passion either. Parents can help their child find their passion in life by paying attention- watching them, listening to them. Their passion will always be linked with their gifts and interests. If your son can’t get enough chess, find a chess club. If doing a cartwheel and round off is as natural as walking for your daughter, enroll her in a gymnastics program. The budding scientist will need a microscope. The literary genius will need a desk! A cautionary note: Never push your child toward one of your goals or wishes for them. Well-meaning parents have knocked the passion right out of their kids. What did you want to be when you were little? Schools as well squash the passion of many children by standardizing curriculum and failing to notice and promote students’ individual preferences and learning styles. You may need to step in if you see this happening and work to change the way education n your child’s classroom and school (or the world) is done. Ultimately it is our passion that delivers us, heals us and sustains us. Having the wisdom to respect the inner knowing of your child to align with their true self will allow that fire in them to burn brightly. All you need to do is stand back and be amazed. Main points to address:

Children start to focus more on relationships from about age 7-14.
Make sure your child’s school is considering your child’s personal preferences and learning style.
Passion is an indicator of personal freedom and creativity.

Resources Resources that can help you in your venture include:

Multiple Intelligences and Your Child - http://content.scholastic.com/browse/article.jsp?id=655
Welcoming Our Children to a New Millennium - Wise words from 366 children
Play to Your Child’s Passions - http://content.scholastic.com/browse/article.jsp?id=10144

Teach Your Child to Be a Good Storyteller

Sat, 07 Nov 2009 20:07:38 +0000

Storytelling is almost as natural for humans as breathing! Down through the ages people have gathered together to tell their stories and listen to tales. Teaching your child to be a good storyteller will be carrying on an age old tradition. Good storytellers are seldom born. They learn by listening and watching other good storytellers. The ability to captivate listeners is developed and honed by practice and experimentation. The only way to become a storyteller is to start telling stories! You may discover the story starts telling itself! Preschool All children, but especially preschoolers love stories. Whether stories are read or manufactured on the spot, they are a source of excitement and immense entertainment. Making story time a regular activity in your home will help your youngster develop a repertoire of their own. Alternating turns at telling will give everyone “airtime”. You will be surprised what your preschooler will come up with if they have been exposed to vivid language and encouraged to use their imagination. Acting out stories with props or costumes make stories come alive. Tape recording your family stories can encourage dramatization and good expression and preserve stories for retelling. If you preschooler goes on and on, set a timer for 2 or 3 minutes. Shy storytellers can use a mask or hat to “hide” behind. Letting your shyer child become ready in his own time will prevent resistance and keep story time fun. Main points to address:

Millions of storytellers have gone before us.
Read great stories to your kids.
Create a family story hour.
Use props and costumes to double the impact.
Let shy children pass.

Grades K-3rd Kindergarten and primary teachers will tell you that stories hold a very important place in the school day. They not only enrich early literacy, but exercise the creative, spontaneous right side of the brain. Use of the imagination during the telling and the hearing is measurably higher than with other activities. Young school age children love to put their own stories on paper. Drawing a story can be just as fun as writing one or telling one. Many storytellers use a story map to plan the sequence of events in their stories. Children 7-9 can begin to write their stories out. This is different from traditional storytelling, but good practice for learning the progression and flow all good storytellers use. Story time at a library will let kids see and hear professional tellers. Listening to stories on tape, especially tale tales, legends and traditional stories, will activate the imagination as well. Having a story-themed birthday or holiday party could be great fun. This age child is able to incorporate facial expression and body movement, as well as experiment with the tone, volume and pacing of their telling. Encourage them to do their own thing with their interpretation of traditional stories, or in the telling of their own. Most importantly- keep telling your child stories! Main points to address:

Stories promote acquisition of early language skills.
Children like to draw, write and read their own stories.
Seek out professional storytellers.
Keep telling stories to your child.

Grades 4-6th Older elementary children love stories still- especially stories of adventure, danger and horror. Reading fictional classics like Tom Sawyer, Aladdin’s Lamp and Black Beauty will delight your child and keep their young imagination alive. Encouraging your child to try their hand at storytelling in front of an audience sounds risky, but will develop courage and self-confidence. Entering a talent or storytelling contest can be an exciting way to use their skills. Your child may enjoy sharing their stories by volunteering to tell them at a daycare center or nursing facility. Again, adding costumes, props or music such as a guitar, recorder or harmonica can add effect. If the only thing that becomes of your family’s stories is they are eventually passed down to your grandkids, that’s okay. You will have joined countless others in preserving the tradition of telling of the adventure, tragedy and calamity that is the human experience! Main points to address:

Keep reading many genres of books with your child.
If your child is ready, find an arena for performing their stories.
Gather around a campfire and take turns telling spooky stories.
Add music to your child’s props.
Maintain a family tradition of storytelling through the years.

Resources Resources that can help you in your venture include:

Becoming an Effective Storyteller: Simple and complete guide for beginners - http://www.eldrbarry.net/roos/eest.htm
PBS: Circle of stories audio performances of traditional stories - http://www.pbs.org/circleofstories/
Great links! Storytelling - http://42explore.com/story.htm

Teach Your Child How to Control Anger

Fri, 06 Nov 2009 19:55:42 +0000

Anger is a natural human emotion. Usually stemming from fear, anger is meant to inform us that something is wrong or that we are being threatened in some way. Children are not always able to express themselves calmly and in words. Frustration with people, things or situations occurs frequently, especially before children have the vocabulary to talk things out. There are ways to teach your child how to control their anger and express thoughts and feelings in a more effective way. The methods you choose will depend on their age and developmental readiness. One of the best ways to teach your child how to handle anger is by modeling control yourself. Parents are not immune to anger! Our thoughtful and reasonable responses to troubling situations and events will help them know it is possible to do the same. Preschool Young babies are not able to meet their own needs. Crying is normal for a baby as it signals a need has arisen. Responding to your baby’s cries before they become out of control will show them someone is attending to their needs. Frustrated babies tend to become frustrated children and adults. You cannot spoil a baby! So attend to their needs calmly and promptly. Preschoolers are notorious for frustration and anger. They also have a limited capacity to express and obtain what they need. Helping them to stop, take a deep breath and “find their words Emay prevent a further loss of control. Using cue words each time such as “Stop. Now breathe. That’s it. Now find your words. EThis simple sequence if consistently used may help them in the present, but also give them the skill and discipline they will need later in life. If your child becomes enraged, give them time to cool down before attempting to discuss it. A full-blown tantrum is another story. Most tantrums are a deliberate attempt to control parents or gain attention. Minor tantrums can be ignored, proving their ineffectiveness. Major tantrums need to be dealt with differently. If your young child persists in extreme tantrums find a counselor or physician to help you know what to do to help your child. In the meantime, stay calm. Be sure to listen to your child. Make opportunities to spend time one-on-one. Take them to the park for a walk. Spend time in nature. Provide a quiet area for play and vary the materials they have to play with. Arts and crafts can help youngsters express themselves better than words. If your child can verbalize their feelings, respond with empathy. You may not be able to “fix Ethe problem, but your child has been heard. Trust that learning to control anger is a process and that life will provide the needed practice. Main points to address:

Learn to discern your baby’s cries and respond to them promptly.
Listen to your toddler.
Use distraction, time in nature, music and art as techniques to diminish a tendency toward anger.
Live in joy yourself, exercising self-control and empathy.
Get help from a counselor or doctor if anger is a persistent problem.

Grades K-3rd Children of this age show their anger primarily by crying. Anything that seems confusing, overwhelming or unfair may ignite their outrage. Occasionally a child may even strike out in anger. Finding ways to prevent escalation is important. Teaching children to find words to express their feelings by using similar cues to those given above may give them time to gather themselves. Never minimize a child’s fear or anger. Using too upbeat of an approach will show them you don’t see their predicament and probably won’t be able to help them. Part of a child’s training is looking to caring adults to show them a way to express and solve their problems. Denying the bigness of your child’s feeling will cause him to go “underground Ewith them and express feelings in other, less constructive ways. Showing your children alternate responses to trying situations can be done by role-playing. Switching roles can be fun and help them consider new ways of dealing with their perceived or real problems. Meditation or prayer may be one way your family keeps things in perspective. Children can learn to use this quiet time to get back to center. School will likely provide lots of material for frustration, hurt and anger. Develop a working relationship with your son or daughter’s teacher so that you can find ways to help your child. If anger seems to occur more often or more intensely than seems normal for his age, find a counselor to help you and your child. Proper rest and nutrition, recreation, out of doors activity and family time can boost a child’s inner reserve of love and self-worth. Express your love often with hugs and words. Let them know how important they are to you. Sometimes all a child has between themselves and the world is you. Main points to address:

Help your child find words to express their anger. Give them time to calm down, then listen.
Try not to minimize concerns. Do not use logical reasoning when your child is enraged.
Resist the temptation to solve problems for your child. They need to learn to do this on their own. If need be, step in as an advocate.
Rest, nutrition, recreation, fresh air and time spent with you can help your child function at their best.

Grades 4-6th Older children still get angry, but most have found ways to process their feelings in a constructive way. Responding in violent or extreme ways is rare and signals a need for help. Letting kids know that you experience anger too can help them know they are okay if they have anger. Now and then you may want to casually relay a trying incident and how you responded earlier that day. Playing “What If Eby asking family members what they would do if someone crowded in line at the super market, or took a basketball from your hands or called your dog ugly. This can be a fun way to rehearse appropriate and reasonable responses to life’s disappointments and surprises. Your child may profit by journaling or keeping a feelings book. Sometimes writing the words down or drawing a picture can help clarify and sort out issues. You may want to keep one too! Letting kids know they cannot control or be responsible for someone else’s behavior can limit “righteous indignation Eexperienced at this age. Knowing that the only person they can control is themselves will empower them to exercise their own self-control. Main points to address:

Listen to your child.
Practice alternate responses to trying situations and people.
Provide a notebook or journal for recording and processing feelings.
Continue to model self-control. Let them know they are responsible for their own attitudes and behaviors, but not those of others.
Get help if you need to.

Resources Resources that can help you in your venture include:

Helping Children Understand Anger - http://www.athealth.com/Consumer/issues/childsanger.html
Effective Parenting: Helping your child deal with anger - http://www.athealth.com/Consumer/issues/childsanger.html
PBS Kids: Resources for dealing with anger - http://pbskids.org/itsmylife/parents/resources/anger.html
Dr. Spock: Many topics- Personal, family and global perspectives on anger and violence - http://www.drspock.com/article/0,1510,6175,00.html

Teach Your Child to Play Basketball

Thu, 05 Nov 2009 19:36:37 +0000

Basketball is excellent exercise and good fun. Teaching your child how to play basketball will give you an opportunity to interact with them, get a good cardio workout, and help them develop large motor skills and hand-eye coordination. Playing basketball involves knowing the rules of play, handling the ball, and learning how to work as part of a team. Girls and boys of all ages enjoy “shooting hoops E And remember- if you teach them now, eventually you will have someone to play with! Preschool Preschoolers can learn to toss and catch. Start with a soft ball about 6 inches in diameter. Keep the distance close enough for success at first, slowly increasing the distance between you. If catching and throwing is starting to get old, exchange the ball for a plastic or rubber ball that will bounce. Practice catching and throwing and bouncing and catching. This will delight your preschooler and help them develop the hand eye coordination so important in basketball. Buy a kiddie hoop and backboard that adjusts to height. Practice throwing the ball again from a fairly close distance. Gradually increase the distance and raise the hoop. Take turns. Your child will learn how to take turns and wait for the ball this way. Kids this young are too little to dribble, but they will enjoy watching you! Main points to address:

Teach them to throw and catch, then bounce and catch.
Buy a kiddie hoop and gradually increase height.
Handling the ball is less important than having fun.

Grades K-3rd Early elementary age children can begin to perform important basketball skills. Children 5-7 will still have some difficulty being consistent with throws and catches, and dribbling will be full of traveling, but they can start to understand the point of the game, which is to score, and also some basic rules. Teaching them to “pivot Eby keeping one foot planted is something they can do at this age. Practicing with your child with a junior height hoop, say 6-8 feet high, will take some patience. This age wants to shoot and shoot again. Sharing is secondary! As they get older their skill level will increase and peer pressure will help them to surrender the ball. Kids aged 7-9 can follow the rules if they are taught with an opportunity for follow-up practice. They also are more able to dribble the ball without traveling as much and can usually pass the ball successfully. The best way for your 7-9 year old to learn the game is to join a youth program or team. Having practiced throwing, catching and game basics will make the coach’s job easier. Games at this level should be played without keeping score or declaring a winning team. You may still need to remind your child to pass the ball to another team player. Eventually they will learn that teamwork moves the ball down the court to the basket. Learning sportsmanship is an important aspect of playing any team sport. Main points to address:

Young children 5-6 probably are not ready for team play.
Continue practicing basic passing and catching.
Introduce dribbling and pivoting.
Find a youth program or team for your 7-9 year old.
Don’t expect perfection!

Grades 4-6th Kids this age are ready to play ball. They have the physical skill and the mental ability to play in earnest. The more practice they get, the better they will get. If your child has not learned controlled throwing and catching, follow the steps above before continuing. It’s important not to push or criticize. The game needs to stay fun. Let the coach be the coach so that you can be a practice partner. When you go to your child’s game be a good sport and don’t fill him or her in on all their goof-ups after the game! It really isn’t all about winning at this age. They’re still learning. If your child is serious about basketball, and you can find and afford it, send them to a basketball clinic or camp. This is a great way to build skill and confidence. Take your child to a high school or pro basketball game. They will really be able to focus on skills polished by time and practice and teamwork in action. Most of all have fun. Approach the game with love and encouragement. If your child isn’t the hottest player, play anyway. Enjoy being outside or on the court with your youngster. Your child will know you enjoy being with them. You will be creating wonderful memories of time spent together. Main points to address:

Children this age are developmentally ready for real play.
Don’t push or criticize. It should be fun.
Take your child to a high school or pro game.
Support their interest by providing opportunities to play.

Resources Resources that can help you in your venture include:

Helium: Several good tips and articles - http://www.helium.com/tm/76476/provide-physical-environment-playing
Ultimate Youth Basketball Guide: Tips for parents - http://www.ultimate-youth-basketball-guide.com/youth-basketball-parents.html
Simplified rules for Mom - http://www.lessontutor.com/bsktbl1.html
Directory of basketball camps - http://www.dmoz.org/Sports/Basketball/Training/Camps/All_Ages/

Teach Your Child to Take Responsibility

Wed, 04 Nov 2009 18:49:22 +0000

Teaching your child to take responsibility for themselves is a major goal of parenting. This goal covers a lot of ground! Just as Rome was not built in a day, children do not magically become responsible for themselves! Children learn responsibility in three ways. First, and perhaps most importantly, by watching you. Secondly, they learn by being instructed. Third, they learn through their own life experiences and thoughtful reflection. This is a process, which implies there are many inter-related steps leading to a desired end. With this in mind, know that everyday is a learning day for your child and that some days progress is not necessarily evident! Some important things to remember:

Teach them in love. Remember, they are learning.
Make sure your boundaries and expectations are clear.
Develop logical consequences for mistakes.
Empower them by encouraging rather than blaming when instructing and correcting them.
Believe in yourself as a worthy model. Get help if you need it.

Preschool Young babies cannot meet many of their own needs. Their dependence on you is purposeful. Your baby is witness to your daily actions and conversation. Your very young child is learning responsibility in this way. Some say babies need to be able to soothe themselves. Trusting a baby to fall back to sleep by himself after being fed, changed, held and played with is an example. Toddlers can begin to do some of their own self care and hygiene. They can pick up toys and put them where they go when finished playing with them. Even young toddlers can carry their soiled clothes to the hamper. Older preschoolers love to have a chore or two. Being responsible for putting the napkins on the table or feeding a pet helps them know they are part of the family. Age-appropriate tasks are good for showing youngsters they have an impact on their environment. Consistently telling the truth, following directions, reflecting on successes and goof-ups, displaying kindness and courage- show you that your child is learning to be responsible for themselves. Many times this process is three steps forward and one step back- but this is a normal part of growing up. Main points to address:

Babies learn by watching you and by your response to their needs.
Toddlers and older preschoolers can do some self care.
Give your preschooler a few jobs to do each day.
Celebrate your child’s milestones with praise and occasional rewards.

Grades K-3rd Young school age children are still learning from you, and also from other important adults in their life. Modeling continues to be very important, but learning from experience is becoming more important. Children have a built in sense of right and wrong, fair and unfair. Watching other children being responsible or failing to be responsible shows them the effect of either on them- individually and as a group. This is priceless training. Keeping a close working relationship with your child’s teacher is essential. Some children have difficulty in one area of responsibility or another, perhaps organizing belongings or accepting consequences. Working as a team you can help your child become more proficient in that area. Chores are important to this age group. Working along side of you is better than having them do chores independently. They need to know how things are done correctly from start to finish. Explicit instruction in being responsible for words and actions will give them a standard to measure their own progress in an area. Rewards for responsible behavior and a job well-done will encourage your youngster. But some things should be done just because they need to be done, with or without reward. Kids this age can begin to be responsible for the money they have earned or saved. Making wise financial decisions at this age will help your child grow up with healthy habits in this area. Remember your child is learning and practicing, learning and practicing! Main points to address:

Form a good working relationship with your child’s teacher.
Kids still need supervision with chores.
Not every success or compliance needs a reward.
Help your child form good money habits.

Grades 4-6th Older elementary children have formed much of their character by 4th grade. Many of their self-care habits, work and study habits and ways of dealing with peers and elders are established. Still, there is much to learn. Developmentally, this age is able to self-evaluate their behavior and performance with guidance. Setting kids up for success is vital. Do they have a study area that is set up just for them? Is there a calendar, a dictionary, a daily planner available? Is a chore list where tasks can be checked off when completed in plain view? Time management is very important and now is the time to learn it. Children 9-12 should be able to cooperate with adults and other children fairly consistently. When things don’t go smoothly, they need you to help them reflect on their part in things. Preaching does not work! But active listening and empathy does. You will see progress when they accept responsibility for some of the problem most of the time! Friendships provide good practice in being responsible. Letting your child RSVP and write thank you notes teaches them thankfulness and good etiquette. Volunteering to help with a community cleanup or club fundraiser is valuable practice for becoming a socially conscious adult. Reading to nursing home residents will help your child know the importance of serving others. Again, remember children are learning and practicing what they’ve learned. But this is not a rehearsal! Being responsible is woven into the fabric of their young lives as they live out each day. Year by year they will become more responsible for their thoughts, words and actions- and you’ll know you’ve done your job. Main points to address:

Children need “props Efor success.
Help them reflect on their own thoughts, words and actions (without blaming!) when things don’t go well.
Help your child learn good manners and etiquette.
Know that learning responsibility is a process. Don’t give up! Use encouraging words with your child.

Resources Resources that can help you in your venture include:

40 Developmental Assets - http://www.mvparents.com/
Razoo: Raising Socially Conscious Children - http://beta.razoo.com/causes/raising_socially_responsible_children
6 Steps to Raising Financially Responsible Children - http://www.msmoney.com/seminars/seminar4/html/Step1/setting_expectations_for_different_ages.asp

Teach Your Child How to Use a Ruler

Tue, 03 Nov 2009 18:31:18 +0000

Every child likes to know how long or how high something is! Measuring, comparing and tracing growth fascinating activities for children. One of a baby’s first experiences is to be measured for length! Teaching your child to use a ruler can be done as a matter of course around the home or out in nature. However, knowing the language of measuring can be a complicated thing, as types of measures, units and rulers, or rules, vary considerably around the globe. Becoming proficient in basic life skills is important to children of all ages. Their developmental stage or readiness will dictate what and how you teach them. Having the simple tools you need handy will make learning to use a ruler fun and easy! Preschool Humans have a natural inclination to compare and contrast in measurable terms. Kids add words indicating size early on. “I want the big one! Eor “That’s too heavy for me.” Children often use non-standard measures when first measuring. They might say, “It’s higher than I am. EIt’s as wide as two of my hands. EFirst units of measure were not much different. The term “foot Efor example came from the length of a ruler’s foot! As awareness expands, older preschoolers will show interest in specific units of measure. When getting their checkup with the doctor, let them examine the lines on the ruler and see where the top of their head comes. This will demonstrate a standard measure of length that is personal to them. Hanging up a height chart at home and marking it every few months will delight your child as they “inch Eup! Fitting your youngster for a costume? Let them hold the tape measure while you record their dimensions. Deciding if wrapping paper is long enough? Let them help. Is Dad putting tiles down in the kitchen? They can help! Main points to address:

Preschoolers use comparing words and non-standard measures.
Let them assist when using a rule.

Grades K-3rd Primary school children can begin to use standard measures around second grade. Supplying a flexible plastic or simple wooden 12 inch ruler, metric or English, whichever is used where you live, will get your youngster measuring all over the house! Show your child how to line the zero up with the left hand edge of the object being measured. Go to the nearest inch at first, saying, “That’s about 5 inches! EThere is no need to be exact at first. It’s fun to use the ruler to measure small toys, stones from the garden, even fingers and toes! After some practice, you can point out the smaller markings between the numbers. Measuring to the nearest half or quarter inch will naturally follow as objects of similar but not exact lengths are compared and measured. There are several quality websites that may illustrate in an interactive format how to measure with a ruler. You may want to try one of these to reinforce what your child has already learned. Children this age are also able to measure with a yard or meter stick, a carpenter’s tape, or dressmaker’s tape measure and should start to know equivalent measures, such as 1 meter is 100 centimeters. Providing practice with a sewing, woodworking or other craft project would be timely. Planting a garden, building a tree house or putting up a bird feeder are all activities that will give your child practice using a rule. Using a ruler is one of those skills essential to many human activities. Knowing how to use a ruler correctly can be a source of pride and self-confidence. Main points to address:

Use a simple wooden or flexible plastic ruler with clear markings.
Make sure the zero is lined up with the left-hand edge of the object being measured.
Start with nearest inch, then half-inch, then quarter inch. (Centimeters and millimeters are somewhat simpler. Start with nearest centimeter, then count millimeters.)
Have your child use their new skill on a craft project.

Resources Resources that can help you in your venture include:

English and Metric Conversion - http://www.onlineconversion.com/faq_05.htm
Measuring with a “foot E(your toddler’s) - http://www.parentsconnect.com/do/one_foot_in_front_of_the_other.jhtml?ccc=10494&psc=10027
Brainpop: Measuring with inches and feet - http://www.brainpopjr.com/math/measurement/inchesandfeet/grownups.weml

Teach Your Child How to Research Information

Mon, 02 Nov 2009 18:26:23 +0000

Teaching children to research information starts as a natural extension of daily life. It encompasses a set of skills that evolve throughout childhood and into adulthood. The ability to efficiently research information is vital to understanding and functioning effectively in our world. But where to start? This article will consider several kinds of reference and research materials that are useful for teaching your child to research information. A natural progression from one information source to the next will probably follow your child’s development and growing curiosity about the world around them. Preschool Even very young children are not always satisfied with Mom or Dad’s explanations to their questions of “Why? How? Who What? and Where? EWhen your youngster asks questions, you have a ready made “teachable moment E Going to a children’s picture dictionary to look up a dragonfly or a tornado might help you provide backup for your own explanations. Show them the words are in ABC order! As children begin to understand that our world has many interesting places and people, a children’s atlas can be useful. Looking in the index first will show your preschooler there is a quick way to find where China is! Exploring the pictures and limited text will give them an idea of what kind of information can be found in an atlas. Older preschoolers can also use the Internet to find out how marbles are made and what boa constrictors like to eat. The idea of keywords can be taught by saying, “Now, what do we want to know? ESorting out useful versus less useful or useless websites can be fun and teach them that some sources of information are more helpful than others. Main points to address:

Early research will be generated by your child’s natural curiosity.
Keep a children’s picture dictionary and child’s atlas handy.
Use the Internet with your youngster for select searches.

Grades K-3rd Children of early elementary age have many questions. Learning to effectively research will lay the foundation for fancier research later. Children should be taught in school or at home how to begin to use the dictionary independently. This will not be fully accomplished until about age 9 or 10. Knowing that items are alphabetized, that there are guide words, and what each entry offers will take repeated use. Switching to an intermediate dictionary from a children’s dictionary can then be done. Atlases provide lots of inspiration and fuel a child’s need to know about their world. Combining use of an atlas with the Internet is a good way to introduce the idea of multiple sources. Your child will delight in seeing the Iditarod dogs getting ready for the race (live) while learning about the climate in Alaska! Again, knowledge of how to use the table of contents, index, glossary, keywords, and guide words will become more sophisticated with practice. An important note: Make sure your child never uses the Internet without your direct, or a teacher’s direct supervision. Needless to say, the good is mixed with the useless, the questionable and the downright bad on the Internet. They will also learn more about researching information with your guidance. The library can be a great place to learn to research. The simple task of finding a favorite author or looking up how to care for a hamster will develop important research skills. Main points to address:

Children can begin to use the dictionary independently.
Combine use of an atlas with the Internet.
Always supervise your child’s use of the Internet.
Going to the library can help develop research skills.

Grades 4-6th Upper elementary children will have multiple opportunities to research information in school. Researching “real Ethings- like environmental conservation, the world’s record in soccer goals or how to design a skyscraper delight children of this age. Many schools are forsaking traditional research that employs original documents, books, periodicals and encyclopedias. But they remain important resources and should be used during these years to write reports, do badge work in scouts or just for personal knowledge. Encyclopedias give concise and fairly complete information on many places, people, historical events, and creatures. Combined with a second source, such as the internet, they can provide the basis for more research. Being able to back up findings with a second or third source is very important and appeals to this aged child. They love to “prove Ethings! Again, use of the Internet still needs to be supervised and you may want to consider using some sort of parent filter to protect your child. Helping your child to sort out essential information and organize their findings in a logical fashion is part of teaching them how to research. Create a Word file to record information or use index cards to do this, especially if they need to present their research. Older elementary kids should be adept at using a dictionary by now and can begin using a thesaurus when writing. The progression from following up on a preschoolers curiosity about the world to helping your 6th grader write a report for geography is indeed a natural one. Researching with your child can help them gain valuable skills and give both of you a time to interact and learn with each other. Main points to address:

Older kids love to research “real Ethings.
Children still need to be able to use an encyclopedia, periodicals and books for information.
Help your child organize their findings with index cards or a Word file.
Keep a dictionary and thesaurus handy.
Continue to monitor Internet use.

Resources Resources that can help you in your venture include:

Awesome links to information/reference sites - http://www.refdesk.com/educate.html
Teaching Children to Use the Internet (Links) - http://surfaquarium.com/newsletter/internet.htm
Helping Your Child Use the Library - http://www.libraryinstruction.com/child.html
Teaching kids to organize their research: provides outlines and graphic organizers - http://www.libraryinstruction.com/child.html

Teach Your Child How to Count Money

Sun, 01 Nov 2009 18:00:40 +0000

Learning about money, how to earn it, save it, and spend it is of great interest to children! So they are naturally very motivated to learn how to count it. Children also instinctively recognize money as a medium of exchange and a symbolic form of power. Gradually involving children in the everyday financial affairs of the home makes good sense and will help take the mystique out of those shiny coins and crisp bills. Preschool Preschoolers can begin to count money as soon as they begin learning to count. They may not know coin values, but show them small sets of coins separated by denomination and let them count with you. Keeping a “piggy Ebank even at this age is a good idea. Children seem to know they are collecting something important. As your child puts coins in her bank, say 1 penny (or other coin name), 2 pennies, 3 and so on. Then go to the next type of coin and repeat. If there are bills to deposit, do the same, separating and naming denominations while counting. Let your child make small purchases with some of their savings. Have them count out what is needed with you. When you get home redeposit the coins and bills and do the same. Older preschoolers like to handle money. Sorting money in the sections of a muffin tin, counting while adding, can be fun. As they get older, you may want to say, “Okay, let’s see how many more quarters there are than dimes. EThis will help them to count and compare amounts. Try the idea of equivalence if you think they are ready- 5 pennies equals I nickel, and so on. Main points to address:

Preschoolers can begin to count money as soon as they learn to count.
Provide a “piggy Ebank for your youngster.
Let your child make small purchases; count the money aloud with them while paying, then count the change.

Grades K-6th Older children are very interested in earning, saving and spending money. Allow them to continue saving, or go to the bank and open up a savings account. Many banks promote the idea and provide special perks just for kids! Young elementary children learn “skip counting Eeasily, an important skill for counting money. Practice counting 5, 10, 15, 20, and so on, then 10, 20, 30 …. Count to 100 with 5s, 10s, 25s and 50s. Practice in a sing-song rhythmic way, clapping or rocking back and forth for those kinesthetic learners! When your child is handed money to make a purchase count it out to them and have them count it back to you. Do this by “adding on Eas you go. Say, “There’s 3 dimes making 10, 20, 30 cents and 1 nickel, makes 35 and 4 pennies makes 36, 37, 38, 39. Eadding on values as you count. It is good to start with the coin of the largest value. You will be surprised how quickly they learn to “add on E A fun game that 6 to 12 year olds can play is called “Muffin Money E(using the muffin tin mentioned above with 6 sections). Place 50 pennies in one section, and 20 nickels and 20 dimes in two other sections, 8 quarters in another, 2 half dollars in the last. Each player gets 1 penny to start. The youngest player goes first, flipping their penny. If it is “heads E they get to pick another penny. If tails they do not and play goes to the next player. Any player reaching 5 pennies, gets to exchange them for a nickel or keep adding pennies. When a player has three nickels they may flip for a dime. Play is repeated, exchanging 2 nickels for a dime, 2 dimes and 1 nickel or 1 dime and three nickels for a quarter and so on. You may also go backwards (exchanging a dime for 2 nickels for example) if you need to. The goal is to continue flipping, earning and exchanging coins until you have enough for a dollar. This can be played with coins from any nation, just change the amounts needed for exchange. Kids love to spend money. Teaching them to save one-third, spend one-third and give one-third (for gifts, church, charity) is good training. Each time they have an opportunity to handle money they will become better and better at counting money and knowing the value of it! Main points to address:

Learning to “skip count Eis good preparation for counting money.
Buying and receiving change is excellent practice in counting money.
Games with real money can provide practice in a fun way.
Teach your child to save 1/3, spend 1/3 and give 1/3.

Resources Resources that can help you in your venture include:

Free E-booklet from National Endowment for Financial Education - http://www.smartaboutmoney.org/nefe/documents/pdf/raisingmoney.pdf
A Coin Counting Bank - http://www.taylorgifts.com/prodetail~itemNo~24201.asp
Interactive Money Games - http://www.moneyinstructor.com/interactive.asp
Skip Counting and More - http://www.coe.uh.edu/archive/math/math_lessons/mathles5.html
Online game: make change in U.S., U.K., CAN., AUS., MEX. currency - http://www.funbrain.com/cashreg/index.html