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Education

Moral Dilemmas for Students

Moral Dilemmas

Today’s students have more moral dilemmas than children had in the past.

Sometimes it is not possible for you to think about what is good or bad, right or wrong.

Moral Dilemmas: Hear no evil, see no evil and speak no evil’

Most of the time something is considered a moral dilemma when it is not something that you want to do either way.

This is something that is even more challenging for students because they have not developed entirely mentally and have a harder time figuring these types of issues and problems out.

There are many different types of moral dilemmas that each person has. Here are some of the most common ones.

Moral Dilemmas: Cheating – One of the things that are hardest for students is the moral dilemma of whether or not they should cheat.

Most students feel like there is so much pressure on them from family and teachers that when they are overwhelmed the temptation to cheat is enormous.

Dating Dilemmas– There are many different dating dilemmas that students face.

One of the most common dating dilemmas happens when two friends like the same person.

If both friends go after this person, they could end up losing their friendship because when one gets jealous this could be the result.

The best bet is for the friends to be honest about their feelings.

The other colossal dating dilemma that is faced by young people is how they are going to behave morally.

Moral Dilemmas: Money – Students feel like they need money for things.

Sometimes they might even feel as though there are many different things that they could spend this money on.

The temptation to “steal” or “sneak” money from others is genuine as well.

There is a lot of mental conflict for the students when they are faced with some of these events.

Students have to choose between two things with each of these situations.

Adults that the student’s respect can play a huge role in helping them to make the right decisions.

While parents are not able to be with their students all of the time, they can prepare their students for these types of situations and talk to them about what the right choices would be.

The best way to prepare your children for these types of situations and moral dilemmas is to talk to them about the circumstances.

It is vital that you talk to your child about the details but that you do not tell them what they should do.

Instead, you should ask them questions about what they think that the right choice should be.

Explain to your child that there are no black and white in all situations but rather that some conditions will be in the gray area and that they might not know how to handle themselves.

Encourage them to talk to you or any adult whom they respect for help in these tough situations.

The following quick tips to teach your children about morality can really help you in this process.

The first is that you must help you child identify the morals that are important to them and what they want to stand for.

Moral Dilemmas: right wrong answer decision

Remind your child that these can be different for everyone and share yours for inspiration.

Do not judge what your child chooses even if it is not what you would have had in mind for him or her.

Modeling these moral behaviors is also key because children learn best from what they see and their parents are their biggest models.

Tip three is to make sure that you have a strong and healthy relationship with your child.

The stronger your relationship is the less your child is going to feel torn by moral dilemmas.

Make sure that your children understand what your morals are.

Explain them to them and define the things that you are most interested in.

The fifth tip is that you should give your children positive reinforcement.

When they choose to do something right you should reward them with something positive even if it is just telling them how proud you are of them for their choice.

Finally you need to make sure that your children have good role models.

Help them choose the right type of people to look up to.

🙉short-stories-for-kids-with-morals-the-monkey-and-the-crocodile-prince-of-monkeys

Once upon a time in the middle of a thick forest flowed a big river. In the middle of the river there was a beautiful island covered with Mango, Jack fruit and other fruit trees.

A clever monkey lived by himself near the river banks he was very strong and was also a good jumper there happened to be a rock sticking out of the water halfway between the bank and the island.

Although it looked impossible the clever monkey was used to jumping from the riverbank to the rock and from the rock to the island he would eat fruits all day haha these fruits keep me young and energetic and then return home by the same route each evening thank god for this stone if it was not here i would not be able to relish these tasty fruits A crocodile couple lived next to the same river mr. and mrs. crocodile they were expecting their first brood of baby crocks my dear nowadays i have cravings to eat strange food i am bored of eating the fish that you bring every day because she was pregnant Mrs.

Crocodile wanted to eat different things so she made unusual demands on her faithful husband just like the other animals Mrs. crocodile was amazed at the way the clever monkey jumped back and forth to the island I wonder how the monkey is managing to go to be other side of the river for the fruits why do you worry about that it’s none of our business one day it so happened that mrs. crocodiles tasted a fruit which was floating in the river ah this fruit is so tasty i have never ever tasted something like this in my life nothing can compare to the taste of this fruit come on stop your boasting listen if this food tastes so good then the monkey who’s living on this fruit must be enjoying his meal everyday she developed a sudden craving to eat the heart of the monkey she told mr.

Crocodile about her desire darling i think the heart of the monkey would be very tasty because it eats only these fruits every day what the monkeys heart as you in your senses do you realize what you’re talking about i do not know anything i want to eat the monkeys heart it’s not possible to catch a monkey do you think it’s an easy task I don’t want any excuses somehow please get me the monkey’s heart -to-please her he promised to get the monkey’s heart ok ok i will somehow try to get the heart for you mr.

Crocodile began thinking seriously are you thinking of a plan can I help you know I’m very good at giving advice will you please stop and leave me alone to think of a plan mr. crocodile thought for some time and suddenly he said aha I’ve got an idea let me try it out tomorrow morning now i can sleep peacefully the next morning mr. Crocodile when swimming near the rock and lay down on the rock between the riverbank and the island let me wait here for the monkey to come he waited for the clever money to return that evening planning to catch him as usual the clever monkey spent the whole day on the island what a a lovely place oh oh – its time to return to home bye trees see you tomorrow the monkey was about to cross the river but he noticed that the rock seemed to have grown it was higher above water than he remembered hey i’m noticing something different something fishy let me investigate he investigated and saw that the river level was the same as in the morning yes the rock was definitely higher no no no i should be very very careful about water level is the same but the rock has incrased in size and has come up higher so let me check monkey carefully studied the rock immediately he suspected that the cunning mr.

Crocodile was behind this mischief oh my thank God I was a bit cautious or else my now I would have been in the heaven talking to my ancestors let me check to find out for sure he called to the rock hi there mr.rock, how are you he was greeted with silence again he uttered the same words on hearing this mr. crocodile was confused what is it possible that this rock can talk now what do i do the monkey yelled for the third time hi there mr.rock, how are you come on speak out then he shouted you used to answer me when i speak to you but today you say nothing what’s wrong with you mr. rock have I done anything wrong to offend you please speak out mr. crocodile thought no doubt on other days this rock used to talk to the monkey I suppose it’s frightened now because I am lying on it I can’t wait any longer for this dumb rock to speak i was just had to speak for the rock and tick the monkey then he shouted mmm…am fine mr.

Monkey I am NOT angry with you my throat has been infected that’s why I did’nt reply for some time what did you wantwho ae you without thinking the crocodile replied I’m mr. crocodile why are you lying there i’m waiting to take your heart there’s noescape for you mr. monkey the clever monkey thought ah he’s right there’s no other way back to the riverbank I am trapped but somehow I have to escape i have to trick him but how mr.

Monkey thoughtfor sometime yes I have it I have seen that crocodiles eyes close when they open about their moth wide then he yelled mr.crocodile my friend it looks like you’ve got me so I give you my heart open your mouth wide and take it when I come your way that’s goodmy boy mr. crocodile opened his mouth wide and immediately squeezed his eyes shut when the clever monkey saw this he immediately jumped onto the top of mr. crocodile’s head and then instantly to the riverbank when the crocodiles realized he’d been outsmarted he admired monkeys victory like a good sport in a contest he praised the winner he said mr.

Monkey my intention towards you was unwholesome I wanted to kill you and take your heart just to please my wife but you only wanted to save yourself and harm no one I congratulate you saying this mr. crocodile swam back when he reached his home mrs. crocodile learned what had happened at first she was angry with him but when the little ones came they forgot their troubles for awhile the the moral is a good loser is a true gentleman once upon a time there was a cruel monkey king who ruled in the himalayas all the monkeys in his band were his own wives and children he was afraid that one of his son might grow up and take over his kingdom

so it was his policy to bite each son after he was born this altered him so he would be too weak to ever challenges I and why I should be the king of this gang one of the wives of the monkey king was pregnant just in case my unborn child is a son I should protect him from my cruel husband oh god i need to do something so she decided to run away she ran away to a forest in the distant mountains months passed

I’ve been bored staying alone but I will bear this for the sake of my son she soon gave birth to a bright little boy monkey both mother and the son days happily and peacefully volim the baby grew up to be big and scroll one day he asked his body another with my father I would like to see him my son he is the king of the band of monkeys living at the foot of a far-off mountain that makes you a prayer oh please take me to my father

As found on Youtube

Moral Dilemmas post

Categories
Education

Middle Child Syndrome Explained

Middle Child Syndrome

 

Middle child syndrome is more real than most parents want to admit.

The problem comes when they have more than two children and one or more of their middle children feel as though they are lost in the shuffle.

For the middle child, it can be challenging to deal with the order in which they were born.

It is not uncommon for the middle child to be the outcast of the family.

In fact, it is so familiar that many people have named the condition middle child syndrome.

Understanding Just What Middle Child Syndrome Is

Many children who are born in between two or more siblings feel like they are inadequate and can not measure up.

They often experience feelings of emptiness and jealousy.  Some people cannot escape and form an extreme type of introversion.

This is related to low self-esteem and can even lead to issues with psychosis.

Most middle children are not given as much attention as the oldest or youngest child in the family.

They might start to feel like they have to do more to get noticed or to get attention.

Most of the time this causes the middle children to achieve more because they feel like getting awards and honors is the only way that their parents will pay attention to them.

Sometimes though the child feels that they can not earn these awards and this can cause them to act out for negative attention.

In this case, the child is likely to do things wrong just so that they can be punished.

Middle children often suffer from low self-esteem.

This is believed to come from the feelings that they do not have their parents guidance or support.

They tend to be overly friendly and can be looked at as weird by other people.

These children are willing to reach out to others because they usually feel so lonely and empty.

The low self-esteem and self-worth will often make a middle child feel as though they can not succeed in the ways that they want to.

This causes many middle children just to give up and not try to achieve.

A middle child is also seen as someone who is jealous and insecure.

Since the middle child feels like they are always fighting for attention at home, it causes them to feel jealous and insecure around others regardless of where they are at.

When they see others getting the attention that they are always reaching for then they end up feeling jealous of people.

In some cases, when there are extreme feelings of being unloved, unwanted, or even hated, the child might end up showing psychotic behaviors.

Causes of Middle Child Syndrome

There are two leading causes of middle child syndrome.

These children do not feel that they have the support that they need and they are often unable to develop their own identity successfully.

Since the middle child strives to be different than the firstborn or last born child, they tend to try and come up with their personality that is different.

They also feel like they are not as loved as the firstborn or last born children.

Making the Situation More Positive

There are many things that parents can do to avoid having a child with middle child syndrome.

It is important to celebrate all of your children’s accomplishments regardless of which child it is.

It is also essential that you spend time talking to each of your children and that you give each child their particular attention.

This is going to help to reduce the chance of any child, even your middle child, feeling like they are not as important as any of the others.

 

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Have you ever heard [that] the oldest child in the family tends to be very?

Responsible while children have no siblings are far more likely to be selfish and demanding Obvious merely stereotypes, or is it really true today?

We’ve [decided] to find the answer to this intriguing question how by a border can shape your personality?

the Bathwater Ferry began in the nineteen twenties of alfred elder sigmund freud’s friends in colleague Alder believed that the order in which we were born to a family inherently a sexual personality here is the Ferry the firstborn child according to older the oldest child tends to be conservative power orientated and predisposed Towards leadership

They often take responsibility for the younger siblings

That’s why first born has grown up to be more caring more willing to become parents more likely to take initiative

The Middle child the older brother or sister is a pacesetter to the second child

That’s why they often struggle just to pass their older siblings the pace of development is higher the middle kids in a family often tend To be ambitious for they’re rarely selfish they’re also more likely to set unreasonably high goals to themselves this increases the number of failures however knowing how to cope with

Difficulties in life is what makes them stronger?

The youngest child as a rule the youngest child gets a lot of care and attention from parents and even older siblings

That’s why they may feel less experienced and Independent however

Last forms are usually highly motivated to surpass their older sisters [and] brothers

They achieve big success and on recognition in their chosen field very often

They [become] the fasted athletes the best musicians and most talented Artists the youngest children are family tend to be very sociable though [are] usually more irresponsible and Frivolous than the older children

The only child without any siblings to compete with the only child often compete with his or her father Being overly pampered by their parents the single child expects pampering and protection from everyone around to Dependency and self-centeredness of a leading qualities of our lives the only child often has into interacting with peers

Many children have no siblings become perfectionist, and they usually achieve their goals no matter what?

Now all of these leads are three important questions question one

How does [the] birth order affect IQ scores?

There is a theory saying [that] the order in which you’re born has an impact on your personality [an] IQ level This idea has become very popular recently however it has also created quite a divide among researchers

Some Dismiss the Fairy entirely and others are convinced it plays a crucial role researchers from the University of Leicester Gangaiah Guttenberg University of Maine’s Study more than twenty thousand adults are united States united Kingdom and Germany in this study

They compared siblings of his family and the orders of their birth

They found that older children Generally show higher performance and intelligence tests however the scientists found no birth order effects on emotional stability and imagination Question number two how does birth order affect your personality? another study provided more evidence above water effectual personality the researchers analyzed personality traits of 377,000 High School students in the Usa.

They found the first one since be more honest and dominant however

They’re also less social and less resistant stress

Middle children tend to be more conscientious and diligent the youngest child in the family is more likely to be open and sociable Kids have no siblings often others But they also quite outgoing as social and finally question number three is birth order really that important You have to admit the results of these studies have a number of inaccuracies

The research doesn’t take into account important Social Factors such as ethnicity education Parents, welfare and relationships within a family birth order may have a certain impact on your personality or intelligence however Don’t forget the parent-child relationships and the upbringing that children receive in their homes are much more important factors in shaping their lives as individuals [do] you agree with all of this?

As found on Youtube

Categories
Education

Can you really tell if a kid is lying?

Lying Children

One of the main things to remember about lying children is that children learn from their parents.

Honesty and dishonesty are things that are taught in the home by what your children see. It does not matter if you are lying to others or merely lying to your children.

If they see you lying, they are going to be more likely to lie.

There are many things that lies can indicate. Some lies are not that big of a deal and should not cause significant concern for parents, but other types of lying could be because of an emotional issue.

The key is to know what kind of lying your child is doing and to have a plan ready for how you will handle the situations in which your child tells a lie.

Lying That is a Big Deal

The lies that are big deals are the ones that could be pointing to a severe emotional issue with your child.

These are the types of lies that you should worry about more.

When a child knows the difference between what the truth is and what a lie is but continues to make up stories it could indicate some issue or something that should cause concern. Children might find that by telling elaborate stories that seem real that they are getting more attention.

Sometimes a child who is older might start to lie to their parents and fall into this dangerous pattern as a way of dealing with demands that they feel are too hard on them. While these children are not trying to be wrong, this is something that can quickly become a habit.

However, when it comes to lying sometimes, there is a more significant problem at hand. Some children feel like lies are the best way to get what they want. If the child is lying and does not feel bad afterward, then there might be a more significant problem. Children who have severe issues might always be caught in lies because they are trying to cover up what is going on.

Lying That is Not As Big of a Deal

Some lying is more appropriate than other lying. Children who are between the ages of 4 and five are known to tell tall tales and makeup stories.

This is part of normal development because they are trying to recreate the fun that they experience when hearing stories.

Sometimes the child might end up with a reality that is a blur of what happened and what did not. It is essential that parents watch this behavior and talk to the child about when it is okay to tell stories and when it is not.

Children who are older and try lying to get out of trouble for something might require a little more attention.

Parents should talk to them about why these lies are not appropriate and why it is essential.

Tips to Handle a Lying Child

The most important person that is a role model to your child is you. Make sure that you discuss lying with your child.

Talk to your child about what the difference is between pretend and reality. Talk to them about lying and telling the truth and how they are different.

Make sure that your children know the importance of being honest in your home. Also, make sure that they know what the consequences for not telling the truth are.

Talk to your child about ways that they can handle situations without resorting to telling a lie.

If you feel that your child’s lying is a serious problem and not something that you are equipped to handle, then it is essential to seek professional help.

Hi. Let me ask the audience a question: Did you ever lie as a child?

If you did, could you please raise your hand?

Wow! This is the most honest group of people I’ve ever met. (Laughter)

So for the last 20 years, I’ve been studying how children learn to tell lies.

And today, I’m going to share with you some of the discoveries we have made.

But to begin, I’m going to tell you a story from Mr. Richard Messina, who is my friend and an elementary school principal.

He got a phone call one day.

The caller says, “Mr. Messina, my son Johnny will not come to school today because he’s sick.”

Mr. Messina asks, “Who am I speaking to, please?” And the caller says, “I am my father.” (Laughter)

So this story — (Laughter) sums up very nicely three common beliefs we have about children and lying.

One, children only come to tell lies after entering elementary school.

Two, children are poor liars.

We adults can easily detect their lies.

And three, if children lie at a very young age, there must be some character flaws with them, and they are going to become pathological liars for life.

Well, it turns out all of the three beliefs are wrong.

We have been playing guessing games with children all over the world.

Here is an example.

So in this game, we asked children to guess the numbers on the cards.

And we tell them if they win the game, they are going to get a big prize.

But in the middle of the game, we make an excuse and leave the room.

And before we leave the room, we tell them not to peek at the cards.

Of course, we have hidden cameras in the room to watch their every move.

Because the desire to win the game is so strong, more than 90 percent of children will peek as soon as we leave the room. (Laughter)

The crucial question is:

When we return and ask the children whether or not they have peeked, will the children who peeked confess or lie about their transgression?

Truth Not Lies Board Showing Honesty

We found that regardless of gender, country, religion, at two years of age, 30 percent lie,

70 percent tell the truth about their transgression.

At three years of age, 50 percent lie and 50 percent tell the truth.

At four years of age, more than 80 percent lie.

And after four years of age, most children lie.

So as you can see, lying is really a typical part of development.

And some children begin to tell lies as young as two years of age.

So now, let’s take a closer look at the younger children.

Why do some but not all young children lie?

In cooking, you need good ingredients to cook good food.

And good lying requires two key ingredients.

The first key ingredient is theory of mind, or the mind-reading ability.

Mind reading is the ability to know that different people have different knowledge about the situation and the ability to differentiate between what I know and what you know.

Mind reading is important for lying because the basis of lying is that I know you don’t know what I know.

Therefore, I can lie to you.

The second key ingredient for good lying is self-control.

It is the ability to control your speech, your facial expression and your body language, so that you can tell a convincing lie.

And we found that those young children who have more advanced mind-reading and self-control abilities tell lies earlier and are more sophisticated liars.

As it turns out, these two abilities are also essential for all of us to function well in our society.

In fact, deficits in mind-reading and self-control abilities are associated with serious developmental problems, such as ADHD and autism.

So if you discover your two-year-old is telling his or her first lie, instead of being alarmed, you should celebrate — (Laughter)

because it signals that your child has arrived at a new milestone of typical development.

Now, are children poor liars?

Do you think you can easily detect their lies?

Would you like to give it a try?

Yes?

OK. So I’m going to show you two videos.

In the videos, the children are going to respond to a researcher’s question, “Did you peek?”

So try to tell me which child is lying and which child is telling the truth.

Truth Lies Buttons

Here’s child number one.

Are you ready? (Video)

Adult: Did you peek?

Child: No.

Kang Lee: And this is child number two. (Video)

Adult: Did you peek?

Child: No.

KL: OK, if you think child number one is lying, please raise your hand.

And if you think child number two is lying, please raise your hand.

OK, so as a matter of fact, child number one is telling the truth, child number two is lying.

Looks like many of you are terrible detectors of children’s lies. (Laughter)

Now, we have played similar kinds of games with many, many adults from all walks of life.

And we show them many videos. In half of the videos, the children lied.

In the other half of the videos, the children told the truth.

And let’s find out how these adults performed.

Because there are as many liars as truth tellers, if you guess randomly, there’s a 50 percent chance you’re going to get it right.

So if your accuracy is around 50 percent, it means you are a terrible detector of children’s lies.

So let’s start with undergrads and law school students, who typically have limited experience with children.

No, they cannot detect children’s lies.

Their performance is around chance.

Now how about social workers and child-protection lawyers, who work with children on a daily basis?

Can they detect children’s lies?

No, they cannot.

(Laughter) What about judges, customs officers and police officers, who deal with liars on a daily basis?

Can they detect children’s lies?

No, they cannot. What about parents?

Can parents detect other children’s lies?

No, they cannot.

What about, can parents detect their own children’s lies?

No, they cannot. (Laughter) (Applause) So now you may ask why children’s lies are so difficult to detect.

Let me illustrate this with my own son, Nathan. This is his facial expression when he lies. (Laughter)

So when children lie, their facial expression is typically neutral.

However, behind this neutral expression, the child is actually experiencing a lot of emotions, such as fear, guilt, shame and maybe a little bit of liar’s delight. (Laughter)

Unfortunately, such emotions are either fleeting or hidden.

Therefore, it’s mostly invisible to us. So in the last five years, we have been trying to figure out a way to reveal these hidden emotions.

Then we made a discovery.

We know that underneath our facial skin, there’s a rich network of blood vessels. When we experience different emotions, our facial blood flow changes subtly.

And these changes are regulated by the autonomic system that is beyond our conscious control.

By looking at facial blood flow changes, we can reveal people’s hidden emotions.

Unfortunately, such emotion-related facial blood flow changes are too subtle to detect by our naked eye.

So to help us reveal people’s facial emotions, we have developed a new imaging technology we call “transdermal optical imaging

.” To do so, we use a regular video camera to record people when they experience various hidden emotions.

And then, using our image processing technology, we can extract transdermal images of facial blood flow changes.

By looking at transdermal video images, now we can easily see facial blood flow changes associated with the various hidden emotions.

And using this technology, we can now reveal the hidden emotions associated with lying, and therefore detect people’s lies.

We can do so noninvasive, remotely, inexpensively, with an accuracy at about 85 percent, which is far better than chance level.

And in addition, we discovered a Pinocchio effect.

No, not this Pinocchio effect. (Laughter)

This is the real Pinocchio effect.

When people lie, the facial blood flow on the cheeks decreases, and the facial blood flow on the nose increases.

Of course, lying is not the only situation that will evoke our hidden emotions.

So then we asked ourselves, in addition to detecting lies, how can our technology be used?

One application is in education.

For example, using this technology, we can help this mathematics teacher to identify the student in his classroom who may experience high anxiety about the topic he’s teaching so that he can help him.

And also we can use this in health care. For example, every day I Skype my parents, who live thousands of miles away.

And using this technology, I can not only find out what’s going on in their lives but also simultaneously monitor their heart rate, their stress level, their mood and whether or not they are experiencing pain.

And perhaps in the future, their risks for heart attack or hypertension. And you may ask: Can we use this also to reveal politicians’ emotions? (Laughter)

For example, during a debate. Well, the answer is yes. Using TV footage, we could detect the politicians’ heart rate, mood and stress, and perhaps in the future, whether or not they are lying to us.

We can also use this in marketing research, for example, to find out whether or not people like certain consumer products.

We can even use it in dating. So for example, if your date is smiling at you, this technology can help you to determine whether she actually likes you or she is just trying to be nice to you.

And in this case, she is just trying to be nice to you. (Laughter)

So transdermal optical imaging technology is at a very early stage of development.

Many new applications will come about that we don’t know today.

However, one thing I know for sure is that lying will never be the same again.

Thank you very much.

As found on Youtube

 

 

Categories
Education

How to Teach Your Child to Tie Shoelaces

Learning how to tie shoelaces is something seems to come naturally to some children but is a massive struggle for others.

Knowing where your child can help you to utilize the following tips to help them best.

Create a Shoe Tying Board
One great way for children to learn how to tie their shoes is to be able to practice.

Having a shoe tying board is an excellent way for them to practice and turn it into a fun game.

All you need is a couple of shoelaces and a piece of cardboard.

You can even upcycle a box and make a table.

Trace a couple of shoes and then punch holes so that you can run the shoelaces through them.

Shoe Tying
Shoe Tying

Try Different Laces
Thin laces can be challenging to learn to tie with.

You want medium width laces. You want them to be wide but not too wide, so the common width ones are perfect.

Another significant advantage to thicker laces is that they tend to be more comfortable to keep tight while your child is learning to tie the bow part.

Make sure to choose laces that are made out of cotton or another synthetic material.

The laces that are made out of slippery materials are much harder to learn with.

Think About Your Method
There are so many methods out there.

If you try starting with a double starting knot, you might find that this can help beginners with keeping it tight enough. For some, this does not work, but for others, this is a key to their starting success.

Consider the Fit of the Shoes
One great thing for you to think about is finding shoes that are the perfect size.

If the shoe is already a little tight when you are starting it is going to make it easier as the shoes can be tied looser without causing problems with fit.

Check Out Training Laces
Training laces are great because they offer you laces that are two different colors.

This can help beginners. You can also color half of a white shoe lace black when your child is learning as this can help them too without having to buy something special.

tie shoelaces

Teach Children to Untie Shoes
If you want to have success with learning to tie shoes, it is going to take practice.

Make sure that your child is untying their shoes at night and not just slipping them on. Practicing will make perfect so it is important that they continue to untie them.

One Method to Teach Your Child to Tie Shoe Laces

This method is known as being an excellent tool for parents who want to teach their child how to tie their shoes quickly.

Step 1 – Cross the shoe laces like normal.

Step 2 – Take your right hand and put your thumb and first finger in front of the lace so that your fingers are facing you.

Take your left hand and place your thumb and ginger behind the lace with your fingers facing away from you.

You will be using your pinky fingers to help you grip the laces tightly at this point.

Step 3 – Pull your fingers towards you until the lace feels tight.

Then twist your fingers so that they are facing each other.

Step 4 – Now take your fingers and pinch the opposite laces in between them.

Step 5 – Pull the laces through.

You will end up with a well-tied shoe in a way that is easy for young children to learn.

It is suggested that this method is used with children between the ages of 4 and 6.

Shoe Tying Tutorial (with a Shoe Tying Trick)

For many kids, learning to tie their shoes can be a big challenge.

Kids with motor skills issues often have trouble coordinating both hands at the same time.

And some other kids may not be able to remember all the steps.

This can lead to a lot of frustration.

Here’s a simple shoe tying method that you can try with your child to reduce that frustration.

It’s a popular method that we’ve adapted specifically for kids with learning and attention issues.

One of the hardest parts for kids when tying shoes is bending over to reach their feet.

So start with a shoe on a table in front of your child facing away from him.

You don’t need to use two different colored laces, but it can help some kids to see how this works.

First, cross the laces, drop them, loop-de-loop, and pull them tight, just as you would if you were tying shoes the traditional way.

Second, cross the laces, drop them, loop-de-loop, and pull them, but leave a small circle.

Tying Shoe Laces

Third, take the end of one of the shoelaces and put it through the circle.

Repeat with the other shoelace.

Lastly, pull the loops of the shoelaces tight.

And there you go, you’ve tied your shoes!

The reason this method works well for kids is that it uses the same motion twice.

That makes it easier for kids to learn the motion and remember the steps.

Once kids have mastered tying shoes on a table, they can try it with their shoes on.

They can start by sitting down with one foot up on a stool to see what they’re doing.

Then, when they’re ready, they can tie their shoes while standing, kneeling, or sitting on the ground, whatever is most comfortable for them.

Kids with learning and attention issues need a lot of repetition and practice, but each child learns at his own pace, so just keep practicing until your child has mastered the steps..

As found on Youtube

Categories
Education Parenting

Emotionally Healthy Children

How to Raise Emotionally Healthy Children

One of the main reasons that people are emotionally unhealthy is that they are living a life of codependency.

Parents can live co-dependently on their children, or the children can be codependent on their parents.

Codependency is a problem that continues to recur through the generations. Parents can start to help their children become emotionally healthy and live independently when they learn how to live their own lives separately from their children. Parents might even have to make a conscious effort to change these behaviors that might have been plaguing their own families for generations.

It can be hard to determine if there are codependency issues in your family.

Many times the problems are easy to deny and sometimes even more natural to hide.

Sometimes you might not even realize that you are codependent upon your children.

There are some signs of codependency that you can consider to determine if this is something that is a problem for you.

Questions to Ask Yourself to Find Out if You are Co-Dependent Upon Your Child

Do you find yourself overly focused on your child?
Do you suffer from low self-esteem?
Does your child suffer from low self-esteem?
Do you practice non-assertive communication?
Do you find yourself denying or devaluing your needs or the needs of yourself or your child?
Do you find yourself devaluing the wants or feelings of yourself or your child?
Do you have poor boundaries?
Do you feel that you need to control the things that your child says or does?

If you answered yes to more than one of these, the then chances are that you have at least some codependency issues with your child.

emotionally healthy children

Your child is going to learn a lot about himself/herself and how to communicate things like their own needs by how they interact with you.

It is imperative to examine how you relate with your child to see if they can develop healthy emotions.

If you want your child to be an emotionally healthy adult, then you should make sure that the following are happening with them.

Is your child about to express free thoughts, observations, and feelings?
Do you try to maintain equality in your home and make it fair for everyone?
Are you able to have healthy communication with your child?
Do you have reasonable rules for your child based on their age and ability?
Are you supportive and nurturing of your child’s needs?
Do you have healthy boundaries with your child?
Are you able to problem solve with your child?

If you did not answer yes to at least three of these things, then you probably need to work on these so that your child can develop into a healthy and productive member of society as an adult.

There are some things that you can do as a parent so that you can help your child to become a healthy adult. The following are some of the critical things for you to think about.

You need to allow your child to have information without making that information dependent upon behavior or using it as a reward.

Make sure that they feel comfortable expressing how they feel and what is going on with them.

You must show your children respect.

If you do not respect your child, then it is going to be hard for them to learn how to respect you and your authority.

Make sure that your child knows that you understand that sometimes they are going to be angry or have expressions that might not be positive.

You can not fix feelings, but instead, you need to work with your child to resolve why they feel that way.

Talk to your child about the boundaries that they want to have. Make sure that you respect these boundaries.

Allow your child to be independent in ways that are age appropriate. You should also give your child some responsibility that is appropriate for their age and allow them to make some decisions.

You need to have reasonable rules and punishments that are humane. Most important here is that punishments do not embarrass your child or cause them mental duress.

Finally, you must nurture your child. You need to be attentive to their emotional and physical needs. Plus you have to make sure that you are not reserving your love based upon your child’s behavior.

Doing these things is going to help you to make sure that you have an emotionally well-developed child who is not codependent on you.

 

When I was a senior in college, studying Early Childhood Education, I was a little worried about getting a job, and wondered if I should get licensed to teach older grades as well.

But my adviser reassured me, she said: “Kathleen, any day now, there will be public early childhood programs everywhere.” 30 years later, only a fraction of the children who need high quality early childhood programs have access to them, which is why I’m here to talk to you today.

This is a story about the single most important construction a society ever undertakes. It is about what is required to build a physically, cognitively, socially, and emotionally healthy child. It is a process, is complex, is the most challenging feat of engineering and a process that is easily thwarted by poverty and stress.

Healthy children do not come pre-assembled; work is required.

This story begins with 100 North Carolina babies, and their amazing journey.

Their life trajectories were changed by a single intervention, high-quality educational child care.

They remained part of one of the largest studies of child development and one of the most famous, the Abecedarian project.

And it started right here, in this town, at this university, at Frank Porter Graham Child Development Institute. Abecedarian means ones who are just learning, and our abecedarians have been followed since the 1970s.

Let me tell you how this worked.

Children and families from Chapel Hill area, all of whom lived in poverty, were assigned to one of two experimental groups.

Both groups received basic supports such as diapers and formula, but only one of the groups, the Abecedarian group, received full day, year round; intensive child care.

The researchers developed an innovative program.

They developed a program that focused on playful activities that emphasized one-on-one intensive language interactions between teachers and children.

The researchers, based on what we knew at the time, thought that they would see results quite quickly, and started assessing the children almost immediately, but it was over a year before they saw any results; at 15 months, there were slight differences between the Abecedarian childcare children and their none participating peers.

But the amazing thing is what happened from the long-term results.

First, there were some real disadvantages for children who did not participate in the Abecedarian childcare [program]. By four years old, they saw declines in their IQ, and in school, they were more likely to be placed in special education.

On the other hand, individuals who received the Abedecedarian childcare outperformed their non-participating peers on assessments of Math, Reading and intellectual measures through high school and into early adulthood. Abecedarian participants were less likely to become teen parents. By 21 years of age, only 40% of the none participants have or enrolled in college or employed in skilled labor, compared to 70% of the Abecedarian children.

Keep in mind, this is 16 years after participating in high-quality early childhood education. They were less likely to become depressed as adults.

By 30 years of age, they were more likely to have a job and a college degree, but the most impressive findings are the most recent: Abecedarian childcare participants in their mid-30’s showed better physical health than their none participating peers.

Let me give you and example.

Among the males who did not participate in the Abecedarian childcare, 25% developed metabolic disorder.

This is a serious medical condition consisting of hypertension and obesity.

Guess how many of the Abecedarian males developed metabolic disorder? 25%, 10%, 5%?

Zero.

Not one of the Abecedarian males developed metabolic disorder in their mid-30’s. High-quality childcare received before five years old is associated with better heart health in mid-adulthood.

Think about that for a moment.

What made a difference for the Abecedarian children?

How and why does high-quality early care in education have such a powerful and lasting impact?

What is required for the assembly of a healthy child, who then becomes a healthy adult?

Research as the FPG and elsewhere have been studying these questions for decades and identifying exactly what is needed for early care in education and the Abecedarian project provided a lot of that guidance.

For example, we know the children need healthy environments. the Abecedarians project lent years of studies that examined specifically what constituted healthy environments for young children, tools were developed in FPG that are used around the world to evaluate and improve the quality of early childhood programs.

But here is the thing: most children who live in poverty don’t have access to those high quality early childhood programs.

Next, language.

A great lesson from the Abecedarian program is the importance of intensive, frequent, one-on-one language interactions between adults and children.

Later research shows that by the time children are four years old, children who live in poverty hear 30 million fewer words than children who live in economically privilege homes, 30 million fewer words.

We continue to work, to try to help early childhood teachers enhance the quality of language development for young children.

Finally, we’ve established that the glue that holds this assembly together is the warm, trusting relationships forged by the adults in children’s lives.

The Abecedarian children had access to these one-on-one interactions with teachers, and we know from subsequent research that when children have caring and trusting relationships with teachers in early childhood, they do better academically and socially throughout the school years.

Healthy environments, language interactions, warm relationships, all rely on the skills of educated, healthy teachers.

So who are these early childhood teachers? And what do we know about them? Let’s take the example of Head Start teachers.

Head Start, you may know, is a federal funded program, designed to educate some children who live in poverty.

According to a recent report on the early childhood workforce, Head Start teachers increased their education, consistently since 2007, while realizing a decline in wages in real dollars.

Furthermore, we know from research that Head Start teachers report poor health outcomes than the general population, and they have very high stress in their jobs working with children and families; and we know that when teacher’s stress increases the quality of their relationships with children declines.

We are working very hard to identify ways to support teachers’ well being so that they can support young children. High quality environments, language interactions, healthy relationships delivered by teachers who are educated, healthy, and well compensated.

emotionally healthy children

Sounds expensive, right? It is.

But the Abecedarian study and other studies have found that there is a financial return on investment. According to Nobel Prize winner economist, James Hackman, participants in the Abecedarian study saved the societal support system as much as seven dollars for every dollar spent.

Seven dollars.

And further evidence from economic researchers shows that investment in high quality early childhood programs, benefits not only children and families but entire communities, and could be the single intervention that thwarts the inter-generational cycle of poverty.

Do you want to live in economically stable communities with low rates of poverty and crime?

Invest in high quality early childhood programs.

Do you want to spend less on public health problems like obesity and heart disease?

Invest in high quality early childhood programs.

Do you want your children to benefit from schools where all children are healthy and prepared to learn?

Invest in high quality early childhood programs.

These days, my office is to next to that of Francis Campbell, one of the original investigators on the Abecedarian study.

But 30 years after my adviser reassured me, children who live in poverty still do not have access to sufficient high quality early childhood programs.

Our investment in human capital is the single most pressing issue we face today; and if healthier and more productive lives aren’t sufficient, we have a financial bottom line that shows we must invest early.

We have the instructions, assembly is required.

What are we waiting for?

Thank you.

As found on Youtube

 

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What Is an Emotionally-healthy Childhood?

We can sometimes be very humble about our ability to find out what might be useful for others or ourselves, Forget that it may be possible to guess some generalizations about what constitutes Childhood emotionally healthy. It can not be the absolute privacy or good luck. There Themes and objectives of the characteristic can be identified. Map with optimal development in mind, we can appreciate more clearly where to start disintegrating, what we should be grateful to him Allam and regret. At the collective level, we will have more sense of what we need To achieve to generate more distinctive emotionally – and thus the world Wiser Kulaila-. In the context of a healthy childhood emotionally, we can expect some of the following: – someone will put himself sincerely in our service.

If we have adults Mental health standards, it is almost sure that when we were young and helpless infants There was someone (we owe him our lives) to pay its own needs Aside to focus on our needs we are entire. We explained what we could not Say, guess what can be Atabna, Hdoona and Oasuna. Kept Chaos and Aldaudhaebaida and cut the world into pieces we can control. They did All this, and at the same time, did not ask us to thank them, understand them or show them compassion. They did not ask us to wonder how their day was or how they sleep at night. (It was not much). They treated us like kings, so that we may later be able to Delivery of cruelty and humiliation in ordinary life. This temporary unilateral relationship Ensure that we have the ability eventually to form a bilateral relationship. You may think People egoists as sick people constant attention. But the opposite is somewhat True; Selfish is someone who did not get enough love.

On pivoting about self To have a substantial share in the early years, so as not to chase and destroy the last. The so-called narcissistic is just the spirit outcast did not have a chance to enjoy Admired excessive and unreasonable at first. – In emotionally healthy childhood, someone It is always to give the best possible explanation for our behavior. We carry on Seventy loaded with goodness. Based on what may be the days are Tqina, not build on it is us right Now.

Someone Atif.aly For example, a judge might say harsh us that we are “looking for attention.” Of Eraana imagined that what we need is more lap and some encouraging words. We may be acted disturbingly. Of Eraana adds that we must be at the level of what we feel Threat. We seem as if we neglected; remember that the care provider That much of it may be related to fatigue. Shepherd is looking down under The surface for more sympathetic interpretations to help us to be along Ourselves, to love ourselves – and therefore ultimately not be too defensive about Own shortcomings, which we grow enough to accept their existence. – In good childhood, Our relationship with the Eraana constant, consistent and long-term. We are confident that Tomorrow there will be the next day. It is not volatile or fragile. He Almost dull, predictable and happy that is taken for granted.

As a result, we develop Confidence in the relationships that arise in our lives. We can believe that what It got a good time can go well again and allow such a prediction that governs our choice for our partner’s Partners. Not Nguettn persons distant and non-reliable; do not still enjoy Punishment. We can choose partners and attentive Alemraaan – not Judge them that they are weak or deficient because they are as well. If you hit trouble with our partners Allatifin, the lack of patience Anfzaa or move away to avoid them. We can try with confidence Reform of the love that we know we deserve. – In emotionally healthy upbringing, not We wanted us to be always girls and boys the good Alkamilon. We are not allowed to get angry and we sometimes In them are disgusting, to say that in some situations, “no” and “because we feel it.” Adults know their flaws do not expect a child to be the best of them. We are not obliged to give at every turn to be we accept. We can allow others to see Dark aspects of us.

This stage of freedom Thaina to give one day to the requirements of society Without the need to rebel defensive ways (the fact that the rebels in the rear, are people They had to obey a lot early). We can work hard when it is in our interest In the long term to do so. But at the same time, we are not cowards or obedient without discrimination We can find a middle point between the slave compliance on the one hand and self-destruction Challenging the other. – In an emotionally healthy home, we care provider is not jealous of us Or competing with us. It can be allowed to be exceeded or superiority to it. He has got On Hzth in the spotlight – or get them somewhere else outside the family They can be proud of the achievements of their children are not competitors (who are usually of the same sex) They do not need because of the axis.

Good Shepherd is not ambitious too much On behalf of the child. She wants him to Webley well, but for him is his way. Special provision on the child does not have to be followed by got love: not required The strengthening of the child shepherd strained the confidence of his own, or polishing his image in the eyes of the world. – In emotionally sound education, the child learns that the things that break It can be repaired. You may deviate plans, but it is possible to develop new ideas. It can fall and then shake off Dust yourself. Shepherd shows the child how to calm down, and remains optimistic. Sound flex, in an external origin, it becomes the way in which the child learns to happen Himself.

There are alternatives to panic; the ship will overcome the storm and back To the harbor. It is safe to go outside and explore. There is no risk of all turn. We can go out in a short exploratory trip at the beginning, and then we return to ensure – just to get out The second expedition longer. We can risk. – It is vital That many errors occur in health childhood emotionally. No one has devoted his reputation for providing Everything is complete. Care provider does not see that his duty to remove all the frustration. He knows that a lot of good comes from getting the appropriate amount of disagreement – which develops the child through its sources and uniqueness of confrontation With potential disappointments, the child is urged to form your inner world Which can dream it, be new plans, he calms himself and builds its sources. – the right care provider is not – as the child can never Ary- good or absolute evil, So it is not worthy of worship or contempt.

The child accepts errors And the virtues of the care provider maturely sad and Amtnan- and therefore, It is ready to accept that everyone will be a mixture of positive and negative. An adult will not fall deeply in love to get angry at the first moment Letdown. It has a sense of realism about what to expect from life with another good enough Despite all the progress we have made in the field of technology and material resources, In the art of providing a healthy childhood emotionally we are not much more advanced than Previous generations.

Some collapses, non-life honest, broken souls does not appear Noticeable signs of decline. We fail to provide childhood cannot afford Because we are evil or indifferent but because we still have a long way to know How do we do what seems simple but more complex: love things. Dark facts may not be in our book “things children should never tell” suitable for children but can offer solace and humor and relief for the elderly among us.

 

Categories
Education

Love Of Reading In Your Children

Ways To Inspire A Love Of Reading In Your Children

If your child is showing little interest in reading, there is hope.

Sometimes moms and dads have to get sneaky, but you can still turn your child into a reader, even if he is reluctant about it.

1. The Early Bedtime trick.
One of my favorite ways to get my kids to read is something they hopefully will not figure out until they have kids of their own.

Two words “Early Bedtime”.

You might be wondering how an increase in sleep can help your child to spend more time reading.

Well, here’s the trick. Set their bedtime for 45 minutes to an hour before they need their lights out.

Here’s how our bedtime routine goes.

The kids brush teeth and use the bathroom.

Then I read them their stories.

This is all done before their official bedtime.

Then, I simply give them an option. I say “It’s time for bed, now.

Would you like lights out or would you like to stay up and read for a bit?”

Unless they are really tired, they’ll always choose to read awhile. I do not have to beg nor manipulate them into reading.

In fact, they think it’s their idea and they have grown to love their chance for a ‘late’ bedtime.

Then, I back off. I don’t try to instruct them in any way, nor help them choose books. This is their time.

They can choose whichever book they like and look at it however they like until I come in to kiss them goodnight and turn their lights out.

Of course, if they want me to stay and listen to them read, I’m more than happy to comply.

Try it. It works.

2. Summer reading incentives.
You can sign up for a summer reading program at pretty much any library in the country.

If your local library does not have a summer reading program, then create one at home, with rewards for reading books.

You can use a Monopoly (or Life) board and allow your child to move one space for each book he reads.

Or if you want to have more fun, let him roll the dice each time he reads a book and have prizes available for passing certain points.

Make sure the rewards are something very desirable.

If your child values time with you more than toys, then set a date together doing his favorite thing.

If he values a certain toy, let him earn it. Or let him earn a chance to get out of his regular chores.

Take him to his favorite restaurant. Just have fun with it and he will, too.

3. Read the book before you can see the movie.
This is a standard in our home.

We won’t go see any movie until we’ve read the book.

Whether my husband and I read the book to the kids or they read it alone, each member of the family can go see the movie after the book is read.

So, if your child is looking forward to seeing the next Chronicles of Narnia movie, the next Harry Potter movie or the next Lemony Snicket movie, they’ll have to read the book first.

That’s it.

Three easy ways to turn your child into a reader for life.

 

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Categories
Education

Homework time and stress

Parents have asked us why homework takes their child 2, 3 and even 4 times longer than their peers and what they can do about it.

This article defines the 3 key issues and what parents can do about it.

Student’s key issues often include:

  • Attention is a major problem, both in class and while doing homework
  • They often have one or more vision issues – too often these student’s eyes are either: not working together; skipping words or lines when reading; or they have difficulty copying off the board
  • They become tense when doing homework and often lose it

When a student has trouble paying attention in class, they often must be re-taught the information at home.

What makes matters worse is that the students homework time which should have taken 45 minutes gets stretched to 1 and ½ hours due to re-teaching, and then to over 2 hours because they cannot stay focused.

happy school girl on math classes finding solution and solving problems

Vision issues impact their homework in several ways:

  • They have trouble copying the notes off the board correctly and you spend time trying to understand the assignment
  • They skip words or lines when reading, further complicating life
  • When they do math problems they do not often align their work correctly, they miss minus and division signs so they make careless errors

Students often get tense when doing homework and battles often follow.

What often happens is:

  • Students are too intimidated to ask questions in class and they simply get stuck
  • The student or parent gets angry and then …
  •  An argument starts which often escalates into a battle royale

What we recommend is that parents:

  • Stay clam when doing homework with your child
  • If your child gets stressed, give them a 1 or 3 minute break
  • Hydrate them before doing homework and while doing homework
  • When reading, use an index card or their finger to keep them on the right line
  •  If the attention is a significant issue, consider getting an ADHD diagnosis
  • if they have a learning disability or attention issues significantly impact their academic performance, the student could qualify for an Individualized

 

Education Plan and they could get accommodations for homework which might include:

  • Getting copies of notes – either provided by the teacher or by another student
  • Seating by the teacher to improve attention
  • Having the teacher check to make sure the student has written the assignment correctly
  • Having you sign that they completed the assignment and putting it in a place they can find it
  • An early warning system, where the teacher alerts you to issues early on
  • If vision is a major issue see an optometrist – even if your child has 20/20 vision.
  • homework

 

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The simple question, ‘Have you done your homework?’

can lead to tears, tantrums and tirades.

But homework time doesn’t have to turn your home into a battlefield.

Here’s excellent advice from family and lifestyle correspondent Ylonda Caviness.

Kid reading book, light in darkness
Categories
Education

No Child Left Behind

‘No Child Left Behind’: What it Means for Parents

The No Child Left Behind Act is a landmark education reform law that is already improving academic performance across the land.

One of its chief aims is to close the troubling achievement gap that separates many disadvantaged, disabled and minority students from their peers.

To do this, it measures student performance and focuses extra resources and attention on those most in danger of falling behind but what about the schools themselves?

Under No Child Left Behind, schools that receive federal funds to help teach and prepare educationally disadvantaged children must make what is called “Adequate Yearly Progress” in reading, language arts and mathematics. These clearly defined benchmark goals, which will be raised over time, have been put in place by each of the 50 states based upon what is appropriate for their local school districts.

If a school does not reach its annual goals, it is given extra assistance and another chance.

If it again does not succeed the following year, the school is deemed “in need of improvement.

” Extra resources are provided to the school, and new options and choices are provided to its students and parents.

As states release their lists of schools that under performed over the last school year, parents should be alert to their school’s status.

They may be eligible for free tutoring or after-school classes for their children, or entitled to choose another public school that better meets their needs.

Parents of children in schools deemed “in need of improvement” should contact their local school officials to find out if their children are eligible for these and other services.

If a school continues to under perform for five or more years in a row, school officials must develop and implement a two-year plan to turn around the school.

The local school district will ensure that the school receives needed technical assistance as it develops and implements its improvement plan.

Parents who get involved – by enforcing attendance, supervising homework and setting academic goals – are less likely to see their children left behind in school.

Ways that parents can help their child’s school succeed include:

* Attending parent-teacher meetings to address academic or discipline problems.

* Participating in school board meetings.

* Volunteering to serve during school hours or in extracurricular activities.

* Encouraging other parents to become involved.

* Tapping into community or private-sector resources.

* Learning about No Child Left Behind and how it can benefit their child.

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The No Child Left Behind Act was meant to compel states to adopt high standards and rapidly improve K-12 education in public schools.

It is now clear that NCLB has been a failure and has set the stage for even greater federal control over curriculum.

The solution, contrary to what many advocates claim, is to get the federal government out of America’s classrooms.

Neal McCluskey, associate director of the Cato Institute’s Center for Educational Freedom, comments on NCLB’s decade of failure.

 

[video_page_section type=”youtube” position=”default” image=”https://peekbaby.com/wp-content/uploads/2018/01/2018-01-14_11-35-26.jpg” btn=”light” heading=”” subheading=”” cta=”No Child Left Behind, the country’s most sweeping education law” video_width=”1080″ hide_related=”true” hide_logo=”true” hide_controls=”true” hide_title=”true” hide_fullscreen=”true”]https://www.youtube.com/watch?v=kfV6IlL94CU[/video_page_section]

 

Full Transcript

  • GWEN IFILL:

    No Child Left Behind, the country’s most sweeping education law, has long been blamed for a rise in standardized testing and for unfairly labeling schools as failing.

    This week, the Senate took up the first bipartisan effort to replace the law since it expired eight years ago. It would remove much of the federal footprint from education.

    Hari Sreenivasan has the details.

  • HARI SREENIVASAN:

    Instead of federal rules for grading and punishing schools, the Senate legislation would let states design their own accountability systems. But serious disagreements remain.

    The White House is calling for rules that tell states when to intervene in low-performing schools. And some Republicans want federal funds for low-income students to follow them to the school of their choice.

    Here to look at what this could mean for schools are Rick Hess, director of education policy studies for the American Enterprise Institute. And Bob Wise, former governor of West Virginia and president of the Alliance for Excellent Education.

    So, Rick, I want to start with you first.

    All schools were supposed to be at this place where kids were learning at grade level by last year. We didn’t get there. How does this piece of legislation think it can fix that?

  • RICK HESS, American Enterprise Institute:

    It turns out that when you pass a law like No Child Left Behind back in 2001 that says 100 percent of children will be proficient in reading and math by 2014, the fact that Congress would like it to be so doesn’t make it so.

    And I think that’s the big lesson here. No Child Left Behind really did two things around accountability. One is, it created enormous — made an enormous contribution, because for the first time we had real comparable data on every child in every state on how they were doing in reading and math grades three to eight, again in high school and science at elementary, middle and high school.

    What No Child Left Behind got wrong was, in their desire to make a difference, Congress wrote this convoluted, problematic, overreaching accountability system, which tried to tell states how to decide which schools were doing well or not and how to intervene in those schools.

    Turns out, Congress is actually horribly configured to do this. And what you wound up creating was a lot of test mania, a lot of compliance, and very little that actually contributed in any way to helping kids get better.

    What I think you see in the laws, in the proposals right now that just passed the House and that is getting debated in the Senate is an effort to keep the part of No Child Left Behind that worked well, this transparency and this regular assessment, but to get the federal government out of that micromanagement business.

  • HARI SREENIVASAN:

    So, Bob Wise, you have been a governor before. Will replacing federal guidelines with state guidelines fix the problem, especially for those parents out there who are seriously complaining about testing and the culture that it’s created?

  • BOB WISE, President, Alliance for Excellent Education:

    So what we have, I think, is a legislative Goldilocks right now.

    Rick is absolutely right. I agree with him that the early No Child Left — No Child Left Behind was too prescriptive, too hot. But at the same token, the House version particularly removes any kind of meaningful accountability.

    And so what you need is, you need the ability to report on students that are having low outcomes, measure them over a period of time, and then for the federal government to say to states, look, you have got to do something. We’re not telling you what.

    That’s what they tried to do in No Child Left Behind. We’re not telling you what, but we are saying that you do need to act and there is a federal role in helping support that. So that’s where I think we still have to get it right in terms of where the Senate bill is.

  • HARI SREENIVASAN:

    Rick, if the federal government says that you can create your own measurements of success and failure, do we basically go to a pre-No Child Left Behind era, where we have 50 sets of measurements in different states?

  • FREDERICK HESS:

    Well, basically, with No Child Left Behind, we have actually had 50 sets of measurements from 50 states, because each state gets to choose its standards and its tests.

    So what you have are data that are comparable for every child in a state, but not necessarily across states. That doesn’t change under the laws being debated. What you really go back to — I describe it as a long way home. What you go back to is what Bill Clinton actually proposed in 1994, which was he said, look, let’s have every state test every child once in elementary school in reading and math, once in middle school, once in high school, and let’s make sure that data is out there, so that parents and policy-makers and educators and voters can make informed decisions.

    What we’re going to wind up with under, say, a House bill is what Clinton imposed in ’94 on steroids. You actually have tests every grade level from three to eight in reading and math, again in high school, and then science elementary, middle and high school

    What it does, is, unlike pre-NCLB, it makes sure that folks can’t hide problems. You’re going to break out data for all these different subgroups by economic status and by ethnicity. And what you’re going to have, what’s going to be different from under No Child Left Behind is the federal government will not be in the business of deciding which schools need to be intervened in and how you’re supposed to intervene in them.

  • HARI SREENIVASAN:

    So, Bob Wise, one of the questions and one of the points of contention between the House and the Senate bills is this idea that the dollars should follow low-income kids if they choose to leave a low-performing school and go either to a better-performing school, which I guess is the goal. But how much money are we talking about? How significance is this and what’s the impact on the states?

  • BOB WISE:

    The impact on the states can be great, and I think it’s significant.

    We’re talking roughly $14 billion to $15 billion in Title I. And those are the dollars that go to concentrations of low-income children. But I think it’s significant to note that the Senate rejected that approach, even when offered by the Republican chairman. In the House, I don’t believe — either they didn’t take it up or they rejected it as well.

    But I think that what Rick talks about is important to note. Yes, there’s going to be more flexibility, regardless of what version passes. But I’m concerned that I don’t want to see the Bill Clinton 1994 approach — he says on steroids — I don’t want to see it run amok.

    If you have got 1,200 high schools that are graduating — or where more than one-third of their kids drop out, I think it’s fair for the federal government to say, why do you have these high dropout rates? We’re not telling you how to fix it, but after this has happened for several years, what are you going to do to fix it and what are the tools you need to fix it?

    That I think is the key debate that is still taking place, particularly on the Senate side.

  • HARI SREENIVASAN:

    Rick, is this legislation essentially reflecting this kind of popular uprising against the Common Core?

  • FREDERICK HESS:

    No, I think it’s more accurate to say the Common Core got caught up in the frustration of No Child Left Behind.

    I think you have got parents who feel like their children are being overtested. It’s not so much the federally mandated tests under No Child Left Behind. It’s more all of the urgency put behind getting kids to make sure they’re proficient on those tests, which has led school districts to do lots of formative assessment, to make sure kids are ready for the tests, lots of test preparation.

    The idea is, by keeping the transparency, but by loosening the terror of being on the federal government black hat list, that what’s going to happen is school districts will be able to be more sensible and measured about these tests.

    And I think what is going to happen is on debates around testing, around evaluation of teachers, around standards and Common Core, you would actually see a lessening of some of the temperature, because people are going to feel that the stakes have been reduced to a more moderate range.

  • HARI SREENIVASAN:

    Bob Wise, a quick last word?

  • BOB WISE:

    Yes, Rick, I think, has summed up well a lot of the situation.

    I just want to add that let’s also remember that it was the states, whether they adopted the Common Core or they adopted their own college and career ready standards, every state has now moved to a college and career ready standard. We want to make sure that the federal government is supporting that state initiative.

  • HARI SREENIVASAN:

    All right, Bob Wise and Rick Hess, thanks so much for joining us.

    https://www.pbs.org/newshour/show/replace-child-left-behind#transcript