'We need young adults who can think and act creatively, who value human life, are able to make discerning decisions, and know how to communicate and negotiate rather than fight. It is our responsibility as care-givers of these values to establish learning environment that foster freedom and responsibility.'
Character-building begins as early as a child is born. The child sees, hears, feels his surroundings, captures and stores all such information into his unconscious mind, waiting for the right time when each and every of these stored information will one day come to good use.
As parents, care-givers or guardians, we agree that the surrounding environment plays an important part in a child's growth. If we place the child in a rough environment with vulgarities, he turns out a hooligan. If we place the child in a gentle and harmonious environment, he turns out to be an angel.
The character of a child adversely affects his behaviour.
How then can we prevent inconsiderate behaviour?
1. Provide a friendly environment
First, the environment affects the participation of the children by its level of stimulation, attractiveness and fun. When children are actively engaged, they are less likely to find disruptive things to do.
Second, a safe environment give children confidence that they can exercise choice and be independent and so have control of themselves during their play.
Third, a sufficient space allows freedom of movement and promotes cooperation; avoids the unintentional collisions that can occur when children are in close proximity to each other, as well as avoiding 'deliberate' aggression.
'A carefully planned environment can foster in children and adults a sense of support and control; safety and trust; independence and choice; and stimulation and challenge.'
2. Providing an individually appropriate program
A stimulating curriculum is a means of meeting children's physical, psychological, social, intellectual and academic needs; a secondary aim to engage children so that they do not find alternatives, less productive things to do, resulting in disruptive behaviours.
We can:
a. develop children's enthusiasm for learning; introduce them new things to work on, play with.
b. impart self-management skills to children; allow them to do things themselves.
c. help children to establish satisfying and successful social relationships; mix them with children of different age groups and allow free interaction.
d. develop in them a healthy self-esteem; respect them like you would respect your parents.
When we discipline children, we aim to educate them in moral decision-making rather than simply make them conform to adult standards. By allowing them freedom of choice, we are teaching them how to learn and think.
3. Establishing Routines
By establishing routines, their day will run smoothly and this ultimately promote the comfort, health and wellbeing of the children. Routines help children know what will happen next and to understand what they have to do. With these knowledge, the children's observance of a routine will require less adult supervision.
4. Minimising Waiting Time (for children)
If we want children to learn to be considerate, adults have to be considerate of them: making children wait is both disrespectful and an invitation to behavioral difficulties as disengaged children will move off-task to entertain themselves.
5. Balancing active and calming activities
Children needs active, as well as calm activities so that their behaviour does not become disorganised.
Lastly, we have to depend on situations and adjust our demands where necessary:
"The child is not at fault when he makes a mess during meals.
The one at fault is the adult who doesn't allow the child to learn from mistakes."
Character-building begins as early as a child is born. The child sees, hears, feels his surroundings, captures and stores all such information into his unconscious mind, waiting for the right time when each and every of these stored information will one day come to good use.
As parents, care-givers or guardians, we agree that the surrounding environment plays an important part in a child's growth. If we place the child in a rough environment with vulgarities, he turns out a hooligan. If we place the child in a gentle and harmonious environment, he turns out to be an angel.
The character of a child adversely affects his behaviour.
How then can we prevent inconsiderate behaviour?
1. Provide a friendly environment
First, the environment affects the participation of the children by its level of stimulation, attractiveness and fun. When children are actively engaged, they are less likely to find disruptive things to do.
Second, a safe environment give children confidence that they can exercise choice and be independent and so have control of themselves during their play.
Third, a sufficient space allows freedom of movement and promotes cooperation; avoids the unintentional collisions that can occur when children are in close proximity to each other, as well as avoiding 'deliberate' aggression.
'A carefully planned environment can foster in children and adults a sense of support and control; safety and trust; independence and choice; and stimulation and challenge.'
2. Providing an individually appropriate program
A stimulating curriculum is a means of meeting children's physical, psychological, social, intellectual and academic needs; a secondary aim to engage children so that they do not find alternatives, less productive things to do, resulting in disruptive behaviours.
We can:
a. develop children's enthusiasm for learning; introduce them new things to work on, play with.
b. impart self-management skills to children; allow them to do things themselves.
c. help children to establish satisfying and successful social relationships; mix them with children of different age groups and allow free interaction.
d. develop in them a healthy self-esteem; respect them like you would respect your parents.
When we discipline children, we aim to educate them in moral decision-making rather than simply make them conform to adult standards. By allowing them freedom of choice, we are teaching them how to learn and think.
3. Establishing Routines
By establishing routines, their day will run smoothly and this ultimately promote the comfort, health and wellbeing of the children. Routines help children know what will happen next and to understand what they have to do. With these knowledge, the children's observance of a routine will require less adult supervision.
4. Minimising Waiting Time (for children)
If we want children to learn to be considerate, adults have to be considerate of them: making children wait is both disrespectful and an invitation to behavioral difficulties as disengaged children will move off-task to entertain themselves.
5. Balancing active and calming activities
Children needs active, as well as calm activities so that their behaviour does not become disorganised.
Lastly, we have to depend on situations and adjust our demands where necessary:
"The child is not at fault when he makes a mess during meals.
The one at fault is the adult who doesn't allow the child to learn from mistakes."
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