Some children struggle with writing, finding it difficult to start and continue their stories. Parents can help by providing engaging activities that spark motivation. Gail Smith offers suggestions to show children the power of the written word. Read on to discover more on how to encourage your child's writing journey!
Read MoreBased on her experience as a school principal, Gail Smith noticed something cool: kids who got to be independent seemed way happier and more confident. Check out why letting your child take their own steps is a smart move in parenting!
Read MoreCreativity is about letting your imagination run wild! Discover how encouraging your child's creative side can lead to amazing benefits. Join Gail Smith as she dives into the world of creativity!
Read MoreI know it’s hard if there are risks, but, teach your child to have a go and to be a risk-taker. Read on for some advantages of this.
Read MoreHow often do we reward our children in spontaneous ways? Do we notice the various spontaneous occasions that can be rewarded and often through different ways?
Never underestimate the value of the positive words you use with your children. There is a clever way of getting even smarter with words and that is by picking up on spontaneous positive moments you notice.
Read MoreEinstein was a famous one for telling everyone that without curiosity learning does not grow. He would argue that without his insatiable attitude for being curious he would not have made his discoveries about the universe.
By nature, children are curious. We see this in the young child who will explore everything in front of them. As the child grows, also grows a level of caution, it’s natural. As parents, we monitor what is safe and not so safe when it comes to being curious. This blog is to remind parents that curiosity can come in so many ways. Our role is to encourage it and to invite our children to explore the world through different lenses, understanding that within each lens, different perceptions develop.
To some degree developing curiosity is linked to developing independence and as the parents give the child more freedom, they begin to explore the world in their own way without boundaries. They experiment with more freedom and this will come with mistakes and success. In order to build curiosity in our children the following thoughts may help:
A child can be curious in many ways that can be as simple as learning to cook, playing in the sandpit, studying recipes etc. through to learning about planets. The range is big, or small and is everywhere.
The more we don’t give immediate answers but invite more questions, the child’s curiosity grows.
“Look at that beetle. I wonder why it goes in and out of the rock?”
More questions beget more questions and so the probing goes deeper, the perceptions alter and alternative thinking develops strengthening and feeding our creative disposition. Here critical thinking begins.
When the child sees that you enjoy being curious, they learn that the experience will be enjoyable for them and they can ask questions freely. Just giving answers does not excite the imagination and shuts down all creativity.
When you listen to the news or read something of interest, use these occasions to discuss the curious nature of the article or news item. Children will soon learn that you invite conversations with them to learn more and enjoy the discussion together. This, to you, is seen as an effective way to work through issues, problems or simply to gain knowledge.
This is a time when asking “why” a perfect way to invite curiosity. Children prefer this rather than straight answers. We are not always the bearer of all information, but we can be the bearer of many questions to explore different ways of looking at things.
If your child knows that you will invite them into being curious, rather than just providing an answer, they will be more inclined to approach you with interesting thoughts and ideas. A child is naturally attracted to questioning, rather than just knowing the answer.
Schools are actively teaching a method that invites gaining knowledge through asking questions. Your child, if at school age, will be familiar with this process, which to them is a natural form of learning. Talk to your child’s teacher to learn more about the Inquiry approach to learning.
When you ask questions, rather than give an immediate response, you are telling your child that there could be many ways of looking at something. This is encouraging the child to see everything from various lenses. It presupposes that having a go and reflecting on different answers is not about making mistakes, but rather seeking out the truth and thinking with an open mind and being a critical thinker.
“What road do I take?”
“Well, where are you going?”
“I don’t know.”
“Then it doesn’t matter if you don’t know where you are going. Any road will get you there.”
This is all about giving them gradual independence to manage themselves. As they grow in independence they will certainly come across situations where they are uncomfortable, exposed to failure and feel generally unsatisfied with their efforts. These are all-natural feelings. Sometimes as parents we think by taking the responsibility away from them, they will have less pain and besides what if they make a mistake? How will they feel?
As the child grows in independence, they also grow in taking on their own responsibility for things. This teaches them to own the situation. There is much satisfaction with a child when they start to take responsibility. This gives them a sense of self-worth and a feeling of growing up as a real person. There is nothing more enriching than having that feeling of making decisions yourself.
Our role as parents is to support this gradual development and watch with joy our young one taking on responsibility.
Teachers know that in order for children to learn effectively they need to take ownership of their learning. During the school day, teachers will provide situations where children will make informed decisions on what they learn and how they learn. At parent-teacher interviews, there is nothing more satisfying for a parent than to hear that their child is a responsible learner. This has come about by gradually learning to take risks and to make responsible choices for themselves.
Teachers know that success only comes from accepting responsibility.
You will be amazed how small opportunities to take on responsibility will increase self-esteem once they are successful in showing responsibility.
Consider the following thoughts to build stamina in your child with regard to taking on responsibility:
Consider your own life situation. Are you a person that models responsibility and ownership of situations? Talk to your child about why this has been important to you over the years.
Do you have a list of chores at home that your child must do as part of the family routine? Could these chores grow in responsibility as the child gets older and demonstrates their growing strength in this area?
If you are having a holiday, get your child involved in the planning and being responsible for certain duties. Perhaps they take ownership of packing their bags, researching venues etc.
Talk about the responsibility of doing tasks at school. We know that leadership develops in children who show strong skills in being responsible. School captains are chosen from those children who demonstrate strong skills in being responsible. Teachers frequently set up monitors in classrooms on a rotation basis giving children responsibilities to manage.
Talk about how you value your child’s growing awareness and interest in taking on responsibility. Take care not to rescue your child too soon after disaster strikes as this will only disengage your child from taking on responsibility. It also delays any further interest in being responsible.
For those children reticent to be independent, give them small opportunities to be independent. You will be amazed how this will grow once they are successful in showing responsibility.
We live in a world where the safety of our children is paramount and to this end, I can understand how we are cautious parents in giving them too much responsibility and independence early.
I would argue that with gradual responsibility being handed to them, they are stronger and more confident young people. They are more observant of life around them when being responsible for themselves. They confidently and intuitively show skill in navigating their way around difficult situations and are much happier in themselves being in control.
“The greatest gifts you can give your children are the roots of responsibility and the wings of independence.”
This is such a big topic and, in some circles, quite controversial. Basing it on my observations and speaking to teachers over the years there is a clear difference in how our boys learn. Some schools do considerable professional development in this area to guide their work in the classroom. However, experienced teachers will tell you that how a boy learns in most cases is very different from a girl.
When parents brought in their pre-schooler to talk about starting school, it was evident at that early age that children had a clear sense of who they were and what they preferred to play with. No surprise the girls wanted to draw and the boys gravitated around building blocks. There are arguments that suggest that at a very early age, preconceptual ideas of gender are formed and both boys and girls will have already learnt about society’s expectations on them. This article is not to discuss the bias that is placed on gender formation, but rather to remind boys parents that there are certainly important factors to consider if a boy is to learn well. These ideas are not exclusive to boys alone but are my observations of boys learning over many years.
“I realise that despite my tiredness, my son has the most fun when I do things his way…
Wild and loud. Go Big or go home.”
Consider:
A boy will tune into learning if it attracts them. Providing lessons that are highly stimulating and interactive is a winner with the boys. This tells us that providing boys with short sharp experiences often is attractive to their learning style.
Boys can distract easily if disinterested. Once distracted, they are hard to bring back to the core of the lesson. Teachers have the challenge of providing short sharp focus time to keep them engaged. Understandably at home when you lose their attention, it can be quite a task to bring them back to focus. Perhaps try not getting angry too quickly, but rather understand that it is the nature of boys.
Intermittent sport across the school day is a great way of keeping the brain active and the boys engaged. I always found longer lessons were not as successful for the younger boys. In lockdown I am sure families found less pressure after short bursts of playing outside.
In many cases boys can find learning to read, a harder process to learn. This can also apply to writing. Teachers have to think carefully when encouraging boys to write. The more abstract the concept, the less absorbed they become. When younger, they need very tangible experiences with writing especially. Reading also needs careful selection of books, as often fantasy is not their interest. Stories that are concrete and tangible are more their choice.
Keeping the boys engaged in lessons is the skill of the teacher. Care is always taken to be inclusive and tolerant of different ways that a boy can present themselves in a classroom.
Providing activities that are tangible and concrete can really stimulate a boy’s learning. This is where problem solving in a class can be a highly sort out activity. Boys can very competitive and sport, games etc. is an excellent way to keep their energy levels satisfied.
Sometimes boys take a little longer to form their letter formation well and to write uninhibited. Slow, gentle encouragement is important here. Giving boys small objects to play with helps with motor skills. Of course, using Lego is a well-chosen activity for boys who like to build, create, design and to see something tangibly grow in their hands.
As a parent, try not to jump in too quickly to correct and discipline boys. They need time to process and you need to be sure they understand what you have to say. Perhaps there is some truth in that men are from Mars and women are from Venus.
Boys value fairness and justice. They are quick to temper but from my observations they will forgive and move on with more speed than most girls. Mateship, connection and loyalty to friends plays a very big part in their life.
The above simply highlights some features of boys which I have observed over the years. Parenting does require really understanding your child, being tolerant when necessary and encouraging where possible. As a role model, boys need to experience the full spectrum of positive values (love, compassion, empathy in parenting etc). Never underestimate the need to be gentle and fair in working with your son.
A great memory I keep is that one day two boys were sent to me for discipline. When I started talking to the boys they immediately wanted a negotiation.
“Look Mrs Smith it’s like this. We have made up now and we are friends. There is a footy game outside and we want to join in now. Can we do our consequences tomorrow?”
No surprises there were no consequences!
How magnificent it is when a child is born. At this point we envisage a wonderful life together as family. We dream of all the great potential of our special child. And so, you should. What can sometimes happen, as the years progress, it can cloud those hopes when we see unpleasant behaviour and our child challenges us in ways that are surprisingly uncomfortable. We can become fatigued by the onslaught of childhood and adolescent problems, that may appear, as our bundle of joy grows older.
What is worth keeping in mind is that the great potential you dreamt about with your newborn is ever-present. They are capable of so much and with our help can achieve in so many surprising ways. They of course must journey through the rigour of childhood, which will naturally have periods where their dreams are clouded as well.
There is nothing more exciting than sitting in a classroom and observing the enthusiasm, interest and passion children show for their work. They are like sponges and are keen to absorb all the advice and stimulus that they can access. This is such a liberating environment for bringing out a child’s potential. Of course, here I sit as someone who does not have the job of rearing the child. My observation looks at the child from a pure perspective and here I encourage parents to similarly keep a clear vision.
Your child has so much potential. Teachers know this and in clever ways tease out their strengths and encourage new thinking in each child. Sometimes all we need to do is encourage their ideas and affirm their interests and passions no matter how different they are to your line of thinking. Potential is driven by ongoing encouragement.
A child’s developing confidence will influence their ability to express their potentiality. Our job is to help build their confidence and demonstrate faith in their attempts to be stronger, louder and more expressive overtime.
In classrooms, teachers look for a child’s potential and work to displaying their gifts and strengths through many and varied activities. It may not be through academics. It may be through sport, drama, art or music etc. When a child realises that they have strengths and that they are encouraged to develop them, a whole new world of hope and possibilities expands on their horizon. Their self-confidence escalates and the world is their oyster.
Consider:
Be open to your child’s potential no matter how different this may be from your own ambitions. Accept and celebrate their differences. The best comes out when they feel liberated to be themselves.
Invite conversations around what they enjoy and what sparks their interests. Try not to direct their interests, but be guided by what they tell you. Listen with interest and not condemnation.
Remember to affirm their passions and encourage their interests, as they are often stimulated by their developing potential.
A child is a work in progress and over time their passions, interests and strengths will align if allowed to grow. This will lead to them reaching their potential over time.
Be the instrument that allows them to develop their potential by affirming, reassuring, allowing trial and error and above all seeing every attempt as success, not failure.
Keep in mind that your child’s potential is unique to them. Sometimes we get confused when we see considerable difference in our children. We can feel more reassured when they seem more like us. Their journey and potentiality are all about them. Best we celebrate the unique differences we see, rather than bemoan the lack of similarity in our children.
A child’s potential is such a wonderful part of their development. Your role is simply to open the doors and windows, to let in fresh possibilities for them to experience their potential. You are building a strong foundation enabling your child to embrace what is their right, to reach their full potential.
“Free the child’s potential and you will transform them into the world.”