Education is a key issue for all parents and professionals who work with children every day.
This learning centre singapore that partly defines the relationship between the child and the people around him and, above all, helps to build the person he / she will become as an adult.
Dad, mom, nanny…: should we predefined a role for each of the recurring actors in the lives of our children?
The children identify very early and very quickly that each person around him has a specific role with him. However, it is important that the people who are brought to keep the child punctually (nannies, grandparents …) do not encroach on the role of the parents by coming to replace them but on the contrary, to bring a complementary to their action educational.
Regarding parents, often one of them is perceived by the child as being more flexible, less severe than the other. But this should not prevent that parent from being rampant at times when the child is doing something stupid and explaining to him why what he has just done is wrong. This is to ensure his role of educator towards his child.
Moreover, even if the parents have well-defined roles (stern mother, lazy dad or vice versa), the fact remains that both parents must agree on certain essential points of the child’s education. Indeed, when the children want something, if one of the parents refuses, he knows that the other parent identified as being laxer, respond favorably to his request. This type of situation is common and sometimes the credibility of parents in the eyes of the child. This is why it is important that when one parent refuses, the other side also agrees with the refusal and the same logic must be applied for authorization.
Finally, regardless of their role, it is the respect and appreciation of the child of each of the actors of education (parents, nannies.), which must prevail so that the child does not become the target conflicts that would not contribute to his well-being.
Should a child be allowed to have his or her own experience or rather be in the systematic prevention of risk?
To educate a child is to try to do the best to give him benchmarks and tools so that he can later become a fulfilling adult. All this also involves experiences that require the mobilization of all the senses (hearing, smell, sight, touch, taste), which does not always happen without danger.
For example, a child approaching a pool to explore what is happening while he cannot swim, it is clear that the adult must be extra vigilant and not let the child do it. Just as if the adult sees a child playing with a lighter, should not let it continue. These are, however, experiences that children can lend themselves to and that can be dangerous.
However, it is not for the adult to prohibit to prohibit, but to remind the child of the notion of danger, a notion that children have not acquired. In the given examples, prevention is required: fence the pool with a fence for example to prevent access to the youngest, put a presence detector … and away dangerous objects out of reach of children.
On the other hand, the child needs to make his own experiences without the adult intervening. For example, sometimes the child needs to play alone and the role of the adult is to let him do it while occasionally taking a look at what the child is doing; this is a remote monitoring that allows the child to feel free. Just as when the child is bickering with other children, it is necessary that the adult does not interfere (unless he or she is endangered), because conflicts and their resolution are part of life. and participate, like any other experience, in the development of the child.
In short, for the child to build and grow, he must be able to make his own experiences; the adult is present when there is danger, to intervene and explain to the child with words that are within his reach.
From what age do we begin to learn the rules of politeness to a child?
There, I want to answer as soon as possible, as soon as the child begins to speak, teaching him to say “hello”, “thank you” etc. May, well before being able to speak, the rules of politeness can already begin to be learned, because these also pass by the nonverbal behavior, teaching to the child that the spitting for example is bad.
In fact, the sooner the rules of politeness are learned, the better they will be assimilated by the child, which does not mean that it will not sometimes happen to be rude. This is why the role of the adult is to always remember the rules, as is the case for any learning.