Even something as simple as brushing teeth requires this approach, so you might use this example when introducing the concept:. With a more complex task, like completing a book report, the steps would become more involved, but the basic elements remain the same. Explain that this step is all about getting ready. It's about figuring out what kids need to do and gathering any necessary items. For instance: "So you have a book report to write. What do you need to do to get started? Make sure the book is OK with the teacher.
Write down the book and the author's name. Check the book out of the library. Mark the due date on a calendar. Then help your child think of the supplies needed: The book, some note cards, a pen for taking notes, the teacher's list of questions to answer, and a report cover. Have your child gather the supplies where the work will take place. As the project progresses, show your child how to use the list to check off what's already done and get ready for what's next. Demonstrate how to add to the list, too. Coach your child to think, "OK, I did these things. Now, what's next? Oh yeah, start reading the book" and to add things to the list like finish the book, read over my teacher's directions, start writing the report.
Explain that this part is about doing it and sticking with the job. Tell kids this means doing what you're supposed to do, following what's on the list, and sticking with it. It also means focusing when there's something else your child would rather be doing — the hardest part of all! Help kids learn how to handle and resist these inevitable temptations. While working on the report, a competing idea might pop into your child's head: "I feel like shooting some hoops now.
Explain that a tiny break to stretch a little and then get right back to the task at hand is OK. Then kids can make a plan to shoot hoops after the work is done.
Let them know that staying focused is tough sometimes, but it gets easier with practice. Explain that this is the part when kids will be finishing up the job. What is - WHAT? Resources for Infant Educarers, or RIE pronounced like Rye bread is the parenting approach that we use with our daughter Carys which is grounded in respect for the child. I've wanted to do an episode on this topic ever since I started the show but at first I didn't want you thinking I was all California-granola-hippie-crazy and stop listening. Now I figure there are enough of you that have been listening for quite a while that you're willing to at least listen to this 'respect for children' idea.
Because it's no exaggeration to say that it has literally transformed my parenting, and underpins every interaction I have with my daughter. I'm so proud of the relationship we have that's based in our respect for each other. In this episode we'll cover a brief history of how RIE came into existence, Magda Gerber's eight qualities of a good parent, and how to encourage your child to play independently References Gerber, M.
Nashville, TN: Turner. Gerber, M. Dear Parent: Caring for infants with respect.
Karp, H. We all have goals for our children, even if these are things that we've never formally articulated and are ideas we've inherited from half-remembered bits of parenting books and blogs and the occasional podcast and the way we were parented ourselves. But do you ever find that the way you're parenting in the moment doesn't necessarily support your overarching goals? So, if you have a goal to raise an independent child but every time the child struggles with something you step in and "help," then your daily interactions with your child may not help your child to achieve that independence.
Joan Grusec of the University of Toronto helps us to think through some of the ways we can shift our daily interactions with our children to ones that bring our relationship with them rather than our need for compliance to the fore in a way that supports our longer-term parenting goals.
References Coplan, R. Parenting: Science and Practice 2 1 , Dix, T. Child Development 60, Grusec, J. Bornstein Ed. Handbook of Parenting 2nd Ed. Mahwah, NJ: Lawrence Erlbaum. Hastings, P. Parenting goals as organizers of responses to parent-child disagreement. Developmental Psychology 34 3 , Kelly, G.
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The psychology of personal constructs 2vols. New York: Norton. Kuczynski, L. Socialization goals and mother-child interaction: Strategies for long-term and short-term compliance. Developmental Psychology 20 6 , Lin, H.
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Exploring the associations of momentary parenting goals with micro and macro levels of parenting: Emotions, attributions, actions, and styles. Meng, C. Parenting goals and parenting styles among Taiwanese parents: The moderating role of child temperament. The New School Psychology Bulletin 9 2 , Miller, P. Parenting: Science and Practice, 2, If you've been following the show for a while now, you'll know that my daughter and I LOVE to spend time outside.
Your Parenting Mojo - Respectful, research-based parenting ideas to help kids thrive
I looked at the research on the benefits of outdoor play for young children, and in my interview with Dr. So doesn't it go without saying that these benefits will continue for older children, and that if we allowed school-aged children to spend more time outside then all kinds of improved learning outcomes would follow? When I started digging into the research I was shocked by what I found.
checkout.midtrans.com/dating-apps-de-sant-mateu.php Studies employing poor-quality methodology abound. I'm not sure a control group exists in the whole lot of them. And "results" are measured in terms of how much students like the program, or how much their self-esteem has improved as subjectively measured by a teacher's evaluation. One of the best papers I found on the topic was written by Dr. Mark Leather - it acknowledges the potential benefits of forest schools while removing the rose-tinted glasses to clearly see the limitations of the research base on this topic as well.
So invited Dr. Leather onto the show to explore what are forest schools, what may be their benefits, and whether he would send his child to one References Aasen, W. Education 71 1 , Cumming, F. An Australian perspective of forest school: Shaping a sense of place to support learning. MacEachren, Z.
First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools. Journal of Outdoor and Environmental Education 21, Maciver, T. Knight Ed. Los Angeles, CA: Sage. Morgan, A. Murray, R. A Forest School evaluation project: A study in Wales.