HOW YOUR CHILD TANTRUM muffled?

Anyone who has ever been with a toddler knows so much charm and the way how they can be difficult. During this period of development that children with behavioral test of both patience and creativity of their parents. It is more or less inevitable that young children present their parents with challenging behaviors. Toddlers quickly move towards greater autonomy, both physical and social. They are in the process control of locomotion (walking, running, climbing), the control objects (pick up, throw, fall), communication (speaking, shouting, crying), and social interaction (with parents, siblings, peers). They are both very small and relatively powerless, but responsible for the belief that they are entitled to anything they want, whenever they want. Many toddler behavior can be understood in this light. On some level, they understand that they can not do anything they want without the help of parents, but they want everything now. In order to get what they want, they often use behavior handling, try to maneuver the mother to both give the object of desire and also to allow full freedom of action. In addition, they continue to be primarily motivated by the base currency of child behavior - to receive parental attention. From birth, children feed on demand and supply almost unlimited attention. Even toddlers while trying to strike on their own, they require the attention of their parents. As adults, we tend to be both frustrated and intrigued by the behavior. It is surprising to discover the effectiveness of our emotions toddlers buttons and the gusto with which they are based on them. If we limit or deny anything, they suddenly unleash their ultimate weapon - The Tantrum. Anger is the definitive expression of these conflicts and motivations of toddlers. It represents: The level of frustration toddlers feel at not being able to dominate the world because they believe they should; An attempt to manipulate the parent by doing what their desires and toddlers; An attempt to draw attention to the behavior of the mother of toddler sense can not ignore. I, for many years as a parent, teacher, and pediatrician, developed the following guidelines to help them cope and survive the toddler years: 1. HIDE buttons. Try to give your toddler that few clues as possible about the particular behavior that will drive you crazy. 2. BABY PROOF YOUR ENVIRONMENT. Establish the environment to maximize the passive controls on the behavior of young children (eg, cabinet locks, doors and other physical controls that do not need your assets in real time intervention ). This allows you to minimize the negative effects of interactions necessary to maintain the toddler and your property safe. 3. THE WORDS UNDER THE BETTER. Used in lengthy explanations for correct behavior are lost on toddlers. If anything, the time and attention in May act to reward the behavior you are trying to correct. 4. MINIMIZE YELLING. Toddlers will be free to cry and it makes you feel out of control. 5. PICK your battles carefully, and win. It makes no sense to try to correct all the little details of a toddler behavior. Your toddler has more energy to engage in behavior that you. If you choose a behavior is unacceptable, then stick to your guns. If you give in the message is that the toddler, he can get what he wants with persistence. 6. TO MEET anger, protect and back. When the inevitable crisis occurs, make sure your child is not in a position where it can hurt, then back off and to move by itself if possible. Do not reward the crisis carefully, and not to yield to the demand grew. Your child needs to develop a knowledge we all need - under the control of his emotions for himself. 7. Remember: It does not last forever. The toddler years do not come to an end. Of course, you have the future pleasures of parenting in front of you, such as adolescence - but it is for another time ....

how the brain math help your child

Which family member did not take pleasure as they sit with a child who sings "one, two, three ..." when asked to account or in response to the question "how?" This playful interaction is easily recognized as an important milestone. It is a step in the development of "mathematical power." As described by the National Council of Teachers of mathematics, mathematical power "includes the ability to explore, conjecture, and reason logically, solve problems, to communicate about and through mathematics, and building ideas in between mathematics and other intellectual activity. "Mathematical power also" the personal development of self-confidence and a willingness to seek, evaluate and use quantitative and spatial information in solving problems and making decisions. " "Students' flexibility, perseverance, interest, curiosity, intuition and also the effect of mathematical achievement of power." Mathematics is at the second reading of the amount of time and money budgeted for in the primary school curriculum. Mathematics is a language with its own set of rules and symbols to communicate. These symbols are abstract and represent the nature of mathematics as a way of thinking. Mathematics is a powerful tool that has utility in virtually all aspects of daily life. Mathematics is a system of relations that supports the recognition of patterns that recur in our world, in how things work, art and nature. Mathematics should continue to play a central role in early childhood and primary school curricula. For a subject that is clearly very important, "mathphobia" - an anxiety or fear of mathematics - is a condition that no child should have experience. The anxiety associated with mathematics is often associated with the way mathematics is taught and teachers or parents attitudes. How children learn and understand how the brain for research, process, and then organizes the information is essential to provide appropriate learning experiences. Only when the concept is valid for one child may be symbolic language of mathematics began to be developed and have meaning. Active participation in learning by experience is the cornerstone of the construction of meaning. This is the learning and development takes time. Children need time to reflect and to extract mathematical concepts from the authentic experience that teachers provide. Children need time to play and explore materials, independently, through free exploration before they can participate in the thinking and mathematical concepts. Have you ever watched young children playing with "Fruit Loops" or other dry cereals color? When they sort the cereal pieces in the colors, organizing them into repeats (yellow, green, orange ... yellow, green, orange ...) or to explore other, they use the manipulation of pieces of cereal to help them in their learning. As children engage in activities like this, supported by the interaction with other children and adults, they begin to reflect on what they observe and make connections from one activity to another and then to generalize to the world about them. This is the beginning of "metacognition" or thinking about thinking. The attitude of teachers and, later, to achieve these mathematical activities is the key to success, attitude and enthusiasm of the children themselves as "mathematicians" . As children enter the world of formal education in the classroom, while knowledge of basic arithmetic "of the facts is essential - such as learning the letters of the alphabet and their sounds and their uses, thought, solving mathematical problems above and other tasks are the objectives. Critical thinking and appreciation that there are several ways to arrive at an answer are products of good learning experiences. Children should have a variety of these experiences using art, music, language (written and spoken), theater and other physical activities in large and small groups, as well as individuals, learning. Activities should allow children to experiment and express themselves visually, auditorally, kinesthetically and emotionally. As is well known that all learning is reinforced through realistic challenges and repressed by anxiety, the learning environment should be a safe and welcoming place that encourages risk taking, while providing challenging and inviting faith experiences practices. So what can we do as parents support our children in their personal development of "mathematical power"? In selecting toys for children, choosing which activities involve sorting and patterns with colors, shapes and sizes. Recognize that authentic learning experiences are not always "clean" and a genuine immersion is sometimes "messy". Buy Mudpie The old days of making the rear was truly a mathematical experience. Activities using different sizes of containers with water, rice, sand and clay to provide children a valuable exploration of learning opportunities on solids and liquids and measure the capacity of containers . Let your child help in your daily life activities such as cooking, laundry, shopping and visiting the library. Set up a for a specific use of the correspondence of language, such as, "Please give me three spoons. Model Three spoons. Language and modeling activities will support the development of your child power and general mathematical competence. Laundry activities provides sorting by several attributes such as color, type and ownership of the clothing (mom, dad, etc), and things come in pairs. When your child goes to nursery school as to what types of activities are planned and provided to develop "mathematical power" and the types of manipulation are used. Visit the public library with your child and find picture books and stories with mathematics such as relevance Benny's Pennies and The Very Hungry Caterpillar. As your child enters primary school, continue to pose questions on the mathematics curriculum. Ask about "Family Math Night" or think about the opening through a PTO. Mathematics is a language, a tool, and a system of relations that supports the daily life experiences. How children learn, be able to provide real experience and advocacy for children in school and the participation of the key issues will all go a long way in developing your child's mathematical power!