One of the simplest and easiest ways to develop kids' thinking skills is by wording questions in the right way. When teachers and parents learn to ask questions that stimulate kids' thought processes, learning can be fun for children of all ages.
Struggling students often find it difficult to manipulate, use and apply data, facts and figures. Showing students how to think through a problem is a skill that can be transferred to other problems, no matter what the subject area.
We shall be taking a look at some of the skills.
• Knowledge
Knowledge involves remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers.
Asking the Right Questions:
Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers and test your child's recall and recognition skills.
Sample questions:
How many months make a year?
Who is the current president of United State?
• Comprehension
Comprehension involves grasping or understanding the meaning of informational materials.
Asking the Right Questions:
Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage your child to translate, interpret, and extrapolate.
Sample questions:
Explain how you arrived at the answer.
What is a day after Monday called?
• Application
Application involves applying previously learned information (or knowledge) to new and unfamiliar situations.
Asking the Right Questions:
Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage your child to apply knowledge to situations that are new and unfamiliar.
Sample questions:
What is the basic different between Sun and the Moon?
How did George bush react to the war on terrorism?
• Analysis
Analysis involves breaking down information into parts, or examining (and trying to understand the organizational structure of) information.
Asking the Right Questions:
Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage your child to break information down into parts.
Sample questions:
What is one difference between a car and a lorry?
Compare and contrast some significant contributions made by the current prime minister of Malaysia
• Synthesis
Synthesis involves applying prior knowledge and skills to combine elements into a pattern not clearly there before.
Asking the Right Questions:
Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if?, etc., to encourage your child to combine elements into a pattern that's new.
Sample questions:
What might happen if the world ends today?
What if you are given opportunity to stay aboard what will you do?
• Evaluation
Evaluation involves judging or deciding according to some set of criteria, without real right or wrong answers.
Asking the Right Questions:
Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage your child to make judgments according to a set of criteria.
Sample questions:
What do all fish have in common?
What might have happened if I never met your Dad?
Remember, the most important thing is to have fun with these skills. When kids enjoy discussions with their parents and teachers, they'll give attention to learning thereby making learning interesting.
"Give a student a 'fish' and you educate them for a day. Give a student a 'fishing rod' and you educate them for life."
Saturday, October 16, 2010
Thursday, September 16, 2010
Child who suffers from Shyness
Child who suffers from Shyness
Shyness is a common but little understood emotion. Everyone has felt ambivalent or self-conscious in new social situations. However, at times shyness may interfere with optimal social development and restrict children's learning.
What Is Shyness?
Shyness is distinguishable from two related behavior patterns; wariness and social disengagement. Infant wariness of strangers lacks the ambivalent approach/avoidance quality that characterizes shyness. Some older children may prefer solitary play and appear to have low needs for social interaction, but experience none of the tension of the genuinely shy child.
Children may be vulnerable to shyness at particular developmental points. Fearful shyness in response to new adults emerges in infancy. Cognitive advances in self-awareness bring greater social sensitivity in the second year. Self-conscious shyness-the possibility of embarrassment-appears at 4 or 5. Early adolescence ushers in a peak of self-consciousness.
What Situations Make Children Feel Shy?
New social encounters are the most frequent causes of shyness, especially if the shy person feels herself to be the focus of attention. An "epidemic of shyness" has been attributed to the rapidly changing social environment and competitive pressures of school and work with which 1980s children and adults must cope. Adults who constantly call attention to what others think of the child, or who allow the child little autonomy, may encourage feelings of shyness.
Why Are Some Children More Shy than Others?
Some children are dispositionally shy: they are more likely than other children to react to new social situations with shy behavior. Even these children, however, may show shyness only in certain kinds of social encounters. Researchers have implicated both nurture and nature in these individual differences.
Some aspects of shyness are learned. Children's cultural background and family environment offer models of social behavior. Chinese children in day care have been found to be more socially reticent than Caucasians, and Swedish children report more social discomfort than Americans. Some parents, by labeling their children as shy, appear to encourage a self- fulfilling prophecy, Adults may cajole coyly shy children into social interaction, thus reinforcing shy behavior.
There is growing evidence of a hereditary or temperamental basis for some variations of dispositional shyness. In fact, heredity may play a larger part in shyness than in any other personality trait. Adoption studies can predict shyness in adopted children from the biological mother's sociability. Extremely inhibited children show physiological differences from uninhibited children, including higher and more stable heart rates. From ages 2 to 5, the most inhibited children continue to show reticent behavior with new peers and adults. Patterns of social passivity or inhibition are remarkably consistent in longitudinal studies of personality development.
Despite this evidence, most researchers emphasize that genetic influences probably account for only a small proportion of self-labeled shyness. Even hereditary predispositions can be modified. Adopted children do acquire some of the adoptive parents' social styles, and extremely inhibited toddlers sometimes become more socially comfortable through their parents' efforts.
Is Shyness Fear or Anxiety?
Technically, Shyness is anxiety in social situations. In speaking of anxiety, one thinks about a medical condition, a disease. Is Shyness a disease?
Let us see first the difference between fear and anxiety.
*Fear. Characteristics:
• apprehension in view of a real, objective threat,
• involving risk of life or physical harm.
*Anxiety. Characteristics:
• discomfort, in which apprehension predominates, in view of a threat seen with the "eyes of the imagination,"
• involving a vague risk, with or without physical harm.
However, the word "fear" has been consecrated by use, whether to describe Shyness, or to describe a situation in which the person feels threatened despite the absence of a real threat. This occurs even in medical publications and I myself use it in this website.
• Problem anxiety – Paradoxical as it may seem, medicine regards most anxieties as normal. To be a medical condition, anxiety has to meet certain criteria, such as:
*to occur most days in a period of at least 6 months;
*to show at least three of the following signs and symptoms: irritability, fatigue, restlessness, muscle tension, sleep disturbance, or trouble in concentrating.
The average individual has normal anxiety – It is regarded as normal that people feel threatened when there is actually no real danger, as long as this is occasional or in specific circumstances and provided that there is no significant harm done. Most shy people contribute to form this average standard. Between 40% and 50% of the world's population meet the diagnosis criteria for Shyness in its various types.
The vast majority of shy people are not regarded as sick nor bearers of anxiety disorder by medical criteria. The International Disease Classification, drawn up by the World Health Organization, only includes as disorders the more extreme cases of anxiety in social situations. Example: Social Phobia / Social Anxiety.
Shyness is a common occurrence linked to specific situations. Example: The person who is a bit tense, breathing out of synchrony, with his heart beating fast in certain situations, such as speaking in public. This is not out of the ordinary as long as these expressions of anxiety pass and do not harm speech or performance.
When Is Shyness a Problem?
Shyness can be a normal, adaptive response to potentially overwhelming social experience. By being somewhat shy, children can withdraw temporarily and gain a sense of control. Generally, as children gain experience with unfamiliar people, shyness wanes. In the absence of other difficulties, shy children have not been found to be significantly at-risk for psychiatric or behavior problems. In contrast, children who exhibit extreme shyness which is neither context-specific nor transient may be at some risk. Such children may lack social skills or have poor self-images. Shy children have been found to be less competent at initiating play with peers. School-age children who rate themselves as shy tend to like themselves less and consider themselves less friendly and more passive than their non-shy peers. Such factors negatively affect others' perceptions. Children who continue to be excessively shy into adolescence and adulthood describe themselves as being more lonely, and having fewer close friends and relationships with members of the opposite sex, than their peers.
Strategies for Helping a Shy Child
Remember That Shyness Is Not All Bad. Not every child needs to be the focus of attention. Some qualities of shyness, such as modesty and reserve, are viewed as positive (Jones, Cheek, and Briggs, 1986). As long as a child does not seem excessively uncomfortable or neglected around others, drastic interventions are not necessary.
Shyness is a common but little understood emotion. Everyone has felt ambivalent or self-conscious in new social situations. However, at times shyness may interfere with optimal social development and restrict children's learning.
What Is Shyness?
- A feeling of fear of embarrassment
- In humans, shyness (also called diffidence) is a social psychology term used to describe the feeling of apprehension, lack of confidence, or awkwardness experienced when a person is in proximity to, approaching, or being approached by other people, especially in new situations or with unfamiliar ...
- The quality of being shy; a fear of social interactions
Shyness is distinguishable from two related behavior patterns; wariness and social disengagement. Infant wariness of strangers lacks the ambivalent approach/avoidance quality that characterizes shyness. Some older children may prefer solitary play and appear to have low needs for social interaction, but experience none of the tension of the genuinely shy child.
Children may be vulnerable to shyness at particular developmental points. Fearful shyness in response to new adults emerges in infancy. Cognitive advances in self-awareness bring greater social sensitivity in the second year. Self-conscious shyness-the possibility of embarrassment-appears at 4 or 5. Early adolescence ushers in a peak of self-consciousness.
What Situations Make Children Feel Shy?
New social encounters are the most frequent causes of shyness, especially if the shy person feels herself to be the focus of attention. An "epidemic of shyness" has been attributed to the rapidly changing social environment and competitive pressures of school and work with which 1980s children and adults must cope. Adults who constantly call attention to what others think of the child, or who allow the child little autonomy, may encourage feelings of shyness.
Why Are Some Children More Shy than Others?
Some children are dispositionally shy: they are more likely than other children to react to new social situations with shy behavior. Even these children, however, may show shyness only in certain kinds of social encounters. Researchers have implicated both nurture and nature in these individual differences.
Some aspects of shyness are learned. Children's cultural background and family environment offer models of social behavior. Chinese children in day care have been found to be more socially reticent than Caucasians, and Swedish children report more social discomfort than Americans. Some parents, by labeling their children as shy, appear to encourage a self- fulfilling prophecy, Adults may cajole coyly shy children into social interaction, thus reinforcing shy behavior.
There is growing evidence of a hereditary or temperamental basis for some variations of dispositional shyness. In fact, heredity may play a larger part in shyness than in any other personality trait. Adoption studies can predict shyness in adopted children from the biological mother's sociability. Extremely inhibited children show physiological differences from uninhibited children, including higher and more stable heart rates. From ages 2 to 5, the most inhibited children continue to show reticent behavior with new peers and adults. Patterns of social passivity or inhibition are remarkably consistent in longitudinal studies of personality development.
Despite this evidence, most researchers emphasize that genetic influences probably account for only a small proportion of self-labeled shyness. Even hereditary predispositions can be modified. Adopted children do acquire some of the adoptive parents' social styles, and extremely inhibited toddlers sometimes become more socially comfortable through their parents' efforts.
Is Shyness Fear or Anxiety?
Technically, Shyness is anxiety in social situations. In speaking of anxiety, one thinks about a medical condition, a disease. Is Shyness a disease?
Let us see first the difference between fear and anxiety.
*Fear. Characteristics:
• apprehension in view of a real, objective threat,
• involving risk of life or physical harm.
*Anxiety. Characteristics:
• discomfort, in which apprehension predominates, in view of a threat seen with the "eyes of the imagination,"
• involving a vague risk, with or without physical harm.
However, the word "fear" has been consecrated by use, whether to describe Shyness, or to describe a situation in which the person feels threatened despite the absence of a real threat. This occurs even in medical publications and I myself use it in this website.
• Problem anxiety – Paradoxical as it may seem, medicine regards most anxieties as normal. To be a medical condition, anxiety has to meet certain criteria, such as:
*to occur most days in a period of at least 6 months;
*to show at least three of the following signs and symptoms: irritability, fatigue, restlessness, muscle tension, sleep disturbance, or trouble in concentrating.
The average individual has normal anxiety – It is regarded as normal that people feel threatened when there is actually no real danger, as long as this is occasional or in specific circumstances and provided that there is no significant harm done. Most shy people contribute to form this average standard. Between 40% and 50% of the world's population meet the diagnosis criteria for Shyness in its various types.
The vast majority of shy people are not regarded as sick nor bearers of anxiety disorder by medical criteria. The International Disease Classification, drawn up by the World Health Organization, only includes as disorders the more extreme cases of anxiety in social situations. Example: Social Phobia / Social Anxiety.
Shyness is a common occurrence linked to specific situations. Example: The person who is a bit tense, breathing out of synchrony, with his heart beating fast in certain situations, such as speaking in public. This is not out of the ordinary as long as these expressions of anxiety pass and do not harm speech or performance.
When Is Shyness a Problem?
Shyness can be a normal, adaptive response to potentially overwhelming social experience. By being somewhat shy, children can withdraw temporarily and gain a sense of control. Generally, as children gain experience with unfamiliar people, shyness wanes. In the absence of other difficulties, shy children have not been found to be significantly at-risk for psychiatric or behavior problems. In contrast, children who exhibit extreme shyness which is neither context-specific nor transient may be at some risk. Such children may lack social skills or have poor self-images. Shy children have been found to be less competent at initiating play with peers. School-age children who rate themselves as shy tend to like themselves less and consider themselves less friendly and more passive than their non-shy peers. Such factors negatively affect others' perceptions. Children who continue to be excessively shy into adolescence and adulthood describe themselves as being more lonely, and having fewer close friends and relationships with members of the opposite sex, than their peers.
Strategies for Helping a Shy Child
- Know and Accept the Whole Child. Being sensitive to the child's interests and feelings will allow you to build a relationship with the child and show that you respect the child. This can make the child more confident and less inhibited.
- Build Self-Esteem. Shy children may have negative self-images and feel that they will not be accepted. Reinforce shy children for demonstrating skills and encourage their autonomy. Praise them often. "Children who feel good about themselves are not likely to be shy".
- Develop Social Skills. Reinforce shy children for social behavior, even if it is only parallel play. One psychologist recommends teaching children "social skill words" ("Can I play, too?") and role playing social entry techniques. Also, opportunities for play with young children in one-on-0one situations may allow shy children to become more assertive. Play with new groups of peers permits shy children to make a fresh start and achieve a higher peer status.
- Allow the Shy Child to Warm Up to New Situations. Pushing a child into a situation which he or she sees as threatening is not likely to help the child build social skill. Help the child feel secure and provide interesting materials to lure him or her into social interactions.
Remember That Shyness Is Not All Bad. Not every child needs to be the focus of attention. Some qualities of shyness, such as modesty and reserve, are viewed as positive (Jones, Cheek, and Briggs, 1986). As long as a child does not seem excessively uncomfortable or neglected around others, drastic interventions are not necessary.
Friday, September 3, 2010
Communication in Autism
Understanding the link between autism and communication challenges can help a parent figure out how to help a child with autism. While a number of communication difficulties are common in pervasive developmental disorders, the right treatment plan can make a positive difference.
What Is Autism?
The brain disorder autism begins in early childhood and persists throughout adulthood affecting three crucial areas of development: verbal and nonverbal communication, social interaction, and creative or imaginative play.
Autism is the most common of a group of conditions called pervasive developmental disorders (PDDs). it involve delays in many areas of childhood development. The first signs of autism are usually noticed by the age of three. Many individuals who are autistic also develop epilepsy, a brain disorder that causes convulsive seizures, as they approach adulthood. Other characteristics may include repetitive and ritualistic behaviors, hand flapping, spinning or running in circles, excessive fears, self-injury such as head banging or biting, aggression, insensitivity to pain, temper tantrums, and sleeping and eating disturbances. Autistic individuals live a normal life span, but most require lifelong care and supervision.
How Do Speech and Language Normally Develop?
The most intensive period of speech and language development is during the first three years of life, a period when the brain is developing and maturing. These skills appear to develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. At the root of this development is the desire to communicate or interact with the world.
The beginning signs of communication occur in the first few days of life when an infant learns that a cry will bring food, comfort, and companionship. Newborns also begin to recognize important sounds such as the sound of their mother's voice. They begin to sort out the speech sounds (phonemes) or building blocks that compose the words of their language. Research has shown that by 6 months of age, most children recognize the basic sounds of their native language.
As the speech mechanism (jaw, lips, tongue, and throat) and voice mature, an infant is able to make controlled sound. This begins in the first few months of life with "cooing," a quiet, pleasant, repetitive vocalization. Usually by 6 months of age an infant babbles or produces repetitive syllables such as "ba, ba, ba" or "da, da, da." Babbling soon turns into a type of nonsense speech called jargon that often has the tone and cadence of human speech but does not contain real words. By the end of their first year, most children have mastered the ability to say a few simple words. Children are most likely unaware of the meaning of their first words, but soon learn the power of those words as others respond to them.
By 18 months of age most children can say 8 to 10 words and, by age 2, are putting words together in crude sentences such as "more milk." During this period children rapidly learn that words symbolize or represent objects, actions, and thoughts. At this age they also engage in representational or pretend play. At ages three, four, and five a child's vocabulary rapidly increases, and he or she begins to master the rules of language. These rules include the rules of phonology (speech sounds), morphology (word formation), syntax (sentence formation), semantics (word and sentence meaning), prosody (intonation and rhythm of speech), and pragmatics (effective use of language).
What Causes Speech and Language Problems in Autism?
Although the cause of speech and language problems in autism is unknown, many experts believe that the difficulties are caused by a variety of conditions that occur either before, during, or after birth affecting brain development. This interferes with an individual's ability to interpret and interact with the world. Some scientists tie the communication problems to a "theory of mind" or impaired ability to think about thoughts or imagine another individual's state of mind. Along with this is an impaired ability to symbolize, both when trying to communicate and in play.
What Are the Common Problems of Autism?
Every person experiences autism differently and not everyone experiences the same set of symptoms. Autism is generally diagnosed in early childhood. Parents will notice a certain set of communication impairments.
Common autism communication problems can include:
• Social Skills Problems: The child may have difficulty interacting with others. He may prefer solitude and show no interest in making friends. Or he may want to make friends but does not know how to approach others and hold appropriate conversation.
• Verbal and Language Challenges: He displays a poor response to verbal instruction or misunderstands verbal speech.
• Speech Limitations: The child has limited to no verbal speech or unusual speech patterns. If he has speech, he has trouble sustaining a two-way conversation. He may seem to talk at people during a conversation.
• Echolalia: He might have patterns of repeating a word or phrases out of context. For example, he may hear a phrase on TV and then hours later repeat it.
• Mindblindness: He may have problems understanding the emotions of others and respond inappropriately. The difficulties understanding emotional responses can lead to misunderstandings in communication and social situations.
• Sensory Issues: There may be certain sounds, tastes or sights that bother him or provoke an unusual response. His response may not make sense to others and he does not know how to communicate the reasons for the response.
How Are the Speech and Language Problems Treated?
If autism or some other developmental disability is suspected, the child's physician will usually refer the child to a variety of specialists, including a speech-language pathologist, who performs a comprehensive evaluation of his or her ability to communicate and designs and administers treatment.
No one treatment method has been found to successfully improve communication in all individuals who have autism. The best treatment begins early, during the preschool years, is individually tailored, targets both behavior and communication, and involves parents or primary caregivers. The goal of therapy should be to improve useful communication. For some, verbal communication is a realistic goal. For others, the goal may be gestured communication. Still others may have the goal of communicating by means of a symbol system such as picture boards. Treatment should include periodic in-depth evaluations provided by an individual with special training in the evaluation and treatment of speech and language disorders, such as a speech-language pathologist. Occupational and physical therapists may also work with the individual to reduce unwanted behaviors that may interfere with the development of communication skills.
Some individuals respond well to highly structured behavior modification programs; others respond better to in-home therapy that uses real situations as the basis for training. Other approaches such as music therapy and sensory integration therapy, which strives to improve the child's ability to respond to information from the senses, appear to have helped some autistic children, although research on the efficacy of these approaches is largely lacking.
Medications may improve an individual's attention span or reduce unwanted behaviors such as hand-flapping, but long-term use of these kinds of medications is often difficult or undesirable because of their side effects. No medications have been found to specifically help communication in autistic individuals. Mineral and vitamin supplements, special diets, and psychotherapy have also been used, but research has not documented their effectiveness.
What Parents can do to Help
Parents can improve autism and communication difficulties by learning as much as possible about autism and the latest treatment options. They should pay close attention to how their child responds to different therapies and situations to figure out how the child best communicates and learns. The parents need to work closely with therapists, doctors and teachers. All of these things can help parents advocate for their child to find the best solution for his specific needs.
A child's rate of improvement depends upon the level of impairment, which can vary greatly in autism. Yet, once parents find the right treatment plan for their child, significant improvements in communication skills are possible.
What Is Autism?
The brain disorder autism begins in early childhood and persists throughout adulthood affecting three crucial areas of development: verbal and nonverbal communication, social interaction, and creative or imaginative play.
Autism is the most common of a group of conditions called pervasive developmental disorders (PDDs). it involve delays in many areas of childhood development. The first signs of autism are usually noticed by the age of three. Many individuals who are autistic also develop epilepsy, a brain disorder that causes convulsive seizures, as they approach adulthood. Other characteristics may include repetitive and ritualistic behaviors, hand flapping, spinning or running in circles, excessive fears, self-injury such as head banging or biting, aggression, insensitivity to pain, temper tantrums, and sleeping and eating disturbances. Autistic individuals live a normal life span, but most require lifelong care and supervision.
How Do Speech and Language Normally Develop?
The most intensive period of speech and language development is during the first three years of life, a period when the brain is developing and maturing. These skills appear to develop best in a world that is rich with sounds, sights, and consistent exposure to the speech and language of others. At the root of this development is the desire to communicate or interact with the world.
The beginning signs of communication occur in the first few days of life when an infant learns that a cry will bring food, comfort, and companionship. Newborns also begin to recognize important sounds such as the sound of their mother's voice. They begin to sort out the speech sounds (phonemes) or building blocks that compose the words of their language. Research has shown that by 6 months of age, most children recognize the basic sounds of their native language.
As the speech mechanism (jaw, lips, tongue, and throat) and voice mature, an infant is able to make controlled sound. This begins in the first few months of life with "cooing," a quiet, pleasant, repetitive vocalization. Usually by 6 months of age an infant babbles or produces repetitive syllables such as "ba, ba, ba" or "da, da, da." Babbling soon turns into a type of nonsense speech called jargon that often has the tone and cadence of human speech but does not contain real words. By the end of their first year, most children have mastered the ability to say a few simple words. Children are most likely unaware of the meaning of their first words, but soon learn the power of those words as others respond to them.
By 18 months of age most children can say 8 to 10 words and, by age 2, are putting words together in crude sentences such as "more milk." During this period children rapidly learn that words symbolize or represent objects, actions, and thoughts. At this age they also engage in representational or pretend play. At ages three, four, and five a child's vocabulary rapidly increases, and he or she begins to master the rules of language. These rules include the rules of phonology (speech sounds), morphology (word formation), syntax (sentence formation), semantics (word and sentence meaning), prosody (intonation and rhythm of speech), and pragmatics (effective use of language).
What Causes Speech and Language Problems in Autism?
Although the cause of speech and language problems in autism is unknown, many experts believe that the difficulties are caused by a variety of conditions that occur either before, during, or after birth affecting brain development. This interferes with an individual's ability to interpret and interact with the world. Some scientists tie the communication problems to a "theory of mind" or impaired ability to think about thoughts or imagine another individual's state of mind. Along with this is an impaired ability to symbolize, both when trying to communicate and in play.
What Are the Common Problems of Autism?
Every person experiences autism differently and not everyone experiences the same set of symptoms. Autism is generally diagnosed in early childhood. Parents will notice a certain set of communication impairments.
Common autism communication problems can include:
• Social Skills Problems: The child may have difficulty interacting with others. He may prefer solitude and show no interest in making friends. Or he may want to make friends but does not know how to approach others and hold appropriate conversation.
• Verbal and Language Challenges: He displays a poor response to verbal instruction or misunderstands verbal speech.
• Speech Limitations: The child has limited to no verbal speech or unusual speech patterns. If he has speech, he has trouble sustaining a two-way conversation. He may seem to talk at people during a conversation.
• Echolalia: He might have patterns of repeating a word or phrases out of context. For example, he may hear a phrase on TV and then hours later repeat it.
• Mindblindness: He may have problems understanding the emotions of others and respond inappropriately. The difficulties understanding emotional responses can lead to misunderstandings in communication and social situations.
• Sensory Issues: There may be certain sounds, tastes or sights that bother him or provoke an unusual response. His response may not make sense to others and he does not know how to communicate the reasons for the response.
How Are the Speech and Language Problems Treated?
If autism or some other developmental disability is suspected, the child's physician will usually refer the child to a variety of specialists, including a speech-language pathologist, who performs a comprehensive evaluation of his or her ability to communicate and designs and administers treatment.
No one treatment method has been found to successfully improve communication in all individuals who have autism. The best treatment begins early, during the preschool years, is individually tailored, targets both behavior and communication, and involves parents or primary caregivers. The goal of therapy should be to improve useful communication. For some, verbal communication is a realistic goal. For others, the goal may be gestured communication. Still others may have the goal of communicating by means of a symbol system such as picture boards. Treatment should include periodic in-depth evaluations provided by an individual with special training in the evaluation and treatment of speech and language disorders, such as a speech-language pathologist. Occupational and physical therapists may also work with the individual to reduce unwanted behaviors that may interfere with the development of communication skills.
Some individuals respond well to highly structured behavior modification programs; others respond better to in-home therapy that uses real situations as the basis for training. Other approaches such as music therapy and sensory integration therapy, which strives to improve the child's ability to respond to information from the senses, appear to have helped some autistic children, although research on the efficacy of these approaches is largely lacking.
Medications may improve an individual's attention span or reduce unwanted behaviors such as hand-flapping, but long-term use of these kinds of medications is often difficult or undesirable because of their side effects. No medications have been found to specifically help communication in autistic individuals. Mineral and vitamin supplements, special diets, and psychotherapy have also been used, but research has not documented their effectiveness.
What Parents can do to Help
Parents can improve autism and communication difficulties by learning as much as possible about autism and the latest treatment options. They should pay close attention to how their child responds to different therapies and situations to figure out how the child best communicates and learns. The parents need to work closely with therapists, doctors and teachers. All of these things can help parents advocate for their child to find the best solution for his specific needs.
A child's rate of improvement depends upon the level of impairment, which can vary greatly in autism. Yet, once parents find the right treatment plan for their child, significant improvements in communication skills are possible.
Friday, August 13, 2010
Effective strategies for parents to child disciplining
Disciplining grade-school age children has its unique challenges and rewards. While children this age are better able to articulate their feelings and demonstrate self-control, disciplining big kids can still require some handling of tantrums and tears.
When a big kid has the occasional meltdown, it's important to try to be mindful of the importance of teaching respect when disciplining children. Even if your child is pushing your buttons, try to remember to talk to her the way that you would want to be talked to.
It's also helpful to keep in mind that disciplining school-age children can be a way to lay down foundations for good behavior. Some parents may think of child discipline as something you do when a kid misbehaves. But many experts say that disciplining children should be more about working with your child to guide him/her toward good behavior so that he/she can make good choices on his/her own. As your grade-schooler grows into a child who can increasingly discipline him/herself, here are some ways you can guide him:
• When Disciplining Children: Expect some steps forward -- and some back
As children get older and enter kindergarten and grade school, they begin to develop better self control to deal with frustrations and disappointments. They also become increasingly more able to talk about their feelings, and are better able to understand and follow rules. That said, they are still young, and can sometimes easily fall back into meltdowns, whining, and other negative behavior more common in toddler and preschooler years.
• When Disciplining Children: Get your child involved in setting limits and rules
Now that your child is in kindergarten or grade school, he will be better able to understand why some rules are necessary (for his health, safety, etc.). Explain your position, listen to his opinion, and then compromise where you can. If his friend goes to bed at 9, but you’d rather that your child’s bedtime was 8, tell him you’ll try out 8:30 provided he doesn’t seem too tired during the day.
• When Disciplining Children: Be firm about R-E-S-P-E-C-T
Let him/her know it’s safe to express his/her feelings -- as long as he/she does so respectfully. If he/she acts cranky with you (hey, we all have bad days, grown-ups included), tell him/her to speak to you in a nice way. Then, when he/she’s more peaceful, talk to him about what was making him/her unhappy. Many of us parents over looked this. Respect also goes both ways, so speak to your child the way you want him to speak to you. Don't shout, say what you need to in a calm manner, and remember to say “please” and “thank you.”
• When Disciplining Children: Give “do’s” instead of “don’ts”
Focus on the behavior you want to see, not what he’s doing wrong. Instead of saying, “Don’t throw that ball around the house” say “Doing that could break something. Let’s go outside and play.”
• When Disciplining Children: Find out what’s behind the behavior
Maybe he/she was rude to a playmate because he/she’d had too many activities that day. Step back, and consider what may have caused him/her to misbehave. Later, after he/she’s calmer, ask him/her what he was thinking and feeling.
• When Disciplining Children: Keep child discipline short and simple
Though your grade-schooler is better able to understand rules, avoid going into too much detail. Getting into a long explanation about something you want him/her to do can be confusing. It can also give your child the message that you’re not certain about what you’re saying, be as simple and direct as you can.
• When Disciplining Children: Be consistent and firm when disciplining children
Bedtime is bedtime, time to read must not be replaced with time to play. This should not be compromised at all. If you waver, he’ll know he can push the boundaries again the next time.
When a big kid has the occasional meltdown, it's important to try to be mindful of the importance of teaching respect when disciplining children. Even if your child is pushing your buttons, try to remember to talk to her the way that you would want to be talked to.
It's also helpful to keep in mind that disciplining school-age children can be a way to lay down foundations for good behavior. Some parents may think of child discipline as something you do when a kid misbehaves. But many experts say that disciplining children should be more about working with your child to guide him/her toward good behavior so that he/she can make good choices on his/her own. As your grade-schooler grows into a child who can increasingly discipline him/herself, here are some ways you can guide him:
• When Disciplining Children: Expect some steps forward -- and some back
As children get older and enter kindergarten and grade school, they begin to develop better self control to deal with frustrations and disappointments. They also become increasingly more able to talk about their feelings, and are better able to understand and follow rules. That said, they are still young, and can sometimes easily fall back into meltdowns, whining, and other negative behavior more common in toddler and preschooler years.
• When Disciplining Children: Get your child involved in setting limits and rules
Now that your child is in kindergarten or grade school, he will be better able to understand why some rules are necessary (for his health, safety, etc.). Explain your position, listen to his opinion, and then compromise where you can. If his friend goes to bed at 9, but you’d rather that your child’s bedtime was 8, tell him you’ll try out 8:30 provided he doesn’t seem too tired during the day.
• When Disciplining Children: Be firm about R-E-S-P-E-C-T
Let him/her know it’s safe to express his/her feelings -- as long as he/she does so respectfully. If he/she acts cranky with you (hey, we all have bad days, grown-ups included), tell him/her to speak to you in a nice way. Then, when he/she’s more peaceful, talk to him about what was making him/her unhappy. Many of us parents over looked this. Respect also goes both ways, so speak to your child the way you want him to speak to you. Don't shout, say what you need to in a calm manner, and remember to say “please” and “thank you.”
• When Disciplining Children: Give “do’s” instead of “don’ts”
Focus on the behavior you want to see, not what he’s doing wrong. Instead of saying, “Don’t throw that ball around the house” say “Doing that could break something. Let’s go outside and play.”
• When Disciplining Children: Find out what’s behind the behavior
Maybe he/she was rude to a playmate because he/she’d had too many activities that day. Step back, and consider what may have caused him/her to misbehave. Later, after he/she’s calmer, ask him/her what he was thinking and feeling.
• When Disciplining Children: Keep child discipline short and simple
Though your grade-schooler is better able to understand rules, avoid going into too much detail. Getting into a long explanation about something you want him/her to do can be confusing. It can also give your child the message that you’re not certain about what you’re saying, be as simple and direct as you can.
• When Disciplining Children: Be consistent and firm when disciplining children
Bedtime is bedtime, time to read must not be replaced with time to play. This should not be compromised at all. If you waver, he’ll know he can push the boundaries again the next time.
Sunday, August 1, 2010
Handling a Child Who is Expressing Anger
When you hear about children killing other children, you may think, "I don't know a single child who could do such a thing."
What is anger?
Anger is an intense emotional state of displeasure with someone or something
Related Words: - aggravation, annoyance, exasperation, irritation, vexation; animosity, antagonism, antipathy, bile, bitterness, contempt, enmity, grudge, hostility, rancor; envy, jaundice, jealousy, pique, resentment; malevolence, malice, spite, venom, virulence, vitriol; belligerence, contentiousness, contrariness, disputatiousness, orneriness, pugnacity, querulousness; blowup, flare-up, outburst; dander, dudgeon, huff, pet, rise, ruffle, temper; delirium, heat, passion, warmth
Anger in children is normal. It is the expression of anger, rather than the anger itself, that becomes problematic. This is where anger management tips come in. They are a set of tools to help youngsters recognize symptoms of their anxiety, stand back and look at their reactions objectively so that they can choose more acceptable ways to express their emotions.
Too often the daily news confirms that children and teens can be violent, even deadly. As parents, families, teachers and members of the community, what can we do to help children cope with angry feelings--from frustration to rage?
Some young people turn to violence, because they do not see other ways to endure what they are feeling at that moment. They may not anticipate the repercussions of their violence.
How do Teenagers Express Anger?
Some of the signs that your teen may be struggling with emotional issues include the following:
• Behavior or academic trouble at school,
• Problems in relationships with family and friends,
• Isolation and withdrawal from family and friends,
• Suicidal thoughts and tendencies.
Anger that is explicit and explosive is more easily detected. Signs that your child may be getting too angry include things such as a racing heart and fast pulse, fast breathing, hyperventilation (when breathing is so fast, your teenager has trouble catching his or her breath), stiffened muscles, and a rise in temperature.
These symptoms, if recurrent and unresolved, can eventually lead to heart disease, high blood pressure, lower back pain and stomach problems such as ulcers and acid reflux.
If your child is exhibiting problems with anger management, there are several things you can do to help get him or her back in control.
These tips may help when you recognize a child who is withdrawing or exploding over everyday frustrations:
• Listen to what the child is saying about his or her feelings and be willing to talk about any subject. Young people today are dealing with adult problems such as love, sex, relationships, failure and rejection. Unfortunately, their minds and bodies simply are not ready for these stresses.
• Provide comfort and assurance. Tell the child that you care about his or her problems. Show confidence in his or her ability to tackle life's ups and downs.
• Tell the child that everyone experiences anger. Tell him or her about the last time you felt really angry and how you dealt with that anger in a positive way.
• Encourage the child to shift gears-to spend some time doing things he or she really likes to do-playing sports, , or reading a book. A different activity can refocus thoughts and help alleviate some of the angry feelings.
• Teach basic problem-solving skills. When upsetting situations arise, the child who has practiced these skills will be more likely to think through the consequences of different actions and will, ultimately, make a better choice than violence.
• Look at how you handle your own anger. Are you setting a good example? Would you want to be imitated by a child who admires you?
• Acknowledge good behavior. When a child deals with his or her anger in a positive way, praise the positive choice. Take every opportunity to reinforce strengths. Build the child’s awareness of his or her own talents and abilities.
If none of these approaches seems to work, and the child stays angry or withdrawn for a long time, seek help. Talk to your family doctor or pediatrician. Together, you may decide that your child and family need help from someone with more mental health training.
Watch out for more details on Anger Management for Children
What is anger?
Anger is an intense emotional state of displeasure with someone or something
Related Words: - aggravation, annoyance, exasperation, irritation, vexation; animosity, antagonism, antipathy, bile, bitterness, contempt, enmity, grudge, hostility, rancor; envy, jaundice, jealousy, pique, resentment; malevolence, malice, spite, venom, virulence, vitriol; belligerence, contentiousness, contrariness, disputatiousness, orneriness, pugnacity, querulousness; blowup, flare-up, outburst; dander, dudgeon, huff, pet, rise, ruffle, temper; delirium, heat, passion, warmth
Anger in children is normal. It is the expression of anger, rather than the anger itself, that becomes problematic. This is where anger management tips come in. They are a set of tools to help youngsters recognize symptoms of their anxiety, stand back and look at their reactions objectively so that they can choose more acceptable ways to express their emotions.
Too often the daily news confirms that children and teens can be violent, even deadly. As parents, families, teachers and members of the community, what can we do to help children cope with angry feelings--from frustration to rage?
Some young people turn to violence, because they do not see other ways to endure what they are feeling at that moment. They may not anticipate the repercussions of their violence.
How do Teenagers Express Anger?
Some of the signs that your teen may be struggling with emotional issues include the following:
• Behavior or academic trouble at school,
• Problems in relationships with family and friends,
• Isolation and withdrawal from family and friends,
• Suicidal thoughts and tendencies.
Anger that is explicit and explosive is more easily detected. Signs that your child may be getting too angry include things such as a racing heart and fast pulse, fast breathing, hyperventilation (when breathing is so fast, your teenager has trouble catching his or her breath), stiffened muscles, and a rise in temperature.
These symptoms, if recurrent and unresolved, can eventually lead to heart disease, high blood pressure, lower back pain and stomach problems such as ulcers and acid reflux.
If your child is exhibiting problems with anger management, there are several things you can do to help get him or her back in control.
These tips may help when you recognize a child who is withdrawing or exploding over everyday frustrations:
• Listen to what the child is saying about his or her feelings and be willing to talk about any subject. Young people today are dealing with adult problems such as love, sex, relationships, failure and rejection. Unfortunately, their minds and bodies simply are not ready for these stresses.
• Provide comfort and assurance. Tell the child that you care about his or her problems. Show confidence in his or her ability to tackle life's ups and downs.
• Tell the child that everyone experiences anger. Tell him or her about the last time you felt really angry and how you dealt with that anger in a positive way.
• Encourage the child to shift gears-to spend some time doing things he or she really likes to do-playing sports, , or reading a book. A different activity can refocus thoughts and help alleviate some of the angry feelings.
• Teach basic problem-solving skills. When upsetting situations arise, the child who has practiced these skills will be more likely to think through the consequences of different actions and will, ultimately, make a better choice than violence.
• Look at how you handle your own anger. Are you setting a good example? Would you want to be imitated by a child who admires you?
• Acknowledge good behavior. When a child deals with his or her anger in a positive way, praise the positive choice. Take every opportunity to reinforce strengths. Build the child’s awareness of his or her own talents and abilities.
If none of these approaches seems to work, and the child stays angry or withdrawn for a long time, seek help. Talk to your family doctor or pediatrician. Together, you may decide that your child and family need help from someone with more mental health training.
Watch out for more details on Anger Management for Children
Friday, July 16, 2010
How to overcome Fears and Phobias in a Child
It is probably safe to say that every child has fears in varying degrees. Some are the normal fears of childhood while others are not. It is the role of the parent to reassure a frightened youngster. The ability to do this well can result in the child's feeling secure and safe in his present and later life.
A certain amount of fear is healthy and understandable. It keeps us and our children out of harm's way. We teach our children to fear running into a busy street, accepting candy from strangers, swallowing unidentified substances from the medicine cabinet, et cetera. In such cases, we are teaching our children to fear the results. We are, in essence, teaching them caution which is quite a different matter from dealing with a youngster who is responding to an imaginary rather than a real danger. Such a child evidencing anxiety when there doesn't seem to be anything specific to be anxious about, whose fear is so great, it borders on becoming a phobia.
In a survey a number of years ago, the fifteen most common human fears were identified, some of which relate to children's fears. They are:
• Darkness
• Being alone
• Angry people
• Rejection
• Disapproval
• Failure
• Making Mistakes
• Dogs
• Public speaking
• Dentists
• Hospitals (blood)
• Spiders
• Taking tests
• Deformed people
• Police
• Getting lost
• Being kidnapped
• Dogs
• Fire
• Harm coming to a parent
• Failing in school
• Monsters
• Storms/thunder/lightening
• Bugs
• Snakes
• Social isolation
How Parents can help.
For children of all ages, it is important that parents acknowledge anxieties and fears. Be understanding. Do not abandon an upset child. Instead, talk them through it. Most importantly, convey your confidence that they are capable of not only handling this fear, but overcoming it. It is essential that your child believe you are confident in their abilities to handle situations. If you seem worried, they will become increasingly anxious. Teaching confidence will go a long way in combating fears.
For younger children, routine is the key. Bland, repetitive routines encourage a feeling of security. If your child is afraid of the dark, ensure that bedtime is a monotonous, non-exciting time. Every night at a specific time your child should do the same activities in the same order. For example, they should know that every night at 7 p.m. they take a bath, brush their teeth, read a book and go to bed. Since many fears are manifestations of separation anxiety, calming routines will help your child feel safe and protected.
At what point should a parent be concerned?
Parents are encouraged to use their common sense and parental intuition to assess whether a fear warrants real concern. Observe other children and see if your child appears different from others in their age group. Feel free to ask other parents their viewpoints. If a child is past the age where it is developmentally normal for them to be afraid of something, for example, monsters, it may be time to consult a pediatrician.
The most important indicator that a fear has reached a concerning or phobic stage is that it is interfering in the child's everyday ability to function.
Some fears never entirely disappear. Adults may revert back to fears from childhood during particularly stressful times in their lives. Again, this becomes abnormal when a person is no longer able to function normally. But, in general, childhood fears are a normal occurrence that is overcome with age.
A certain amount of fear is healthy and understandable. It keeps us and our children out of harm's way. We teach our children to fear running into a busy street, accepting candy from strangers, swallowing unidentified substances from the medicine cabinet, et cetera. In such cases, we are teaching our children to fear the results. We are, in essence, teaching them caution which is quite a different matter from dealing with a youngster who is responding to an imaginary rather than a real danger. Such a child evidencing anxiety when there doesn't seem to be anything specific to be anxious about, whose fear is so great, it borders on becoming a phobia.
In a survey a number of years ago, the fifteen most common human fears were identified, some of which relate to children's fears. They are:
• Darkness
• Being alone
• Angry people
• Rejection
• Disapproval
• Failure
• Making Mistakes
• Dogs
• Public speaking
• Dentists
• Hospitals (blood)
• Spiders
• Taking tests
• Deformed people
• Police
• Getting lost
• Being kidnapped
• Dogs
• Fire
• Harm coming to a parent
• Failing in school
• Monsters
• Storms/thunder/lightening
• Bugs
• Snakes
• Social isolation
How Parents can help.
For children of all ages, it is important that parents acknowledge anxieties and fears. Be understanding. Do not abandon an upset child. Instead, talk them through it. Most importantly, convey your confidence that they are capable of not only handling this fear, but overcoming it. It is essential that your child believe you are confident in their abilities to handle situations. If you seem worried, they will become increasingly anxious. Teaching confidence will go a long way in combating fears.
For younger children, routine is the key. Bland, repetitive routines encourage a feeling of security. If your child is afraid of the dark, ensure that bedtime is a monotonous, non-exciting time. Every night at a specific time your child should do the same activities in the same order. For example, they should know that every night at 7 p.m. they take a bath, brush their teeth, read a book and go to bed. Since many fears are manifestations of separation anxiety, calming routines will help your child feel safe and protected.
At what point should a parent be concerned?
Parents are encouraged to use their common sense and parental intuition to assess whether a fear warrants real concern. Observe other children and see if your child appears different from others in their age group. Feel free to ask other parents their viewpoints. If a child is past the age where it is developmentally normal for them to be afraid of something, for example, monsters, it may be time to consult a pediatrician.
The most important indicator that a fear has reached a concerning or phobic stage is that it is interfering in the child's everyday ability to function.
Some fears never entirely disappear. Adults may revert back to fears from childhood during particularly stressful times in their lives. Again, this becomes abnormal when a person is no longer able to function normally. But, in general, childhood fears are a normal occurrence that is overcome with age.
Sunday, July 4, 2010
How to Help Children Overcome Reading Difficulties
Almost everyone knows a story about the nice little youngster (or sometimes, a grownup) who works hard but can't seem to learn to read and to write. The child's mother works with him or her at home, reading to the child and reading with the child. The child has a tutor at school. The youngster tries with all his/her might, even to the point of tears, but the symbols and the words won't stick. Though apparently learned today at great pain, tomorrow they will be gone. The question is: what do we know about problem readers that will help us guide them? This article will discuss children with reading difficulties and how these children can be helped to read and learn more effectively.
Dyslexia
Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.
Dyslexia is perhaps the learning disability that is most widely known, primarily because of Barbara Bush's efforts to make adults aware of the problem of children with this and other learning disabilities. Stories about children (and adults) trying to overcome their learning disabilities appear in the mass media with some regularity. Despite the relative familiarity of the word "dyslexia," there is no clear-cut, widely accepted definition for dyslexia. In the broadest sense, dyslexia refers to the overwhelming difficulty in learning to read and write by normally intelligent children exposed to suitable educational opportunities in school and at home. These often very verbal children's reading levels fall far below what would have been predicted for their quick and alert intelligence (Bryant and Bradley, 1985).
Just as educators and researchers cannot agree on a specific and precise definition of dyslexia, they do not agree on the cause or causes. Recent research (Vellutino, 1987) has challenged many commonly held beliefs about dyslexia: dyslexia results in reversal of letters; dyslexics show uncertain hand preference; children whose first language is alphabetic rather than ideographic are more likely to have dyslexia; and dyslexia is correctable by developing strategies to strengthen the child's visual-spatial system. Instead, Dyslexia appears to be a complex linguistic deficiency marked by the inability to represent and access the sound of a word in order to help remember the word and the inability to break words into component sounds.
It does appear that there might be a hereditary factor in dyslexia. In one study of 82 average children with reading problems, the children were divided into two groups, "specifics" (reading and spelling were their only difficult school subjects) and "generals" (problems with arithmetic as well as with literacy). When the families of the children in both groups were scanned for a history of reading problems, 40% of the families of the "specifics" showed problems among relatives, while among the "generals," only 25% showed problems. Thus, the specific disorder does seem to run in families more than the general disorder--a plus for the hereditary factor in dyslexia (Crowder and Wagner, 1992). More research is testing this factor.
It is important to remember that not all individuals who have problems with reading are dyslexic. And the diagnosis of dyslexia should only be made by a qualified reading professional. Many slow readers who are not dyslexic, however, can be helped with a variety of reading experiences to improve fluency
Helping The Problem Reader
There is growing evidence that it might be more appropriate to refer to the amount of time a learner takes to complete a reading task rather than using qualitative labels, such as good, best, or poor reader (Smith, 1990). If we accept the premise that all individuals are capable of learning to read but some need to stretch their learning time, then we can search for adjustments. Slow readers could read shorter passages. In this way, they could finish a story and experience the success of sharing it with a parent or friend.
Let's examine some other conditions that will help improve comprehension for those learners sometimes labeled reading disabled. Besides reading more slowly, the person with reading difficulties can be asked to find specific kinds of information in a story, or can be paired with a more capable reader who will help in summarizing the essential points of the reading or in identifying the main ideas of a story.
One of the reasons that these learners read more slowly is that they seem less able to identify the organization of a passage of text (Wong and Wilson, 1984). Since efficient comprehension relies on the reader's ability to see the pattern or the direction that the writer is taking, parents and teachers can help these readers by spending more time on building background for the reading selection, both in the general sense of concept building and in the specific sense of creating a mental scheme for the text organization. Many times, drawing a simple diagram can help these readers greatly.
Direct intervention of parent or teacher or tutor in the comprehension process increases reading comprehension in slower readers (Bos, 1982). These readers often need help with vocabulary and need reminders to summarize as they proceed. They also need to ask themselves questions about what they are reading. The parent can prompt thinking or can provide an insight into the language that may otherwise elude the reader.
One effective strategy for slower readers is to generate visual images of what is being read (Carnine and Kinder, 1985). For the reader to generate images, he or she must first be able to recognize the word. Assuming the reader knows how to recognize words, he or she needs concepts to visualize the flow of action represented on the page. The same kind of concept building techniques that work for average readers also work for slower readers. The slower reader, however, gains more from concrete experiences and images than from abstract discussions. It is not enough for the parent to simply tell the slower reader to use visual images--the parent has to describe the images that occur in his or her own mind as he or she reads a particular passage, thus giving the child a concrete sense of what visual imagery means. Pictures, physical action, demonstrations, practice using words in interviews or in an exchange of views among peers are only a few of the ways that parents, tutors, or teachers can make the key vocabulary take root in the reader's mind.
Helpful Reading Materials
As is the case with most learners, slower readers learn most comfortably with materials that are written on their ability level. The reading level is of primary concern, but parents can help their reader select helpful materials in other ways. Choose stories or books with:
• A reduced number of difficult words
• Direct, non-convoluted syntax
• Short passages that deliver clear messages
• Subheads that organize the flow of ideas
• Helpful illustrations
Older problem readers often find that the newspaper is a good choice for improving reading comprehension. Slow readers can succeed with the same frequency as faster readers as long as the parent or tutor maintains a positive attitude and selects materials and approaches that accommodate the child's learning speeds.
Importance of a Positive Attitude
A positive attitude on the part of the child is also crucial to the treatment of difficulties in reading and learning. Tutors who have worked consistently with problem learners are very aware of the role of the self in energizing learning, and the potential damage to the sense of self-worth that comes from labeling. Teachers and parents should appreciate children's thinking as the foundation of their language abilities, and maintain some flexibility in their expectations regarding their children's development of decoding skills such as reading. For children to feel successful, they need to become aware of their unique learning strengths, so that they may apply them effectively while working to strengthen the lagging areas (Webb, 1992). The child needs to feel loved and appreciated as an individual, whatever his or her difficulties in school.
Every Child's need their parents attention and love all time.
Dyslexia
Most children begin reading and writing by the first, second, or third grade. By the time they are adults, most can't recall or can't remember what it was like not to be able to read and write, or how difficult it was to figure out how to translate patterns on a page into words, thoughts, and ideas. These same adults usually cannot understand why some children have not yet begun to read and write by the third grade. They have even more difficulty understanding how adults can function in our society with only the most rudimentary literacy skills.
Dyslexia is perhaps the learning disability that is most widely known, primarily because of Barbara Bush's efforts to make adults aware of the problem of children with this and other learning disabilities. Stories about children (and adults) trying to overcome their learning disabilities appear in the mass media with some regularity. Despite the relative familiarity of the word "dyslexia," there is no clear-cut, widely accepted definition for dyslexia. In the broadest sense, dyslexia refers to the overwhelming difficulty in learning to read and write by normally intelligent children exposed to suitable educational opportunities in school and at home. These often very verbal children's reading levels fall far below what would have been predicted for their quick and alert intelligence (Bryant and Bradley, 1985).
Just as educators and researchers cannot agree on a specific and precise definition of dyslexia, they do not agree on the cause or causes. Recent research (Vellutino, 1987) has challenged many commonly held beliefs about dyslexia: dyslexia results in reversal of letters; dyslexics show uncertain hand preference; children whose first language is alphabetic rather than ideographic are more likely to have dyslexia; and dyslexia is correctable by developing strategies to strengthen the child's visual-spatial system. Instead, Dyslexia appears to be a complex linguistic deficiency marked by the inability to represent and access the sound of a word in order to help remember the word and the inability to break words into component sounds.
It does appear that there might be a hereditary factor in dyslexia. In one study of 82 average children with reading problems, the children were divided into two groups, "specifics" (reading and spelling were their only difficult school subjects) and "generals" (problems with arithmetic as well as with literacy). When the families of the children in both groups were scanned for a history of reading problems, 40% of the families of the "specifics" showed problems among relatives, while among the "generals," only 25% showed problems. Thus, the specific disorder does seem to run in families more than the general disorder--a plus for the hereditary factor in dyslexia (Crowder and Wagner, 1992). More research is testing this factor.
It is important to remember that not all individuals who have problems with reading are dyslexic. And the diagnosis of dyslexia should only be made by a qualified reading professional. Many slow readers who are not dyslexic, however, can be helped with a variety of reading experiences to improve fluency
Helping The Problem Reader
There is growing evidence that it might be more appropriate to refer to the amount of time a learner takes to complete a reading task rather than using qualitative labels, such as good, best, or poor reader (Smith, 1990). If we accept the premise that all individuals are capable of learning to read but some need to stretch their learning time, then we can search for adjustments. Slow readers could read shorter passages. In this way, they could finish a story and experience the success of sharing it with a parent or friend.
Let's examine some other conditions that will help improve comprehension for those learners sometimes labeled reading disabled. Besides reading more slowly, the person with reading difficulties can be asked to find specific kinds of information in a story, or can be paired with a more capable reader who will help in summarizing the essential points of the reading or in identifying the main ideas of a story.
One of the reasons that these learners read more slowly is that they seem less able to identify the organization of a passage of text (Wong and Wilson, 1984). Since efficient comprehension relies on the reader's ability to see the pattern or the direction that the writer is taking, parents and teachers can help these readers by spending more time on building background for the reading selection, both in the general sense of concept building and in the specific sense of creating a mental scheme for the text organization. Many times, drawing a simple diagram can help these readers greatly.
Direct intervention of parent or teacher or tutor in the comprehension process increases reading comprehension in slower readers (Bos, 1982). These readers often need help with vocabulary and need reminders to summarize as they proceed. They also need to ask themselves questions about what they are reading. The parent can prompt thinking or can provide an insight into the language that may otherwise elude the reader.
One effective strategy for slower readers is to generate visual images of what is being read (Carnine and Kinder, 1985). For the reader to generate images, he or she must first be able to recognize the word. Assuming the reader knows how to recognize words, he or she needs concepts to visualize the flow of action represented on the page. The same kind of concept building techniques that work for average readers also work for slower readers. The slower reader, however, gains more from concrete experiences and images than from abstract discussions. It is not enough for the parent to simply tell the slower reader to use visual images--the parent has to describe the images that occur in his or her own mind as he or she reads a particular passage, thus giving the child a concrete sense of what visual imagery means. Pictures, physical action, demonstrations, practice using words in interviews or in an exchange of views among peers are only a few of the ways that parents, tutors, or teachers can make the key vocabulary take root in the reader's mind.
Helpful Reading Materials
As is the case with most learners, slower readers learn most comfortably with materials that are written on their ability level. The reading level is of primary concern, but parents can help their reader select helpful materials in other ways. Choose stories or books with:
• A reduced number of difficult words
• Direct, non-convoluted syntax
• Short passages that deliver clear messages
• Subheads that organize the flow of ideas
• Helpful illustrations
Older problem readers often find that the newspaper is a good choice for improving reading comprehension. Slow readers can succeed with the same frequency as faster readers as long as the parent or tutor maintains a positive attitude and selects materials and approaches that accommodate the child's learning speeds.
Importance of a Positive Attitude
A positive attitude on the part of the child is also crucial to the treatment of difficulties in reading and learning. Tutors who have worked consistently with problem learners are very aware of the role of the self in energizing learning, and the potential damage to the sense of self-worth that comes from labeling. Teachers and parents should appreciate children's thinking as the foundation of their language abilities, and maintain some flexibility in their expectations regarding their children's development of decoding skills such as reading. For children to feel successful, they need to become aware of their unique learning strengths, so that they may apply them effectively while working to strengthen the lagging areas (Webb, 1992). The child needs to feel loved and appreciated as an individual, whatever his or her difficulties in school.
Every Child's need their parents attention and love all time.
Friday, June 18, 2010
WAYS PARENTS CAN AID GIFTED CHILDREN
Raising and nurturing a gifted child can be an exciting yet daunting challenge. Unfortunately, these complicated little people do not come with instruction manuals. The following new definition of giftedness highlights the complexity of raising gifted children.
"Giftedness is 'asynchronous development' in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." (The Columbus Group, 1991, in Morelock, 1992)
"Asynchrony" means being out of sync, both internally and externally. "Asynchronous development" means that gifted children develop cognitively at a much faster rate than they develop physically and emotionally, posing some interesting problems. For example, ideas forged by 8-year-old minds may be difficult to produce with 5-year-old hands. Further, advanced cognition often makes gifted children aware of information that they are not yet emotionally ready to handle. They tend to experience all of life with greater intensity, rendering them emotionally complex. These children usually do not fit the developmental norms for their age; they have more advanced play interests and often are academically far ahead of their age peers. The brighter the child, the greater the asynchrony and potential vulnerability. Therefore, parents who are aware of the inherent developmental differences of their children can prepare themselves to act as their advocates.
RECOGNITION
Some of the earliest signs of giftedness include:
• UNUSUAL ALERTNESS IN INFANCY
• LESS NEED FOR SLEEP IN INFANCY
• LONG ATTENTION SPAN
• HIGH ACTIVITY LEVEL
• SMILING OR RECOGNIZING CARETAKERS EARLY
• INTENSE REACTIONS TO NOISE, PAIN, FRUSTRATION
• ADVANCED PROGRESSION THROUGH THE DEVELOPMENTAL MILESTONES
• EXTRAORDINARY MEMORY
• ENJOYMENT AND SPEED OF LEARNING
• EARLY AND EXTENSIVE LANGUAGE DEVELOPMENT
• FASCINATION WITH BOOKS
• CURIOSITY
• EXCELLENT SENSE OF HUMOR
• ABSTRACT REASONING AND PROBLEM-SOLVING SKILLS
• VIVID IMAGINATION (E.G., IMAGINARY COMPANIONS)
• SENSITIVITY AND COMPASSION
If a child exhibits a majority of these characteristics, parents may wish to have the child assessed by an experienced examiner to find out if the child is gifted. Firstborn children tend to be recognized more often than their siblings. When one child in the family is gifted, it is quite possible that others may also be gifted. Early identification is recommended (ages 3 through 8) because it permits early intervention, as important for gifted as for any other children with special needs.
RESPONSIVE PARENTING
Children learn first from their parents. Parents who spend time with their gifted child are more able to tune in to their child's interests and respond by offering appropriate educational enrichment opportunities. It is important that parents read to their children frequently, even when the children are capable of reading to themselves. In the early years, parents can help their children discover their personal interests, expose their children to their own interests, and encourage their children to learn about a wide variety of subjects such as art, nature, music, museums, and sports. Children who are attracted to a particular area need opportunities to explore that field in depth. Home stimulation and support of interests is vital to the development of talents. Following the lead of the child will help the child flourish.
FAMILY RELATIONSHIPS
Gifted children often can exhaust and overwhelm a new mother and father. Gifted infants often sleep less than other babies and require extra stimulation when they are awake. It is helpful to have extended family in the home, grandparents who live nearby, a close community of friends or relatives, or a teenager in the neighborhood who can spend some time with the child so that the primary caretakers can get some rest to do other things. For single parents, such support is particularly important. From the time they can talk, gifted children are constantly asking questions and often challenge authority. "Do it because I said so" doesn't work with these children. Generally, parents who take the time to explain requests get more cooperation than do more authoritarian parents. If these children are spoken to and listened to with consideration and respect, they tend to respond respectfully.
As children get older, a family meeting can be a good way of sharing responsibility and learning negotiation skills. Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur. It is important for gifted children to feel emotionally supported by the family--even when there are disagreements.
PARENT ADVOCACY
Gifted children need strong, responsible advocates, and parent groups can make a difference. It takes persistence of large groups of parents to assure that provisions for gifted children are kept firmly in place. Parents of children who are gifted need opportunities to share parenting experiences with each other, and parent groups can provide a place where that can happen.
It is important for parents of any children with special needs to meet with the teachers early in the school year. When parents and teachers work together, appropriate programs can be developed and problems can be caught early. It is helpful for parents to offer to assist their child's teacher by making or locating supplemental materials, helping in the classroom or library, offering expertise to small groups of students, or finding others who can provide other enrichment experiences. Effective parents stay involved in their children's education and informed about gifted education in general. When a teacher makes a special effort to understand or assist a gifted child, a note to the teacher or to the principal is generally appreciated.
CONCLUSION
The key to raising gifted children is respect: respect for their uniqueness, respect for their opinions and ideas, respect for their dreams. Gifted children need parents who are responsive and flexible, who will go to bat for them when they are too young to do so for themselves. It is painful for parents to watch their children feeling out of sync with others, but it is unwise to emphasize too greatly the importance of fitting in. Children get enough of that message in the outside world. At home, children need to know that their uniqueness is cherished and that they are appreciated as persons just for being themselves.
"Giftedness is 'asynchronous development' in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." (The Columbus Group, 1991, in Morelock, 1992)
"Asynchrony" means being out of sync, both internally and externally. "Asynchronous development" means that gifted children develop cognitively at a much faster rate than they develop physically and emotionally, posing some interesting problems. For example, ideas forged by 8-year-old minds may be difficult to produce with 5-year-old hands. Further, advanced cognition often makes gifted children aware of information that they are not yet emotionally ready to handle. They tend to experience all of life with greater intensity, rendering them emotionally complex. These children usually do not fit the developmental norms for their age; they have more advanced play interests and often are academically far ahead of their age peers. The brighter the child, the greater the asynchrony and potential vulnerability. Therefore, parents who are aware of the inherent developmental differences of their children can prepare themselves to act as their advocates.
RECOGNITION
Some of the earliest signs of giftedness include:
• UNUSUAL ALERTNESS IN INFANCY
• LESS NEED FOR SLEEP IN INFANCY
• LONG ATTENTION SPAN
• HIGH ACTIVITY LEVEL
• SMILING OR RECOGNIZING CARETAKERS EARLY
• INTENSE REACTIONS TO NOISE, PAIN, FRUSTRATION
• ADVANCED PROGRESSION THROUGH THE DEVELOPMENTAL MILESTONES
• EXTRAORDINARY MEMORY
• ENJOYMENT AND SPEED OF LEARNING
• EARLY AND EXTENSIVE LANGUAGE DEVELOPMENT
• FASCINATION WITH BOOKS
• CURIOSITY
• EXCELLENT SENSE OF HUMOR
• ABSTRACT REASONING AND PROBLEM-SOLVING SKILLS
• VIVID IMAGINATION (E.G., IMAGINARY COMPANIONS)
• SENSITIVITY AND COMPASSION
If a child exhibits a majority of these characteristics, parents may wish to have the child assessed by an experienced examiner to find out if the child is gifted. Firstborn children tend to be recognized more often than their siblings. When one child in the family is gifted, it is quite possible that others may also be gifted. Early identification is recommended (ages 3 through 8) because it permits early intervention, as important for gifted as for any other children with special needs.
RESPONSIVE PARENTING
Children learn first from their parents. Parents who spend time with their gifted child are more able to tune in to their child's interests and respond by offering appropriate educational enrichment opportunities. It is important that parents read to their children frequently, even when the children are capable of reading to themselves. In the early years, parents can help their children discover their personal interests, expose their children to their own interests, and encourage their children to learn about a wide variety of subjects such as art, nature, music, museums, and sports. Children who are attracted to a particular area need opportunities to explore that field in depth. Home stimulation and support of interests is vital to the development of talents. Following the lead of the child will help the child flourish.
FAMILY RELATIONSHIPS
Gifted children often can exhaust and overwhelm a new mother and father. Gifted infants often sleep less than other babies and require extra stimulation when they are awake. It is helpful to have extended family in the home, grandparents who live nearby, a close community of friends or relatives, or a teenager in the neighborhood who can spend some time with the child so that the primary caretakers can get some rest to do other things. For single parents, such support is particularly important. From the time they can talk, gifted children are constantly asking questions and often challenge authority. "Do it because I said so" doesn't work with these children. Generally, parents who take the time to explain requests get more cooperation than do more authoritarian parents. If these children are spoken to and listened to with consideration and respect, they tend to respond respectfully.
As children get older, a family meeting can be a good way of sharing responsibility and learning negotiation skills. Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur. It is important for gifted children to feel emotionally supported by the family--even when there are disagreements.
PARENT ADVOCACY
Gifted children need strong, responsible advocates, and parent groups can make a difference. It takes persistence of large groups of parents to assure that provisions for gifted children are kept firmly in place. Parents of children who are gifted need opportunities to share parenting experiences with each other, and parent groups can provide a place where that can happen.
It is important for parents of any children with special needs to meet with the teachers early in the school year. When parents and teachers work together, appropriate programs can be developed and problems can be caught early. It is helpful for parents to offer to assist their child's teacher by making or locating supplemental materials, helping in the classroom or library, offering expertise to small groups of students, or finding others who can provide other enrichment experiences. Effective parents stay involved in their children's education and informed about gifted education in general. When a teacher makes a special effort to understand or assist a gifted child, a note to the teacher or to the principal is generally appreciated.
CONCLUSION
The key to raising gifted children is respect: respect for their uniqueness, respect for their opinions and ideas, respect for their dreams. Gifted children need parents who are responsive and flexible, who will go to bat for them when they are too young to do so for themselves. It is painful for parents to watch their children feeling out of sync with others, but it is unwise to emphasize too greatly the importance of fitting in. Children get enough of that message in the outside world. At home, children need to know that their uniqueness is cherished and that they are appreciated as persons just for being themselves.
Saturday, May 22, 2010
HI- TEA 2010
Good Afternoon ladies and gentlemen boys and girls, today as finally come and we give praise to Almighty Allah for given us the opportunity to see this day, 23rd of May, our first Hi-Tea talk show for the year 2010., Tag "Child Safety".
We will like to quickly remind you of the venue and time.
Guest of Honour: - Pn Suhaili Bt Othman, president of PPNM
Guest Speaker: - En. Mokhtar Bin Ahmad Officer of the fire safety department, Alor Gajah
Venue: - Ismah Beach Resort
Time: - 3.30pm
Hope to see you there!!!
Thank you so very much for your support at all time.
We will like to quickly remind you of the venue and time.
Guest of Honour: - Pn Suhaili Bt Othman, president of PPNM
Guest Speaker: - En. Mokhtar Bin Ahmad Officer of the fire safety department, Alor Gajah
Venue: - Ismah Beach Resort
Time: - 3.30pm
Hope to see you there!!!
Thank you so very much for your support at all time.
Thursday, May 13, 2010
HI- TEA 2010
Matrix educare is calling on all Our parents and children to fully join in the first Hi-Tea talk show for the year 2010, which will take place on the 23rd of May 2010, Tag “Child safety”. Since we all know that safety of our children is very important to us and with many issues of child injuries and abused coming up on national Newspapers, TV and so on. We all need to reposition ourselves to give our children the best they needed at all time.
Speakers of the day include officer from the welfare department and also an expert from early childhood education with so many years in child education.
it promise to be fun and exciting interaction all the day with Children show casing their creativity skills and their ability to solve problems.
COME ONE COME ALL.
Speakers of the day include officer from the welfare department and also an expert from early childhood education with so many years in child education.
it promise to be fun and exciting interaction all the day with Children show casing their creativity skills and their ability to solve problems.
COME ONE COME ALL.
Wednesday, April 21, 2010
KEEPING YOUR HOUSE FOR GREATER SAFETY
One great benefit of having an orderly home is that children learn this while they are growing up and under their parents’ influence. It’s a skill that can be applied as they move on to their teenage years during high school and then make the transitions to college and, ultimately, their own homes, whether they live alone, with friends, or with their own families.
Underlying our culture is a mentality concerning the collection and retention of material possessions. Because many of us either lived through or are children of people who lived through the Great Depression, we have been schooled in the practice of stockpiling possessions, and, in many cases, retaining items whether or not they are useful or necessary.
With this in mind, what are concerned parents to do? After all, families have so much to organize, as every member of the family has both visible and non-visible aspects of their lives to be organized. The visible objects may be easier to deal with, simply because they are visible; these are clothing, work/school supplies, hobbies, toys, and food. But that is not all! Each member of the family also has responsibilities, relationships both inside and outside of the home, and limitations on their time and skills. Mix these variables together, and you have the equivalent of a juggling act that takes many years of practice to keep moving smoothly.
The first step to take when you want to get your family organized for safety is to purge what is no longer useful.
Things that you are not using are in the way! These items form a barrier between your family members and their successful lives. Many children have too many possessions crammed into their closets, drawers, and all over their rooms. Time spent working with the family to weed out unwanted and unneeded excess in their rooms is productive. Your children probably have more books, clothing, and toys than they need or want, so help them to sort through it all.
One way to appeal to children to weed out such articles is to explain that there are other people who need and can use what they don’t: children who have no books of their own, very few toys, or a limited selection of clothing from which to choose.
There are three major benefits of this activity.
1. Your child has a sense of contributing to another person.
2. This frees up some space for navigating more freely in his own room.
3. You teach the lesson that it is all right to get rid of things.
Most of us are so busy with our lives that we don’t take the time to implement this step. Make and keep an appointment with yourselves to accomplish this task. Perhaps you can devote the first day of a vacation to the effort; the approach of a child’s birthday could be a benchmark you will use; the beginning or end of a school year is an ideal time. When you do it is not nearly as important as that you do it!
1. Design the system that fits your own life
There is not a right or wrong way to be organized in your home. Determining how to get organized takes some thought, though. What are the activities in which your family members are involved? By placing the toys, games, craft and art supplies, sports equipment, and homework resources at or near the places where they are used, you will save yourself from a lot of the extra effort created by having to pick up the trails of toy parts, game pieces, crochet hooks, sneakers, and markers that run throughout the house.
2. Containers are key
Here’s a concept to which many people are finally catching on: place all parts of activities into containers. The see-through plastic variety is particularly useful, as you and your children will be able to see the contents before you even move the container from its location. The proper containers are also helpful in developing responsibility in young children. Assign them with the task of cleaning up when they have completed their time with the activity. It is easy for them to see on their own if they have accomplished the task or not: either all the parts are in the container or they are not!
3. Use labels
Labeling is a tool with two uses for families, as labels promote literacy as well as organization. Most important in the process of labeling is that the children be involved. That way, they get to use the words that are most meaningful to them, which is an important part in making this a system that will be useful for them. For young children who cannot yet read, you may either draw or cut out pictures; this is a pre-reading skill because you teach that there is a relationship between a symbol and its meaning. There’s help if you need it!
For more information or assistance kindly contact the office.
Underlying our culture is a mentality concerning the collection and retention of material possessions. Because many of us either lived through or are children of people who lived through the Great Depression, we have been schooled in the practice of stockpiling possessions, and, in many cases, retaining items whether or not they are useful or necessary.
With this in mind, what are concerned parents to do? After all, families have so much to organize, as every member of the family has both visible and non-visible aspects of their lives to be organized. The visible objects may be easier to deal with, simply because they are visible; these are clothing, work/school supplies, hobbies, toys, and food. But that is not all! Each member of the family also has responsibilities, relationships both inside and outside of the home, and limitations on their time and skills. Mix these variables together, and you have the equivalent of a juggling act that takes many years of practice to keep moving smoothly.
The first step to take when you want to get your family organized for safety is to purge what is no longer useful.
Things that you are not using are in the way! These items form a barrier between your family members and their successful lives. Many children have too many possessions crammed into their closets, drawers, and all over their rooms. Time spent working with the family to weed out unwanted and unneeded excess in their rooms is productive. Your children probably have more books, clothing, and toys than they need or want, so help them to sort through it all.
One way to appeal to children to weed out such articles is to explain that there are other people who need and can use what they don’t: children who have no books of their own, very few toys, or a limited selection of clothing from which to choose.
There are three major benefits of this activity.
1. Your child has a sense of contributing to another person.
2. This frees up some space for navigating more freely in his own room.
3. You teach the lesson that it is all right to get rid of things.
Most of us are so busy with our lives that we don’t take the time to implement this step. Make and keep an appointment with yourselves to accomplish this task. Perhaps you can devote the first day of a vacation to the effort; the approach of a child’s birthday could be a benchmark you will use; the beginning or end of a school year is an ideal time. When you do it is not nearly as important as that you do it!
1. Design the system that fits your own life
There is not a right or wrong way to be organized in your home. Determining how to get organized takes some thought, though. What are the activities in which your family members are involved? By placing the toys, games, craft and art supplies, sports equipment, and homework resources at or near the places where they are used, you will save yourself from a lot of the extra effort created by having to pick up the trails of toy parts, game pieces, crochet hooks, sneakers, and markers that run throughout the house.
2. Containers are key
Here’s a concept to which many people are finally catching on: place all parts of activities into containers. The see-through plastic variety is particularly useful, as you and your children will be able to see the contents before you even move the container from its location. The proper containers are also helpful in developing responsibility in young children. Assign them with the task of cleaning up when they have completed their time with the activity. It is easy for them to see on their own if they have accomplished the task or not: either all the parts are in the container or they are not!
3. Use labels
Labeling is a tool with two uses for families, as labels promote literacy as well as organization. Most important in the process of labeling is that the children be involved. That way, they get to use the words that are most meaningful to them, which is an important part in making this a system that will be useful for them. For young children who cannot yet read, you may either draw or cut out pictures; this is a pre-reading skill because you teach that there is a relationship between a symbol and its meaning. There’s help if you need it!
For more information or assistance kindly contact the office.
Sunday, April 4, 2010
What Makes for a Great Parent?
A GREAT PARENT:-
• Shows a child unconditional love.
• Does not expect the child to be the parent, and does not inflict own needs on the child at the expense of the child's needs.
• Does not subtly sabotage a child's efforts to learn, mature and excel.
• Allows a child to be less than perfect.
• Forgives mistakes, and teaches a child how to forgive him or herself. Acknowledges own mistakes and apologizes for them.
• Does not give up on a child or teen.
• Loves and accepts a child who walks a different path.
• Is not threatened by a child's independence, happiness, dreams, individuality, achievements, or occasional rebellion.
• Shows a child consistent and loving discipline.
• Is supportive, excited and interested in what the child is doing (and wants to do).
• Teaches a child how to be angry or frustrated in helpful, constructive ways.
• Teaches a child how to communicate in constructive, loving ways.
• Teaches a child how to deal with fear.
• Knows that the child's safety and well-being comes first. Does hard things if it will help the family.
• Stands up for a child. Protects the child from dangerous and harmful situations or people.
• Is willing to learn from others -- including the child.
• Teaches a child how to protect and take care of him or herself (financially, physically, emotionally).
• Sets a good example in life, love, happiness, morality, friendships and daily habits.
• Shows a spouse or partner unconditional (but not self-abusive) love -- and lets the child see it.
• Allows a child to dream big dreams.
• Takes care of self.
• Makes fun and laughter regular daily activities.
• Teaches a child how to see the lighter side of life.
• Teaches a child that it's OK to be happy, even if someone else isn't.
• Teaches a child to hope, and also to trust in him or herself.
• Keeps all promises to a child.
• Makes all the necessary (and some unnecessary) personal sacrifices.
• Teaches a child how to resolve problems, and how to celebrate triumphs.
• Praises child frequently and sincerely.
• Is proud of child, and tells child so.
• Encourages good behavior and discourages bad behavior. Listens to child's explanation, and allows child to suffer (non-hurtful) consequences.
• Is a good listener.
• Offers advice without destructive criticism.
• Discusses things with child honestly and openly. Allows child to disagree in age-appropriate ways.
• Knows when to let go of a situation that can't be resolved.
• Teaches a child how to be positive and enthusiastic.
• Knows when to let a child become an adult.
• Doesn't ever stop trying to become a better parent.
Wishing you all Happy Parenting!!!!!
• Shows a child unconditional love.
• Does not expect the child to be the parent, and does not inflict own needs on the child at the expense of the child's needs.
• Does not subtly sabotage a child's efforts to learn, mature and excel.
• Allows a child to be less than perfect.
• Forgives mistakes, and teaches a child how to forgive him or herself. Acknowledges own mistakes and apologizes for them.
• Does not give up on a child or teen.
• Loves and accepts a child who walks a different path.
• Is not threatened by a child's independence, happiness, dreams, individuality, achievements, or occasional rebellion.
• Shows a child consistent and loving discipline.
• Is supportive, excited and interested in what the child is doing (and wants to do).
• Teaches a child how to be angry or frustrated in helpful, constructive ways.
• Teaches a child how to communicate in constructive, loving ways.
• Teaches a child how to deal with fear.
• Knows that the child's safety and well-being comes first. Does hard things if it will help the family.
• Stands up for a child. Protects the child from dangerous and harmful situations or people.
• Is willing to learn from others -- including the child.
• Teaches a child how to protect and take care of him or herself (financially, physically, emotionally).
• Sets a good example in life, love, happiness, morality, friendships and daily habits.
• Shows a spouse or partner unconditional (but not self-abusive) love -- and lets the child see it.
• Allows a child to dream big dreams.
• Takes care of self.
• Makes fun and laughter regular daily activities.
• Teaches a child how to see the lighter side of life.
• Teaches a child that it's OK to be happy, even if someone else isn't.
• Teaches a child to hope, and also to trust in him or herself.
• Keeps all promises to a child.
• Makes all the necessary (and some unnecessary) personal sacrifices.
• Teaches a child how to resolve problems, and how to celebrate triumphs.
• Praises child frequently and sincerely.
• Is proud of child, and tells child so.
• Encourages good behavior and discourages bad behavior. Listens to child's explanation, and allows child to suffer (non-hurtful) consequences.
• Is a good listener.
• Offers advice without destructive criticism.
• Discusses things with child honestly and openly. Allows child to disagree in age-appropriate ways.
• Knows when to let go of a situation that can't be resolved.
• Teaches a child how to be positive and enthusiastic.
• Knows when to let a child become an adult.
• Doesn't ever stop trying to become a better parent.
Wishing you all Happy Parenting!!!!!
Wednesday, March 24, 2010
Is your child having trouble getting a sleep at Night?
Let take a look at the listed point below this could really help in getting over this.
• Have a routine. Your child should know when bedtime is. It should not happen on the couch, the floor, in the car, or in your bed. Bedtime should be the child's bed, and it should be the same time every night (not just when she falls asleep from exhaustion). She should do the same quiet and relaxing things every night before bed (bath or shower, put on pajamas, have a snack and read a book, brush teeth, say prayers perhaps, choose a bedtime friend, then snuggle for a few minutes (you might sing a quiet song or tell another quick story of your own--especially a funny or happy store about family), before turning out the lights.
• Have a quiet period before bedtime. Turn off the television and video games, and put away noisy toys. Read a few books together, play a quiet board or card game, or put together a puzzle. Avoid discussing contentious issues, and let children say goodnight to everyone and anything that suits them. Don't put a TV in your child's room, and if a toy is too tempting to ignore, remove it from the bedroom as well. Give a brief countdown so that bedtime doesn't sneak up ("5 minutes, 3 minutes, 1 minute...").
• Don't brook argument. Your child should know that no amount of complaint changes bedtime. Make sure that only very, very special occasions change bedtime. Avoid turning bedtime into a fight, an argument, or a game. It just is. When it's bedtime, refuse to engage in debates or games. If your child "just won't go to bed," it's because you aren't making it happen.
• Children are susceptible to gentle suggestion. "I know you're very sleepy" will work wonders on her little body, which will begin to say to itself, "Gee, yes, I am sleepy."
• Bring a friend. Children sometimes feel lonely or scared in their beds all by themselves. Let them choose a special stuffed animal or toy to go to sleep with (but make sure this is not a noisy toy or one that can be turned on). You can hang a dreamcatcher on the wall Install a night light in the corner (or glow-in-the-dark constellations on the ceiling) to chase away dark shadows. Also, a family picture and pictures of favorite people placed carefully on the dresser (or a guardian angel somewhere in the room) can help make them feel loved and safe.
• Get him to relax. Your child can get muscle aches and tensions just like anyone else. Soothe him by rubbing his back, shoulders or forehead. Make sure your child isn't hungry (some people can't sleep when they're hungry), but make sure bedtime snacks are healthy and fairly light. Don't give him caffeinated soda or anything sugary or heavy.
• Avoid staying until the child is asleep. Your children need to learn to go to sleep on their own. It can help to cuddle and let them feel your body warmth, but resist staying there until they're asleep. Get them to bed before they go to sleep, stay for a while, and then when you feel them relax and start to breathe deeply, kiss them goodnight, tuck them in, give one more hug, and then leave.
• Give them water. Some children cannot sleep when they're thirsty. If your child needs water to drink in the middle of the night, leave a sippy cup on the floor or nightstand. Resist withholding water just so that your child sleeps through the night. Your child can learn to wake up and go to the bathroom, then go back to bed. If your child has a problem with wetting the bed, however, see your pediatrician for suggestions on how to handle the issue without allowing your child to become dehydrated.
• Check medications. Some medications, such as those commonly prescribed for ADHD, can cause sleep problems. (Interestingly, research shows that insufficient sleep can cause behavior problems similar to those attributed to ADHD. If a sleepy child is misdiagnosed with ADHD and prescribed medication, therefore, the medication has the potential to simply worsen the situation).
• Find out what's wrong. If all else fails, and your child is still reluctant to go to bed, make sure there isn't another issue troubling her. Perhaps she's afraid. Perhaps she has an unresolved issue or worry and needs some discussion about it or reassurance. Perhaps she has allergies and cannot breathe. Perhaps there are loud noises coming from the house next door. Perhaps her bed is not comfortable. Perhaps she feels threatened (a common indicator of sexual or other physical abuse, for example, is difficulty sleeping). Perhaps she can hear someone in the house arguing. Or, perhaps her sleep is disturbed by a physical issue such as sleep apnea, restless-legs syndrome, night terrors, nightmares, or sleepwalking.
• Have a routine. Your child should know when bedtime is. It should not happen on the couch, the floor, in the car, or in your bed. Bedtime should be the child's bed, and it should be the same time every night (not just when she falls asleep from exhaustion). She should do the same quiet and relaxing things every night before bed (bath or shower, put on pajamas, have a snack and read a book, brush teeth, say prayers perhaps, choose a bedtime friend, then snuggle for a few minutes (you might sing a quiet song or tell another quick story of your own--especially a funny or happy store about family), before turning out the lights.
• Have a quiet period before bedtime. Turn off the television and video games, and put away noisy toys. Read a few books together, play a quiet board or card game, or put together a puzzle. Avoid discussing contentious issues, and let children say goodnight to everyone and anything that suits them. Don't put a TV in your child's room, and if a toy is too tempting to ignore, remove it from the bedroom as well. Give a brief countdown so that bedtime doesn't sneak up ("5 minutes, 3 minutes, 1 minute...").
• Don't brook argument. Your child should know that no amount of complaint changes bedtime. Make sure that only very, very special occasions change bedtime. Avoid turning bedtime into a fight, an argument, or a game. It just is. When it's bedtime, refuse to engage in debates or games. If your child "just won't go to bed," it's because you aren't making it happen.
• Children are susceptible to gentle suggestion. "I know you're very sleepy" will work wonders on her little body, which will begin to say to itself, "Gee, yes, I am sleepy."
• Bring a friend. Children sometimes feel lonely or scared in their beds all by themselves. Let them choose a special stuffed animal or toy to go to sleep with (but make sure this is not a noisy toy or one that can be turned on). You can hang a dreamcatcher on the wall Install a night light in the corner (or glow-in-the-dark constellations on the ceiling) to chase away dark shadows. Also, a family picture and pictures of favorite people placed carefully on the dresser (or a guardian angel somewhere in the room) can help make them feel loved and safe.
• Get him to relax. Your child can get muscle aches and tensions just like anyone else. Soothe him by rubbing his back, shoulders or forehead. Make sure your child isn't hungry (some people can't sleep when they're hungry), but make sure bedtime snacks are healthy and fairly light. Don't give him caffeinated soda or anything sugary or heavy.
• Avoid staying until the child is asleep. Your children need to learn to go to sleep on their own. It can help to cuddle and let them feel your body warmth, but resist staying there until they're asleep. Get them to bed before they go to sleep, stay for a while, and then when you feel them relax and start to breathe deeply, kiss them goodnight, tuck them in, give one more hug, and then leave.
• Give them water. Some children cannot sleep when they're thirsty. If your child needs water to drink in the middle of the night, leave a sippy cup on the floor or nightstand. Resist withholding water just so that your child sleeps through the night. Your child can learn to wake up and go to the bathroom, then go back to bed. If your child has a problem with wetting the bed, however, see your pediatrician for suggestions on how to handle the issue without allowing your child to become dehydrated.
• Check medications. Some medications, such as those commonly prescribed for ADHD, can cause sleep problems. (Interestingly, research shows that insufficient sleep can cause behavior problems similar to those attributed to ADHD. If a sleepy child is misdiagnosed with ADHD and prescribed medication, therefore, the medication has the potential to simply worsen the situation).
• Find out what's wrong. If all else fails, and your child is still reluctant to go to bed, make sure there isn't another issue troubling her. Perhaps she's afraid. Perhaps she has an unresolved issue or worry and needs some discussion about it or reassurance. Perhaps she has allergies and cannot breathe. Perhaps there are loud noises coming from the house next door. Perhaps her bed is not comfortable. Perhaps she feels threatened (a common indicator of sexual or other physical abuse, for example, is difficulty sleeping). Perhaps she can hear someone in the house arguing. Or, perhaps her sleep is disturbed by a physical issue such as sleep apnea, restless-legs syndrome, night terrors, nightmares, or sleepwalking.
Tuesday, March 9, 2010
Holiday Special for primary school only
Matrix is organising an intensive holiday coaching for the month of March, 2010.
Subjects offered include:
Matrix akan mengadakan KEM CUTI SEKOLAH pada 15hb Mac—19hb Mac 2010. Isnin—Jumaat, Masa 8.00 pagi—5.00 ptg
1. Teknik kefahaman menjawab soalan Matematik, English, BM & Sains
2. Bina Jati diri , Sayang Keluarga, Ibubapa, Guru dan sahabat
3. Menghargai dan merancang/menyimpan perbelanjaan harian.
4. Mewujudkan Kepimpinana Kepada Setiap Pelajar
5. Solah Berjemaah, Iqra, Sessi ceramah agama
6. Sijil dan makan tengahari di sediakan
7. TERBUKA KEPADA PELAJAR SEKOLAH RENDAH
visit us today: - For more information, please call at our office at 1719, Jalan Bayu 6, Taman Sri Bayu 2, 78000 Alor Gajah, Malacca,
Malaysia.
PN SITI ZAINUN(MRS ADEYEMI)
Early Childhood Education (UM)
Subjects offered include:
Matrix akan mengadakan KEM CUTI SEKOLAH pada 15hb Mac—19hb Mac 2010. Isnin—Jumaat, Masa 8.00 pagi—5.00 ptg
1. Teknik kefahaman menjawab soalan Matematik, English, BM & Sains
2. Bina Jati diri , Sayang Keluarga, Ibubapa, Guru dan sahabat
3. Menghargai dan merancang/menyimpan perbelanjaan harian.
4. Mewujudkan Kepimpinana Kepada Setiap Pelajar
5. Solah Berjemaah, Iqra, Sessi ceramah agama
6. Sijil dan makan tengahari di sediakan
7. TERBUKA KEPADA PELAJAR SEKOLAH RENDAH
Quality education at a reasonable fees
Pendidikan Berkualiti pada harga berpatutan
Malaysia.
PN SITI ZAINUN(MRS ADEYEMI)
Early Childhood Education (UM)
Saturday, March 6, 2010
“Sambutan Maulidur Rasul” 2010 Celebration
Assalamualaikum,
Greetings from the Principal, teachers and students of Matrix Islamic Educational Center, Alor Gajah, Malacca.
I really want to thank our parents who participated in the last Friday “Sambutan Maulidur Rasul” celebration
which was held in the school premises.
Your donations and contribution to Matrix Center is what keep us going, from the deep of Our heart, we sincerely appreciate you a lot, and we will like to say a very BIG THANK YOU to you all, May Allah in His Own mercy continue to provide and enrich you all.
The celebration was a remarkable one; the children had fun all through the way.
Photography of this event can be downloaded from Our Facebook, we encourage you all to click on our facebook link to see your child,(ren) performing.
And also, we took a trip to a book fair at MITC, Malacca on Thursday, 4th March, 2010. Some of the photography for this trip can be download from the facebook.
Once again, thank you all.
Wishing you and your family a pleasant weekend.
See you next week.
Greetings from the Principal, teachers and students of Matrix Islamic Educational Center, Alor Gajah, Malacca.
I really want to thank our parents who participated in the last Friday “Sambutan Maulidur Rasul” celebration
which was held in the school premises.
Your donations and contribution to Matrix Center is what keep us going, from the deep of Our heart, we sincerely appreciate you a lot, and we will like to say a very BIG THANK YOU to you all, May Allah in His Own mercy continue to provide and enrich you all.
The celebration was a remarkable one; the children had fun all through the way.
Photography of this event can be downloaded from Our Facebook, we encourage you all to click on our facebook link to see your child,(ren) performing.
And also, we took a trip to a book fair at MITC, Malacca on Thursday, 4th March, 2010. Some of the photography for this trip can be download from the facebook.
Once again, thank you all.
Wishing you and your family a pleasant weekend.
See you next week.
Monday, March 1, 2010
Kids and Video Games How Safe It Is
Matrix Islamic Educational Center recommends Safe Video Games for children and teens. Please check the Game Rating to be sure a specific game is appropriate for your child's age. It has been said over time that video game ratings are not always accurate. We encourage you to look-up and carefully read the Game Review from Game Critics to determine if the content reflects what you feel is appropriate for your child.
We believe that playing video games should be limited and should not use up too much of the time your child devotes to play. While video games are fun and can help develop coordination and planning skills, they are no substitute for more active play.
There is substantial research that the violence in even seemingly tame video games does lead to increased violence in children and adolescents. To avoid possible violence we encourage purchasing games from these categories: -
• Racing & Flying
• Role-Playing
• Sports & Outdoors and Strategy.
While we do not recommend Mature Rated Games which are for 17 and above, if you are considering buying these games for your young adult child, we encourage you to read this list of Mature Video Games Parent's Should Watch Out For and also check out the Dirty Dozen lists from the Lion and Lamb Project. You should know that video games are no longer kids play. Actually 66% of gamers are over 18 with the average age of 29. According to the Entertainment Software Association, of all games sold in 2003: 54% were rated Everyone (E), 30.5% were rated Teen (T) and 11.9% were rated Mature (M)
Matrix Islamic Educational Center wants parents to know that media does have an impact on children and teens which can be positive or negative. We encourage you to read Understanding the Impact of Media on Children and Teens.
Playing violent video games is to an adolescent's violent behavior what smoking tobacco is to lung cancer. That's according to information included in the revised AAP in America which indicates that playing violent video games accounts for a 13% to 22% increase in adolescents' violent behavior compared to a 14% increase in lung cancer from smoking tobacco.
Here are some basic guidelines:
• Make a media plan. Schedule media times and choices in advance, just as you would other activities.
• Set media time limits. Limit children's total screen time. The AAP recommends no more than 1 to 2 hours of quality TV and videos per day and NONE for children under the age of 2.
• Make media a family activity. Whenever possible, use media with your children and discuss what they see, hear, and read.
• Set family guidelines for media content. Check the content and consult guides such as: ChildrensSoftware.com,Gamecritics.com, Lion & Lamb Project and ReviewCorner.com.
We believe that playing video games should be limited and should not use up too much of the time your child devotes to play. While video games are fun and can help develop coordination and planning skills, they are no substitute for more active play.
There is substantial research that the violence in even seemingly tame video games does lead to increased violence in children and adolescents. To avoid possible violence we encourage purchasing games from these categories: -
• Racing & Flying
• Role-Playing
• Sports & Outdoors and Strategy.
While we do not recommend Mature Rated Games which are for 17 and above, if you are considering buying these games for your young adult child, we encourage you to read this list of Mature Video Games Parent's Should Watch Out For and also check out the Dirty Dozen lists from the Lion and Lamb Project. You should know that video games are no longer kids play. Actually 66% of gamers are over 18 with the average age of 29. According to the Entertainment Software Association, of all games sold in 2003: 54% were rated Everyone (E), 30.5% were rated Teen (T) and 11.9% were rated Mature (M)
Matrix Islamic Educational Center wants parents to know that media does have an impact on children and teens which can be positive or negative. We encourage you to read Understanding the Impact of Media on Children and Teens.
Playing violent video games is to an adolescent's violent behavior what smoking tobacco is to lung cancer. That's according to information included in the revised AAP in America which indicates that playing violent video games accounts for a 13% to 22% increase in adolescents' violent behavior compared to a 14% increase in lung cancer from smoking tobacco.
Here are some basic guidelines:
• Make a media plan. Schedule media times and choices in advance, just as you would other activities.
• Set media time limits. Limit children's total screen time. The AAP recommends no more than 1 to 2 hours of quality TV and videos per day and NONE for children under the age of 2.
• Make media a family activity. Whenever possible, use media with your children and discuss what they see, hear, and read.
• Set family guidelines for media content. Check the content and consult guides such as: ChildrensSoftware.com,Gamecritics.com, Lion & Lamb Project and ReviewCorner.com.
Sunday, February 21, 2010
Assessment
Good Morning to you all,
We welcome you to the week of assessment for our students; we hereby encourage all parents to make available their children for these exercises. Because there is no better time to do this than now, remember, there is no tomorrow if today is not secured.
We wish you all a great week ahead.
Thank you.
SALAM.
We welcome you to the week of assessment for our students; we hereby encourage all parents to make available their children for these exercises. Because there is no better time to do this than now, remember, there is no tomorrow if today is not secured.
We wish you all a great week ahead.
Thank you.
SALAM.
Thursday, February 18, 2010
ASSALAMUALAIKUM,
Warm greeting from the management and staffs of Matrix Islamic Educational Center, How has it been with you all? We believe Allah has been so good to us all.
Well for we in Matrix we really had a great time learning and visiting nice places, we are at the Zoo Malacca on the 8th of February and it was every minutes of fun and excitements.
the students had a fulfilled time at the Zoo, we will like to say a very BIG THANK YOU to Our parents who made this possible, if not for your support it won’t have come to past.
Photos of the Zoo trip can be view by clicking on photo gallery on this blog and also we have a video CD of the trip to the Zoo, which can be purchase with token amount from the teachers.
The first year assessment for our students will commence on the 24th of February and it going to run through 25th February and 1st March 2010. Parents should endeavor their child (ren) are all available for the exercises.
We also encourage you all to join us on facebook; we have more photos of Our Students activities on our profile.
We wish you all a great weekend, May the blessing of Allah be with us all, Ameen.
Well for we in Matrix we really had a great time learning and visiting nice places, we are at the Zoo Malacca on the 8th of February and it was every minutes of fun and excitements.
the students had a fulfilled time at the Zoo, we will like to say a very BIG THANK YOU to Our parents who made this possible, if not for your support it won’t have come to past.
Photos of the Zoo trip can be view by clicking on photo gallery on this blog and also we have a video CD of the trip to the Zoo, which can be purchase with token amount from the teachers.
The first year assessment for our students will commence on the 24th of February and it going to run through 25th February and 1st March 2010. Parents should endeavor their child (ren) are all available for the exercises.
We also encourage you all to join us on facebook; we have more photos of Our Students activities on our profile.
We wish you all a great weekend, May the blessing of Allah be with us all, Ameen.
Sunday, February 14, 2010
What Parents Should Do In an Emergency
Precautionary Measures: Necessary Materials:
• Keep a complete description of your child.
• Take color photographs of your child every six months.
• Keep copies of your child’s fingerprints.
• Keep a sample of your child’s DNA.
• Know where your child’s medical records are located.
• Have your dentist prepare and maintain dental charts for your child.
What You Should Do In Case Your Child Is Missing:
• Immediately report your child missing to your local Police department.
• Ask the police to enter your child into the National Crime Information Center (NCIC) Missing Persons File.
• Limit access to your home until the police arrives and has the opportunity to collect possible evidence.
• Give the police investigators all information you have on your child including fingerprints, photographs, complete description and the facts and circumstances related to the disappearance.
• Keep a complete description of your child.
• Take color photographs of your child every six months.
• Keep copies of your child’s fingerprints.
• Keep a sample of your child’s DNA.
• Know where your child’s medical records are located.
• Have your dentist prepare and maintain dental charts for your child.
What You Should Do In Case Your Child Is Missing:
• Immediately report your child missing to your local Police department.
• Ask the police to enter your child into the National Crime Information Center (NCIC) Missing Persons File.
• Limit access to your home until the police arrives and has the opportunity to collect possible evidence.
• Give the police investigators all information you have on your child including fingerprints, photographs, complete description and the facts and circumstances related to the disappearance.
Tuesday, February 2, 2010
Parenting tips to get our kids moving
One of the very many ways to keep our children staying healthy in life is by given them good exercise.
The great news is exercise comes in many forms and can be a lot of fun! With a little creativity you can easily add some fun physical activity into your parenting style.
1. Lead the way You need to set a good example. Kids, especially younger children, naturally follow their parents. So make sure you are looking after your own health and making physical activity a priority in your life.
2. Do it together In today’s overscheduled world, we need to make sure we are spending quality time with our children. What better way than to be active together. Since kids can’t be alone roaming the neighborhood, parents need to play with them.
3. Make it fun Put on some music and dance. Play tag. Roller blade. Basically just play. Provide them with toys and equipment that encourage them to be active while having fun. Bikes, scooters, hockey sticks and baseball bats will get your kids moving and active. For preschool children, ride on toys that get them exercising like pedal cars, big wheels and tricycles are always a great parenting decision.
4. Cheer them on Create positive reinforcements with encouragement and support. Help them find sports and activities that build their self esteem. Attend their sporting events and let them know you are their biggest fan whether they win or lose.
5. Turn it off Of course, we need to limit the time our kids watch TV and play video games. But make sure you do it in a positive way. If they are angry that you just turned off their favorite show, they might not be too excited about going out rollerblading with you.
Allow screen time during designated hours, preferably after homework is done and when physical activity is finished, like in the evening or on Saturday morning when tired parents might need to catch a few extra minutes of sleep.
Adding more physical activity into your family’s routine will help you all feel better and get you having more fun together. Most importantly, as you model a healthy lifestyle you will help instill in your children lifelong habits and healthy attitudes toward exercise and physical activity.
The great news is exercise comes in many forms and can be a lot of fun! With a little creativity you can easily add some fun physical activity into your parenting style.
1. Lead the way You need to set a good example. Kids, especially younger children, naturally follow their parents. So make sure you are looking after your own health and making physical activity a priority in your life.
2. Do it together In today’s overscheduled world, we need to make sure we are spending quality time with our children. What better way than to be active together. Since kids can’t be alone roaming the neighborhood, parents need to play with them.
3. Make it fun Put on some music and dance. Play tag. Roller blade. Basically just play. Provide them with toys and equipment that encourage them to be active while having fun. Bikes, scooters, hockey sticks and baseball bats will get your kids moving and active. For preschool children, ride on toys that get them exercising like pedal cars, big wheels and tricycles are always a great parenting decision.
4. Cheer them on Create positive reinforcements with encouragement and support. Help them find sports and activities that build their self esteem. Attend their sporting events and let them know you are their biggest fan whether they win or lose.
5. Turn it off Of course, we need to limit the time our kids watch TV and play video games. But make sure you do it in a positive way. If they are angry that you just turned off their favorite show, they might not be too excited about going out rollerblading with you.
Allow screen time during designated hours, preferably after homework is done and when physical activity is finished, like in the evening or on Saturday morning when tired parents might need to catch a few extra minutes of sleep.
Adding more physical activity into your family’s routine will help you all feel better and get you having more fun together. Most importantly, as you model a healthy lifestyle you will help instill in your children lifelong habits and healthy attitudes toward exercise and physical activity.
Monday, February 1, 2010
Welcome To Second Month ln School
Assalamualaikum,
Greeting from the Principal and staffs of Matrix Islamic Educational Center (MIEC), we
Welcome you all to the beginning of the second month in school, We do hope by now, you must have experience some few developments in your child, As we promised at the beginning of the year that this school year is going to be different and probably the best you have every experience in Matrix Islamic Educational Center. (MIEC)
I will quick like to notify you that Our Mandrin classes has started today and it was a great experience,
We are also introducing our taekwondo training for our students; this is considered part of exercise to always keep them fit, mental, physically and other wise.
We hereby encourage all our parents to support this training by registering their child (ren) for this exercise. Forms will be given to each child for this registration process, always endeavour to check with your child whenever he or she is back home from school.
We are also starting our weekend classes for Montessori students, subject covers includes: - Mathematics, English, Science, Mandrin, Bahasa Melayu, Music, Swimming, Traditional Dance, Sensorial, Recite Muqaddam, Hafalan Surah & Doa, Hafalan Surah yassin, Jawi, choir. Parents are encouraged to register their children.
We also want to remind you our parents that we will be going for a trip to Malacca zoo on the 8th February, 2010, we hereby plead with our parents that are yet to registered for this trip, to do so as soon as possible, it is always advisable to try as much as possible to involved all students in any exercise organized by this school in other not to create a setback in the mind of any students.
And to our parents that has registered for this trip, we like to deeply express our sincere gratitude for your support and believes in Us and by the grace of Allah, We shall continue to bring out the very best in your child.
And lastly we encourage parents to find time and visit their children while in class, this boost the morale of the child that he or she is not left alone.
My prayer for you this month is that, As Quran 59:24 says and I quote “The Creator, the Initiator, The Designer, To Him belong the most beautiful names, Glorifying Him is everything in the heavens and the earth. He is the Almighty, Most Wise”
May Allah create beauty for ashes in your life and May He begins to initiates wisdom. Knowledge and understanding for you all, and May Allah design our lives with His favour and mercy all the days of our lives and hereafter (Ameen)
Salam.
Greeting from the Principal and staffs of Matrix Islamic Educational Center (MIEC), we
Welcome you all to the beginning of the second month in school, We do hope by now, you must have experience some few developments in your child, As we promised at the beginning of the year that this school year is going to be different and probably the best you have every experience in Matrix Islamic Educational Center. (MIEC)
I will quick like to notify you that Our Mandrin classes has started today and it was a great experience,
We are also introducing our taekwondo training for our students; this is considered part of exercise to always keep them fit, mental, physically and other wise.
We hereby encourage all our parents to support this training by registering their child (ren) for this exercise. Forms will be given to each child for this registration process, always endeavour to check with your child whenever he or she is back home from school.
We are also starting our weekend classes for Montessori students, subject covers includes: - Mathematics, English, Science, Mandrin, Bahasa Melayu, Music, Swimming, Traditional Dance, Sensorial, Recite Muqaddam, Hafalan Surah & Doa, Hafalan Surah yassin, Jawi, choir. Parents are encouraged to register their children.
We also want to remind you our parents that we will be going for a trip to Malacca zoo on the 8th February, 2010, we hereby plead with our parents that are yet to registered for this trip, to do so as soon as possible, it is always advisable to try as much as possible to involved all students in any exercise organized by this school in other not to create a setback in the mind of any students.
And to our parents that has registered for this trip, we like to deeply express our sincere gratitude for your support and believes in Us and by the grace of Allah, We shall continue to bring out the very best in your child.
And lastly we encourage parents to find time and visit their children while in class, this boost the morale of the child that he or she is not left alone.
My prayer for you this month is that, As Quran 59:24 says and I quote “The Creator, the Initiator, The Designer, To Him belong the most beautiful names, Glorifying Him is everything in the heavens and the earth. He is the Almighty, Most Wise”
May Allah create beauty for ashes in your life and May He begins to initiates wisdom. Knowledge and understanding for you all, and May Allah design our lives with His favour and mercy all the days of our lives and hereafter (Ameen)
Salam.
Saturday, January 30, 2010
First Month In School
Assalamualaikum,
As we have come to the end of the first school month, I believe we must have learnt some few tips on how to raise a good and perfect child.
Just to recap into the first month in school “January 2010” we had a trip to the fire station in Alor Gajah, and it was a wonderful experience, the students had a very remarkable experience, For those of you that your child was present for the trip, we want to really extend our sincere gratitude for your support and confident you had in us.
We as a parent we mustn’t stop in given our child the very best of life even at low cost we can still provide them with good things of life.
We have so many photos of our children in classes, trips, school holiday activities, occasions and lot of more, kindly log on to our photo gallery
We also take some time out to celebrate with those of our students born every month, for the month of January, we wish every of Our students born in this month many happy years to come and may the good Allah always remember them for His mercy now and thereafter ( Ameen)
If you may permit me to use of one the word of my mentor, and I quote “ the different between the poor and the rich is information” basically this is the truth, I believe if we all have the right information at the right time and make use of it, things would have been different by now.
To your all Our parent’s out there, We at Matrix Islamic Educational Center has promise to always be here for you, to give you and your child the very best of Islamic education and we want to assured you once again, that by the special grace of Allah, we will not fail you.
This coming month of February, 2010, we will be taken a trip to Malacca Zoo, parents should Endeavour to make sure their child (ren) per take in it, this is another way of showing to the children that education is fun.
We have so many photos of our children in classes, trips, school holiday activities, occasions and lot of more, kindly log on to our photo gallery on this web.
For more information or you are interested in knowing more about how our services can really benefits you and your child, kindly visit us or call us today and you will be glad you did.
Have a pleasant weekend.
See you next month.
Salam.
As we have come to the end of the first school month, I believe we must have learnt some few tips on how to raise a good and perfect child.
Just to recap into the first month in school “January 2010” we had a trip to the fire station in Alor Gajah, and it was a wonderful experience, the students had a very remarkable experience, For those of you that your child was present for the trip, we want to really extend our sincere gratitude for your support and confident you had in us.
We as a parent we mustn’t stop in given our child the very best of life even at low cost we can still provide them with good things of life.
We have so many photos of our children in classes, trips, school holiday activities, occasions and lot of more, kindly log on to our photo gallery
We also take some time out to celebrate with those of our students born every month, for the month of January, we wish every of Our students born in this month many happy years to come and may the good Allah always remember them for His mercy now and thereafter ( Ameen)
If you may permit me to use of one the word of my mentor, and I quote “ the different between the poor and the rich is information” basically this is the truth, I believe if we all have the right information at the right time and make use of it, things would have been different by now.
To your all Our parent’s out there, We at Matrix Islamic Educational Center has promise to always be here for you, to give you and your child the very best of Islamic education and we want to assured you once again, that by the special grace of Allah, we will not fail you.
This coming month of February, 2010, we will be taken a trip to Malacca Zoo, parents should Endeavour to make sure their child (ren) per take in it, this is another way of showing to the children that education is fun.
We have so many photos of our children in classes, trips, school holiday activities, occasions and lot of more, kindly log on to our photo gallery on this web.
For more information or you are interested in knowing more about how our services can really benefits you and your child, kindly visit us or call us today and you will be glad you did.
Have a pleasant weekend.
See you next month.
Salam.
Sunday, January 24, 2010
Ways for Helping Kids and Teens with their Homework and Study Habits
Certain key practices will make life easier for everyone in the family when it comes to study time and study organization. However, some of them may require an adjustment for other members of the family.
• Turn off the TV set. Make a house rule, depending on the location of the set, that when it is study time, it is "no TV" time. A television set that is on will draw youngsters like bees to honey.
• What about the radio? Should it be on or off? Contrary to what many specialists say, some youngsters do seem to function all right with the radio turned on to a favorite music station. (Depending on the layout of your house or apartment, maybe an investment in earphones would be worthy of consideration.)
• Certain rules should be set about the family phone during study hours. The more people in the household, the more restrictions on long and unnecessary phone calls are needed. A timer, placed next to the phone, can help to control the length of calls so that the telephone will be available if it becomes necessary to call a schoolmate to confirm an assignment or discuss particularly difficult homework.
• Designate specific areas for homework and studying. Possibilities include the child's room or the kitchen or dining room table. Eliminate as much distraction as possible.
Since many young people will study in their own rooms, function becomes more important than beauty. Most desks for young people really don't have sufficient space to spread out materials. A table that allows for all necessary supplies such as pencils, pens, paper, books, and other essentials works extremely well.
Consider placing a bulletin board in your child's room. Your local hardware store sells wallboard that might not look too pretty and isn't framed, but a 4 x 3'section is inexpensive and perfect on which to post pertinent school items. You might want to paint or cover it with burlap to improve its appearance or let your child take on this project.
Encourage the use of a small book or pad for writing down assignments so that there is no confusion about when certain assignments must be turned in to the teacher.
Keeping general supplies on hand is important. Check with your child about his needs. In fact, make it his responsibility to be well supplied with paper, pencils, note pads, notebook paper, et cetera.
• Regularity is a key factor in academic success. Try to organize the household so that supper is served at a standard time, and once it and family discussions are over, it's time to crack the books. If the student doesn't have other commitments and gets home reasonably early from school, some homework can be done before supper.
• Consider your child's developmental level when setting the amount of time for homework. While high school students can focus for over an hour, first-graders are unlikely to last more than 15 minutes on a single task. Allow your child to take breaks, perhaps as a reward for finishing a section of the work.
• Organize study and homework projects. Get a large calendar, one that allows space for jotting down things in the daily boxes. Rip it apart so that you (and the child) can sequentially mount the school months for the current semester. For example, you can tear off September, October, November, December, and January and mount them from left to right across one wall. Have the child use a bold color writing instrument (felt tip pen) to mark exam dates in one color, reports that are coming due in a different color, et cetera. This will serve as a reminder so that things aren't set aside until the last dangerous moment.
• Teach your child that studying is more than just doing homework assignments. One of the most misunderstood aspects of schoolwork is the difference between studying and doing homework assignments. Encourage your child to do things like: -
1. Take notes as he's reading a chapter
2. Learn to skim material
3. Learn to study tables and charts
4. Learn to summarize what he has read in his own words
5. Learn to make his own flashcards for quick review of dates, formulas, spelling words, et cetera
• Note-taking is a critical skill and should be developed. Many students don't know how to take notes in those classes that require them. Some feel they have to write down every word the teacher says. Others have wisely realized the value of an outline form of note-taking. Well prepared teachers present their material in a format that lends itself to outline form note taking.
• Should notes ever be rewritten? In some cases, they should be, particularly if a lot of material was covered, and the youngster had to write quickly but lacks speed and organization. Rewriting notes takes time, but it can be an excellent review of the subject matter. However, rewriting notes isn't worth the time unless they are used for review and recall of important information.
• A home dictionary is essential, but if it is kept on a shelf to gather dust, it won't do anyone any good. Keep it in an accessible place and let your child see you refer to it from time to time. If the family dictionary is kept in the living room and the child studies in his room, get him an inexpensive dictionary for his exclusive use
Good dictionary, encyclopedia and organizational skills depend on the ability to alphabetize. See if your child's teacher practices alphabetizing in class. Try alphabetizing spelling words, family members' names or a few favorite toys at home as a way of practicing.
• Help your child to feel confident for tests. Taking tests can be a traumatic experience for some students. Explain to your child that burning the midnight oil (cramming) the night before a test is not productive. Better to get a good night's sleep. Students also need reminding that when taking a test, they should thoroughly and carefully read the directions before they haphazardly start to mark their test papers. They should be advised to skip over questions for which they don't know the answers. They can always return to those if there's time. Good advice for any student before taking a test: take a deep breath, relax, and dive in. Always bring an extra pencil just in case.
• During a homework session, watch for signs of frustration. No learning can take place and little can be accomplished if the child is angry or upset over an assignment that is too long or too difficult. At such times the parent may have to step in and simply halt the homework for that night, offering to write a note to the teacher explaining the situation and perhaps requesting a conference to discuss the quality and length of homework assignments.
• Should parents help with homework? Yes-if it is clearly productive to do so, such as calling out spelling words or checking a math problem that won't prove. No-if it is something the child can clearly handle himself and learn from the process. And help and support should always be calmly and cheerfully given. Grudging help is worse than no help at all!
Read directions, or check over math problems after your child has completed the work. Remember to make positive comments - you don't want your child to associate homework with fights at home.
Model research skills by involving your child in planning a family trip. Help your child locate your destination on a map or atlas. Use traditional encyclopedia or a CD-ROM to find information about the place you will visit; try the Internet or books in the library.
Parents are strongly advice to spend quality time with their children whenever the chance present itself, this is considered a perfect gift money can’t buy
• Turn off the TV set. Make a house rule, depending on the location of the set, that when it is study time, it is "no TV" time. A television set that is on will draw youngsters like bees to honey.
• What about the radio? Should it be on or off? Contrary to what many specialists say, some youngsters do seem to function all right with the radio turned on to a favorite music station. (Depending on the layout of your house or apartment, maybe an investment in earphones would be worthy of consideration.)
• Certain rules should be set about the family phone during study hours. The more people in the household, the more restrictions on long and unnecessary phone calls are needed. A timer, placed next to the phone, can help to control the length of calls so that the telephone will be available if it becomes necessary to call a schoolmate to confirm an assignment or discuss particularly difficult homework.
• Designate specific areas for homework and studying. Possibilities include the child's room or the kitchen or dining room table. Eliminate as much distraction as possible.
Since many young people will study in their own rooms, function becomes more important than beauty. Most desks for young people really don't have sufficient space to spread out materials. A table that allows for all necessary supplies such as pencils, pens, paper, books, and other essentials works extremely well.
Consider placing a bulletin board in your child's room. Your local hardware store sells wallboard that might not look too pretty and isn't framed, but a 4 x 3'section is inexpensive and perfect on which to post pertinent school items. You might want to paint or cover it with burlap to improve its appearance or let your child take on this project.
Encourage the use of a small book or pad for writing down assignments so that there is no confusion about when certain assignments must be turned in to the teacher.
Keeping general supplies on hand is important. Check with your child about his needs. In fact, make it his responsibility to be well supplied with paper, pencils, note pads, notebook paper, et cetera.
• Regularity is a key factor in academic success. Try to organize the household so that supper is served at a standard time, and once it and family discussions are over, it's time to crack the books. If the student doesn't have other commitments and gets home reasonably early from school, some homework can be done before supper.
• Consider your child's developmental level when setting the amount of time for homework. While high school students can focus for over an hour, first-graders are unlikely to last more than 15 minutes on a single task. Allow your child to take breaks, perhaps as a reward for finishing a section of the work.
• Organize study and homework projects. Get a large calendar, one that allows space for jotting down things in the daily boxes. Rip it apart so that you (and the child) can sequentially mount the school months for the current semester. For example, you can tear off September, October, November, December, and January and mount them from left to right across one wall. Have the child use a bold color writing instrument (felt tip pen) to mark exam dates in one color, reports that are coming due in a different color, et cetera. This will serve as a reminder so that things aren't set aside until the last dangerous moment.
• Teach your child that studying is more than just doing homework assignments. One of the most misunderstood aspects of schoolwork is the difference between studying and doing homework assignments. Encourage your child to do things like: -
1. Take notes as he's reading a chapter
2. Learn to skim material
3. Learn to study tables and charts
4. Learn to summarize what he has read in his own words
5. Learn to make his own flashcards for quick review of dates, formulas, spelling words, et cetera
• Note-taking is a critical skill and should be developed. Many students don't know how to take notes in those classes that require them. Some feel they have to write down every word the teacher says. Others have wisely realized the value of an outline form of note-taking. Well prepared teachers present their material in a format that lends itself to outline form note taking.
• Should notes ever be rewritten? In some cases, they should be, particularly if a lot of material was covered, and the youngster had to write quickly but lacks speed and organization. Rewriting notes takes time, but it can be an excellent review of the subject matter. However, rewriting notes isn't worth the time unless they are used for review and recall of important information.
• A home dictionary is essential, but if it is kept on a shelf to gather dust, it won't do anyone any good. Keep it in an accessible place and let your child see you refer to it from time to time. If the family dictionary is kept in the living room and the child studies in his room, get him an inexpensive dictionary for his exclusive use
Good dictionary, encyclopedia and organizational skills depend on the ability to alphabetize. See if your child's teacher practices alphabetizing in class. Try alphabetizing spelling words, family members' names or a few favorite toys at home as a way of practicing.
• Help your child to feel confident for tests. Taking tests can be a traumatic experience for some students. Explain to your child that burning the midnight oil (cramming) the night before a test is not productive. Better to get a good night's sleep. Students also need reminding that when taking a test, they should thoroughly and carefully read the directions before they haphazardly start to mark their test papers. They should be advised to skip over questions for which they don't know the answers. They can always return to those if there's time. Good advice for any student before taking a test: take a deep breath, relax, and dive in. Always bring an extra pencil just in case.
• During a homework session, watch for signs of frustration. No learning can take place and little can be accomplished if the child is angry or upset over an assignment that is too long or too difficult. At such times the parent may have to step in and simply halt the homework for that night, offering to write a note to the teacher explaining the situation and perhaps requesting a conference to discuss the quality and length of homework assignments.
• Should parents help with homework? Yes-if it is clearly productive to do so, such as calling out spelling words or checking a math problem that won't prove. No-if it is something the child can clearly handle himself and learn from the process. And help and support should always be calmly and cheerfully given. Grudging help is worse than no help at all!
Read directions, or check over math problems after your child has completed the work. Remember to make positive comments - you don't want your child to associate homework with fights at home.
Model research skills by involving your child in planning a family trip. Help your child locate your destination on a map or atlas. Use traditional encyclopedia or a CD-ROM to find information about the place you will visit; try the Internet or books in the library.
Parents are strongly advice to spend quality time with their children whenever the chance present itself, this is considered a perfect gift money can’t buy
Thursday, January 21, 2010
Tips for discussing child safety
Who?
YOU!
• A parent is the best person to teach a child about personal safety.
What?
• Effective personal safety skills.
• Smart Thinking
• Strong Character
• Sticking Together
When?
NOW!
• Age and maturity matter.
• There is no perfect age when parents should begin teaching children about personal safety.
• A child’s ability to comprehend and practice safety skills is affected by age, educational, and developmental levels.
How?
LISTEN to your children.
• Know your children’s daily activities and habits.
• Listen to what they like and what they don’t like.
• Encourage open communication. Let your children know they can talk to you about any situation.
• Reassure your children that their safety is your #1 concern.
TEACH your children.
• Set boundaries about places they may go, people they may see, and things they may do.
• Reinforce the importance of the "buddy system."
• It's OK to say NO—tell your children to trust their instincts.
Get INVOLVED.
• Know where your children are at all times.
• Your children should check in with you if there is a change in plans.
• There is no substitute for your attention and supervision.
PRACTICE safety skills with your child.
• Rehearse safety skills so that they become second nature.
YOU!
• A parent is the best person to teach a child about personal safety.
What?
• Effective personal safety skills.
• Smart Thinking
• Strong Character
• Sticking Together
When?
NOW!
• Age and maturity matter.
• There is no perfect age when parents should begin teaching children about personal safety.
• A child’s ability to comprehend and practice safety skills is affected by age, educational, and developmental levels.
How?
LISTEN to your children.
• Know your children’s daily activities and habits.
• Listen to what they like and what they don’t like.
• Encourage open communication. Let your children know they can talk to you about any situation.
• Reassure your children that their safety is your #1 concern.
TEACH your children.
• Set boundaries about places they may go, people they may see, and things they may do.
• Reinforce the importance of the "buddy system."
• It's OK to say NO—tell your children to trust their instincts.
Get INVOLVED.
• Know where your children are at all times.
• Your children should check in with you if there is a change in plans.
• There is no substitute for your attention and supervision.
PRACTICE safety skills with your child.
• Rehearse safety skills so that they become second nature.
Guide to Parents on Child Parenting
• If a child lives with criticism, he learns to condemn.
• If a child lives with hostility, he learns to fight.
• If a child lives with ridicule, he learns to be shy.
• If a child lives with fear, he learns to be apprehensive.
• If a child lives with shame, he learns to feel guilty.
• If a child lives with tolerance, he learns to be patient.
• If a child lives with encouragement he learns to be confident.
• If a child lives with acceptance, he learns to love.
• If a child lives with recognition, he learns it is good to have a goal.
• If a child lives with honesty he learns what truth is.
• If a child lives with fairness, he learns justice.
• If a child lives with security, he learns to have faith in himself and those about him.
• If a child lives with friendliness, he learns the world is a nice place in which to live to love and be loved
Always create an atmosphere of good communication between you and your child.
For more information on Child parenting, feel free to contact the office, Our phone lines are available 24 hours day and we will be glad to assist.
• If a child lives with hostility, he learns to fight.
• If a child lives with ridicule, he learns to be shy.
• If a child lives with fear, he learns to be apprehensive.
• If a child lives with shame, he learns to feel guilty.
• If a child lives with tolerance, he learns to be patient.
• If a child lives with encouragement he learns to be confident.
• If a child lives with acceptance, he learns to love.
• If a child lives with recognition, he learns it is good to have a goal.
• If a child lives with honesty he learns what truth is.
• If a child lives with fairness, he learns justice.
• If a child lives with security, he learns to have faith in himself and those about him.
• If a child lives with friendliness, he learns the world is a nice place in which to live to love and be loved
Always create an atmosphere of good communication between you and your child.
For more information on Child parenting, feel free to contact the office, Our phone lines are available 24 hours day and we will be glad to assist.
Thursday, January 14, 2010
Ways for Parents to Help Their Children Stay Safe
Safety at Home
Children should know their full name, home phone number and how to use the telephone. Post your contact information where your children will see it: office phone number, cell phone, pager, etc.
Children should have a trusted adult to call if they’re scared or have an emergency.
Choose babysitters with care. Obtain references from family, friends, and neighbors. Once you have chosen the caregiver, drop in unexpectedly to see how your children are doing. Ask your children how the experience with the caregiver was, and listen carefully to their responses.
Safety in the Neighborhood
Make a list with your children of their neighborhood boundaries, choosing significant landmarks.
Interact regularly with your neighbors. Tell your children whose homes they are allowed to visit
Don’t drop your children off alone at malls, movie theatres, video arcades, or parks.
Teach your children that adults should not approach children for help or directions. Tell your children that if they are approached by an adult, they should stay alert because this may be a "trick."
Never leave children unattended in an automobile. Children should never hitchhike or approach a car when they don’t know and trust the driver.
Children should never go anywhere with anyone without getting your permission first.
Safety at School
Be careful when you put your child's name on clothing, backpacks, lunch boxes or bicycle license plates. If a child's name is visible, it may put them on a "first name" basis with an abductor.
Walk the route to and from school with your children, pointing out landmarks and safe places to go if they’re being followed or need help. Make a map with your children showing acceptable routes to school, using main roads and avoiding shortcuts or isolated areas. If your children take a bus, visit the bus stop with them and make sure they know which bus to take.
Children should know their full name, home phone number and how to use the telephone. Post your contact information where your children will see it: office phone number, cell phone, pager, etc.
Children should have a trusted adult to call if they’re scared or have an emergency.
Choose babysitters with care. Obtain references from family, friends, and neighbors. Once you have chosen the caregiver, drop in unexpectedly to see how your children are doing. Ask your children how the experience with the caregiver was, and listen carefully to their responses.
Safety in the Neighborhood
Make a list with your children of their neighborhood boundaries, choosing significant landmarks.
Interact regularly with your neighbors. Tell your children whose homes they are allowed to visit
Don’t drop your children off alone at malls, movie theatres, video arcades, or parks.
Teach your children that adults should not approach children for help or directions. Tell your children that if they are approached by an adult, they should stay alert because this may be a "trick."
Never leave children unattended in an automobile. Children should never hitchhike or approach a car when they don’t know and trust the driver.
Children should never go anywhere with anyone without getting your permission first.
Safety at School
Be careful when you put your child's name on clothing, backpacks, lunch boxes or bicycle license plates. If a child's name is visible, it may put them on a "first name" basis with an abductor.
Walk the route to and from school with your children, pointing out landmarks and safe places to go if they’re being followed or need help. Make a map with your children showing acceptable routes to school, using main roads and avoiding shortcuts or isolated areas. If your children take a bus, visit the bus stop with them and make sure they know which bus to take.
Friday, January 8, 2010
Morning Exercise
We in Matrix Islamic Educational Center, believes so much in living a healthy life and one of the many way to achieve this is engaging oneself in exercises. And base on this, we have made it a part of our daily activities in the school to engage our students in morning exercise before the commencement of the class section.
Below are some of the very important of exercises
1. The exercise reduces the risks to die prematurely.
2. The exercise reduces the risks to die of the diseases of the heart, cancers, the diabetes and arthritis.
3. The exercise helps us to lose weight by decreasing our index of body mass, reducing our cholesterol and the triglyceride levels which circulate in our blood.
4. The exercise improves operation of our immune system as well as the oxygen and blood circulation towards the various bodies of our body.
5. The exercise increases the sensitivity to insulin to prevent the diabetes of the type 2.
6. The exercise increases our endurance and energy level.
7. The exercise slows down ageing by improving our wellbeing physical, mental, emotive and psychological.
8. The exercise reduces our risk to develop diseases of the bones and articulations.
9. The exercise even helps to develop the creativity and imagination. It also supports the improvement of mental strength, including the acuity and reaction time.
10. The exercise increases the regard of oneself and the self-confidence.
11. The sport is an antidepressant. The sporting practice improves mood and stimulates the production of endorphins in the brain, which gets a feeling of wellbeing to you.
12. The exercise helps us with better sleeping.
Exercises go a very long way in our body systems; the body derives invaluable benefits from exercise. Each one of us should set aside a minimum period of 30 to 40 minutes every day in the morning for exercise
Below are some of the very important of exercises
1. The exercise reduces the risks to die prematurely.
2. The exercise reduces the risks to die of the diseases of the heart, cancers, the diabetes and arthritis.
3. The exercise helps us to lose weight by decreasing our index of body mass, reducing our cholesterol and the triglyceride levels which circulate in our blood.
4. The exercise improves operation of our immune system as well as the oxygen and blood circulation towards the various bodies of our body.
5. The exercise increases the sensitivity to insulin to prevent the diabetes of the type 2.
6. The exercise increases our endurance and energy level.
7. The exercise slows down ageing by improving our wellbeing physical, mental, emotive and psychological.
8. The exercise reduces our risk to develop diseases of the bones and articulations.
9. The exercise even helps to develop the creativity and imagination. It also supports the improvement of mental strength, including the acuity and reaction time.
10. The exercise increases the regard of oneself and the self-confidence.
11. The sport is an antidepressant. The sporting practice improves mood and stimulates the production of endorphins in the brain, which gets a feeling of wellbeing to you.
12. The exercise helps us with better sleeping.
Exercises go a very long way in our body systems; the body derives invaluable benefits from exercise. Each one of us should set aside a minimum period of 30 to 40 minutes every day in the morning for exercise
Subscribe to:
Comments (Atom)