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"From the moment they begin to have a little understanding of the world around them, children develop the ability to question the events of everyday life with gracefulness and charming innocence.\nSoon, they surround us with questions and their opinion on matters and sometimes talk about things we stop and think about: Jeez! I didn’t ask those questions at their age! I didn’t have this argumentative ability and empathy that children show nowadays!\nThinking about unraveling a little of the enormous capacity of our children in early childhood, we want to understand what critical sense is within the process of early childhood education, and we will discover ways to better develop this conscious ability in the little ones.\nThis brings us to the initial question!\nWhat is critical thinking in early childhood education?\nCritical thinking is the ability we have to develop our ideas about the issues and situations around us consciously and independently.\nIn early childhood education, this definition gains a little more brightness as we are talking about the phase of many discoveries, and developing a critical sense from a good foundation of fundamentals and skills necessary for life in society allows the development of autonomy from respect for the authenticity of each child.\nThere is one thing that we need to know, but we only notice when we are surrounded by children. It is about the enormous capacity to absorb every example that we provide with our everyday attitudes.\nWhat our children learn in the school environment will influence their whole lives, and we need to demonstrate we are confident. It is necessary to think that from the first steps in school life, children need to establish contact with different thoughts.\nThe ability to deal with small situations, such as: why is recess over? Why do I have to brush my teeth after meals? All of this can give children the opportunity to understand that time must be managed, and that there are things that benefit our health and well-being.\nWhen we talk about the development of critical thinking in the classroom, we think of a complex process full of complicated strategies, however, it happens simply.\nOne of the most common features of critical thinking development is continuity. This is an ongoing process where children can learn at all times.\nSo, if you watch a group of children playing, you will realize they have an enormous critical capacity in their socialization. They can express their opinions and are less resistant to the other’s thinking with each new learning.\nWhat is the difference between critical sense and common sense?\nCommon sense is the knowledge that people acquire from everyday situations. They apply practical solutions to problems or questions superficially, without much reflective or technical depth on the subjects, basing their ideas on socio-cultural customs.\nIn this way, remaining in common sense is something dangerous for our lives and, of course, for the life and education of children, as we are increasingly prone to manipulation due to the superficiality of situations.\nWhen we think of critical thinking, we are talking about deepening our knowledge of certain subjects. When we relate to the development of children, at first, it is about directing them to understand the small everyday situations and get to know the world around them in a reflective way so that they can grow with creative and humanized ideas.\nHow to develop children’s critical sense?\nChildren need to develop the analytical ability to understand the world around them early in their developmental process.\nThe development of this critical thinking is given from the freedom for the child to elaborate answers, regardless of the attribution of right or wrong in their attitudes, but based on the explanation of situations and behaviors that best suit each concrete situation.\nOne of the most common ways to encourage the development of critical thinking in children is to have an analytical and respectful approach to everyday situations.\nThinking like this, when you are at home with your children and you don’t give them all the answers but stimulate their imagination and ability to develop a thought about something, you are helping to formulate this critical sense safely.\nWhen your child asks you a question at home, or even when he has an attitude that doesn’t match the values that have been shown to him, a good alternative is to encourage him to evaluate the consequences of the situation and look for ways to solve situations with simplicity.\nAsking children’s opinions on certain subjects is a viable option to develop their critical sense.\nA person will be successful throughout his/her life if he/she has a good position on the issues around him/her; if he/she respects others and, from an early age, can defend their point of view based on a solid basis of arguments, surrounded by critical knowledge of situations.\nCheck out 5 tips that can help in the development of children’s critical senses:\n- Arouse curiosity\nIt is a fact that children have an inborn curiosity. As adults, we must demonstrate how magical it is to learn something new and encourage children to explore their surroundings.\nPlaying games and activities that allow them to express themselves is a way to make them reflect critically on their attitudes towards the world around them.\nEntering the world of imagination with children and playing make-believe directing their skills will playfully develop their self-knowledge.\nChildren show their opinions about the adults around them when they are playing, and this can be directed to simple reflections, but that will make a difference in the formation of their critical sense.\n- Allow them to create their answers\nSometimes, in the rush of everyday life, we deliver ready-made answers to children’s questions, and this can interrupt a discovery.\nWhen a child asks something, we can answer it or make it come to the answer in a fun and effective way.\nAt home, this strategy can be used in moments of play and reading when children show a lot of interest in discovering.\nIn the school environment, we raise debates on matters of collective interest and this generates an argument within the classroom that helps to develop children’s criticality on a given topic.\n- Encourage dialogue and argumentation\nDialogue should be encouraged not only at school but in all environments in which the child participates.\nIn the classroom, the provision of concrete information on the subjects, the contact with games, reading, activities, and practical experiences can raise discussions that should be used to develop the critical sense of the little ones.\nAs they have contact with the targeted information of the subjects and are sharing it in the school environment, the ability to argue is manifested, so that their vocabulary is enriched, as well as their ability to understand the speeches of their colleagues, especially those that differ from yours.\nLetting children express their opinion freely can be a great opportunity to help in the development of critical thinking, having the teacher as a guide for dialogue.\nIn these moments of expression of positions, children begin to develop a critical sense and the ability to respect the opinion of others.\n- Encourage creativity\nA huge point for the children’s critical sense development is to get them to know different cultures and diverse environments which can safely bring information to them.\nA simple game can transform a child’s idea of a subject he/she did not know.\nThe creative environment and the free expression of creativity make the little ones wake up to new ideas formulated in concrete learning situations.\nThese situations can be demonstrated in the daily life of the classroom, and also through outings with the children, where the family can instigate creativity in a guided way, contributing to the improvement of critical thinking.\n- Stimulate the habit of reading\nThe magical world of reading is a huge opportunity to help develop critical thinking in children.\nThey can appreciate stories as they get old and their interests change and mature together in this stage. Therefore, presenting children with age-appropriate readings helps in the development of this critical sense. As well as diversifying this universe.\nAnother important thing is to read to children as a way to make their imagination flow in an immeasurable way, giving rise to opinions on subjects and situations. Within the classroom, this reading is directed and involves all children as a way to help their argumentative development.\nThus, offering a diversity of topics can allow them to demonstrate the ability to choose, starting from their consolidated interests to create the habit of reading as a tool that will develop a more critical sense and the opportunity to express their ideas every day with safety.\nCome to visit St. Nicholas School. It offers your child the opportunity to develop critical thinking from their first school experiences, guided by qualified professionals and with a curriculum containing international experiences, with cultural exchanges that allow your child to experience globalized experiences based on a humanized education.\nCome to visit St. Nicholas School, and offer the best private kindergarten in São Paulo for your child with an international teaching proposal, aimed at the development of critical thinking, inserting them into the community based on socialization and respect for diversity, as well as the development of their individualities.\nClick on the link to apply now!"

"Observation in the Montessori classroom is a tool that is used by the adult to follow the child (to assess their abilities and readiness for materials), and developed within the child (during their early years) to help him classify, store, order, and work towards his inner needs.\nThe adult goal of observation is to learn about the child from a scientific and objective perspective. This can be a greater challenge to homeschooling parents as their connection to their own children tends to be more passionate and emotional than perhaps a teacher in a school setting might have for their students. As Montessori educators (either at home or in a school setting) we must keep on top of our observation skills and use them regularly.\nSkills Required to Observe\nWe must learn to sit silently and motionless - conscious immobility. In our fast paced world this is something that many of us rarely do. Our constant physical motion means we're missing out on cues (physical, verbal, and social) from the children around us. As well, often times the adult unconsciously becomes the center of the environment; constantly directing instead of allowing the children to direct themselves. As the adult it's important to step back, slow down, and silently view the environment with fresh eyes.\nWe should examine ourselves introspectively; how often would you normally want to interrupt the children while they are in the 3 hour work cycle? Are the interruptions really necessary? It's easy to inject our thoughts and interfere when we see a child struggling with a concept. Our inner impulses to help, to do it faster, to do it more efficiently are unnecessary and take the action away from the child.\nAre we speaking too much? Are our voices constantly interruptingthe precise work of our hands while presenting lessons? Are we over-explaining materials instead of allowing the child to spend time with the materials and investigate further on their own? Montessori materials are beautiful didactic (self-correcting) learning materials that most often do not require excessive speech/language - unless it's a language lesson!\nRecord your Observations\nAfter sitting back and observing it's important to make notes and record your observations for each child and for the group as a whole. Which materials are being used and which ones haven't been used in a long while? Is a child avoiding a particular area and why? What is the atmosphere like? Has the class normalized? If not, why not? Is there a sense of respect and community in the environment?\nAllow for the Possibility of Change\nAllow your mind to be open to change. After recording your observations it's all in front of you in black and white. You can't deny the scientific and objective truth. Open your mind to accept the possibility that the environment isn't well prepared enough, or that you're interfering too much, or that you've not guided the children carefully enough to create the community with respect and peace. As the 'head' of your community it's up to you to use your observations to improve the community.\nThe following video outlines the 8 stages of Observation."

"What Is Executive Functioning?\nWhen you hear the word “executive,” you probably think of a person in a suit at a meeting saying “proactive,” “synergize,” and “leverage core competencies” while waving at a chart. However, you might be surprised to learn that “executive” also applies to a six‑year‑old with untied shoes and a messy backpack. No, really!\n“Executive functioning” describes a group of cognitive skills associated with the brain’s frontal lobe, assisting us with emotional regulation, recall, and planning. These capabilities include organization, persistence, flexibility, and the ability to follow multi-step instructions. Three major brain functions support these skills: self-control, mental flexibility, and working memory. As you would expect, these capabilities are interconnected, and work (or don’t) together.\nExecutive functions are the cognitive processes that our brains perform, including paying attention, organizing and planning, initiating tasks and staying focused, regulating emotions, and self-monitoring. These interconnected skills allow us to carry out critical, everyday tasks.\nPlay and Executive Function\nScientists at the National Institutes of Health suggest that “programs with active play components may be more successful in eliciting improved executive function (defined here as self‑regulation) because of the importance of motor learning early on and because of the social motivation aspects of learning.”\nChildren aren’t born with executive functioning skills, but rather learn them through modeling and the give and take of relationships. This can happen at home, at school, and with peers. Play gives children an opportunity to practice and refine these skills in supportive, non‑threatening settings, where learning looks exactly like fun.\nHere are some examples of easy‑to‑implement ideas that support executive functioning during play:\nPretend play involves internal rule‑following as a child acts out what they see on a consistent basis from parents, family members, friends, or others in their surroundings. Children who are not used to imaginative play might need support from adults or teachers. It’s important to avoid dismissing ideas when possible; use “I see the dinosaur swimming” rather than “Dinosaurs don’t go in cups.”\nChoose questions and statements that expand on the play. Ask open‑ended questions such as:\n- What do you want to accomplish?\n- Why do you think …?\n- What else might you try?\n- What do you notice about this?\n- What made you think of doing that instead?\nWelcome the use of materials and vary props to inspire complex, creative play. Open‑ended toys promote the opportunity to explore ideas, test theories, and engage in new concepts without fear of making mistakes when working through layers of complexity.\nIdeas for open‑ended play supplies:\n- Writing materials\n- Pieces of fabric\n- Plastic containers\n- Cardboard tubes\n- Magnifying glasses\n- Wrapping paper\n- Aluminum foil\n- Grocery and lunch bags\n- Squeeze bottles\n- PVC pipe and connectors\n- Leaves, sticks, seeds, and flowers\n- Clear plastic squares\n- Masking tape\nAs children play, expect them to talk to themselves. You might hear them saying things like, “Should you be doing that?” or “That doesn’t work, maybe I will do this.” This private speech is a major sign that a child is regulating their thinking and using their executive function skills. It is an indication the child is internalizing guidance from others into their patterns of behavior.\nReinforce Step‑by‑Step Routines\nVisual and auditory cues help a child remember rules or a sequence of instructions. They also support children with recall, organizing, following multi‑step instructions, and avoiding distractions. Consider using transition songs, visual support symbols, and class photo books that illustrate routines. Close‑ended toys can be helpful, too! Examples of close‑ended toys include puzzles, books, shape sorters, or anything that has a clear objective, sequence, and end result.\nChildren benefit when you break large tasks into smaller ones. You can model this. “Now in order to put on the play, I must first … then I must …” You could record these tasks on a flip chart as a visual reminder. This is especially helpful for bigger, more complex tasks.\nOral storytelling challenges children to use working memory. While telling a story, the child must tap into executive function to chain the parts of the story together and to create elements that relate. While listening to others and waiting their turn, they rehearse impulse control skills.\nIncorporate “pair and share” opportunities for children to express ideas and experiences. Rather than using large group time to go around a circle and share one at a time, pair children for sharing. This allows more talking with less waiting. This technique is especially helpful for the young child just beginning to demonstrate impulse control. For example, during reading when connecting background knowledge to a story about summer, you can pair students to discuss their unique experiences about summer.\nStop, Look, and Listen\nModel pausing and thinking before taking action. You might even say out loud, “Now … let me think for a minute (long pause). I could do … or perhaps … or … If I do this, it seems …” This shows children a thinking pattern they can imitate when they have to compare options and decide. Facilitate games that involve turn‑taking, stop‑and‑go concentration (like Freeze Dance or Red Light/Green Light). Point out cause and effect play opportunities or experiments. An example of modeling can look something like this:\nThe teacher or parent knows the child wants a toy another student or sibling is playing with and they model a thought process. “Hmm, I really want that (toy), but (name) is playing with it right now. I can go ask them if I can play with them, or I can see if I can have a turn when they are done, or I can play with a different toy. I think I will ask them if I can play.”\nOne of the most important things to remember about executive functioning skills is that they are not inherently wired in our brain at birth, so we need to provide plenty of opportunities for exposure, explicit instruction, modeling, and practice. When we treat this set of skills like we do reading and math, children’s executive function skills will significantly grow and develop."

"Continuing with the theme introduced by video in P2P’s last post, this post summarizes a working paper from Harvard University that describes how executive function is shaped by early childhood experiences & the outcomes of research in this area.\nBuilding the Brain’s Air Traffic Control System: How Early Experiences Shape the Development of Executive Function\nWorking paper 11 from the National Scientific Council on the Developing Child & the National Forum on Early Childhood Policy & Programs. Published by the Center of the Developing Child at Harvard University.\nFind the full paper here.\nWhat is Executive Function?\n“As adults, our capacities to multitask, to display self-control, to follow multiple-step directions even when interrupted, and to stay focused on what we are doing despite ever-present distractions are what undergird the deliberate, intentional, goal directed behaviour that is required for daily life and success at work… Without them we could not solve complicated problems and make decisions, persist at tedious but important tasks, make plans and adjust them when necessary, recognize and correct mistakes, control our impulsive behaviour, or set goals & monitor progress toward meeting them” (p.1).\nExecutive function skills are “biological foundation for school readiness” (p. 4).\n- Working Memory: “the capacity to hold and manipulate information in our heads over short periods of time. It provides the mental surface on which we can place important information so it is ready to use” (p. 2).\n- Inhibitory Control: “the skill we use to master and filter our thoughts and impulses so we can resist temptations, distractions, and habits and pause to think before we act. It makes possible selective, focused, and sustained attention, prioritization, and action.” (p. 2).\n- Cognitive Flexibility: “The capacity to nimbly switch gears and adjust to changed demands, priorities, or perspectives… Children deploy this skill to learn exceptions to rules of grammar, to approach a science experiment in different ways until they get it to work, or to try different strategies when they are working out a conflict with another child” (p. 2).\nExecutive function is developed throughout childhood\n“By age 7, some of the capabilities and brain circuits underlying executive function skills are remarkably similar to those found in adults. Once these foundational capacities for directing attention, keeping rules in mind, controlling impulses, and enacting plans are in place, the subsequent developmental tasks of refining them and learning to deploy them more efficiently can proceed into the adolescent and early adult years” (p. 4).\nExecutive function inoculates against stress & trauma\n“The brain regions and circuits associated with executive functioning have extensive interconnections with deeper brain structures that control the developing child’s response to threat and stress. This implies that the developing executive function system both influences and is affected by the young child’s experience and management of threat, stress and strong emotions. Thus, extended exposure to threatening situations can compromise the development of executive function skills, yet well-developed capabilities in these areas can also help children (and adults) manage stress effectively” (p. 4).\nLikewise, Toxic Stress inhibits the development of executive function\n“Exposure to highly stressful early environments is associated with deficits in the development of children’s working memory, attention, and inhibitory control skills. Damaging fear and toxic stress and likely mechanisms that explain these effects, in part, because they affect the chemistry of the brain circuits involved” (p. 7).\nUndeveloped executive function: a ‘social contagion’\n“Even when only a couple of children have underdeveloped executive function abilities, an entire classroom can become disorganized” (p. 3)\nIntervention is effective\n“These capacities do not automatically develop with maturity over time. Furthermore, it is even less well-known that the developing brain circuitry related to these kinds of skills follows an extended timetable that begins in early childhood and continues past adolescence” (p. 10).\n“Children who have problems with these skills will not necessarily outgrow them” (p. 10).\n“The same neuroplasticity that leaves executive functioning skills vulnerable to genetic and environmental disruption also presents the possibility of actively promoting the successful development of these skills” (p. 8).\n“Children’s social play is believed to be an important practice ground for the development of executive function skills” (p. 6).\nChildren in programs designed to support the development of executive functioning “showed significant reductions in teacher-rated problem behaviour… and also performed better than their ‘usual practice’ peers on tests of early literacy abilities as well as on measures of emotional understanding and social problem-solving” (p. 10).\nPolicy & program response\n“The most effective early education programs of the future are likely to teach preschool curriculum content (e.g., early literacy, math, social skills) in a way that optimizes the scaffolding and practice of executive function skills” (p. 12).\n“The lack of services that directly address sources of toxic stress during the earliest years of life indicates a disconnect between policies and the known vulnerability of many aspects of brain development (including executive function skills)” (p. 12).\n“The current evidence base is strong enough to warrant systematic scaled-up initiatives to teach executive function skills in early care and education programs that focus on vulnerable populations: (p. 12).\n“Interventions that have proven successful in fostering executive functioning in young children hold considerable promise for incorporation into parent-focused interventions, such as home visiting, parenting education, and family support programs” (p. 13).\n“Adding assessments of executive function skills to the repertoire of evaluation tools used in early childhood programs would not only provide important data for program planning but would also encourage attention to this critical domain” (p. 13).\nCenter on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. Retrieved fromwww.developingchild.harvard.edu"

"|Home||About Us||Publications||Fleet/Commercial Services||Speed Awareness Courses||Crash Causes||Driver Risk Profile|\nA number of human factors are involved in accidents ranging from perceptual errors through to deliberate violations. In order to respond safely to a hazard the following sequence needs to take place.\nFirst, the hazard has to be registered. Second the hazard has to be recognised as a hazard and third there has to be a willingness and time available for an appropriate response to be made.\nOne obstacle to the registration of hazards is that of blind spots. If the eye or brain has not registered the incident then no response will be made.\nEven if the brain has registered the incident people vary in their Hazard Perception skills. This refers to the time taken to respond to hazards. There are factors that restrict the time and space available to make an appropriate response.\nFor example people vary in their Close Following and hence their room for manoeuvre may be compromised. Likewise people vary in their Speed choices with some people left with not enough time to respond.\nThe Driver Risk Profile provides drivers with measures of their Hazard Perception skills, Close Following, Speed, Violations and susceptibility to Fatigue.\n© 2008-2009 Perception and Performance"

"Both Visual Literacy and Human and Organizational Performance (HOP) emphasize slowing down with purpose.\nAs humans, about half of our personalities are wired more towards action, fast-paced, and getting things done, making it harder to slow down and get help. The other half of us are wired more toward needing additional information, being more methodical. This makes it harder for us to speed through tasks. For those of us who don’t naturally slow down, factors in addition to our personality wiring include production pressures, time pressures, peer pressure, rewards for output, customer demands, and a focus on outcomes.\nThose are external drivers of moving too fast. The consequences can be serious, leading to near misses, minor and serious injuries, even fatalities. Rushing through jobs can lead to overlooking hazards, taking risks, working with faulty equipment, dispensing with personal protective equipment (PPE), short-cutting safety rules and procedures, and half-hearted attempts at facility housekeeping.\nThere are also internal drivers, called personal tendencies, that can cause us to move too fast. Equilibria’s Personality Diversity Indicator identifies action-oriented, task-oriented, information-oriented and people-oriented individuals. Subsets of these personal tendencies are: doers, thinkers, socializers and relators. Doers may rush and take calculated risks. Or they may possess too little information or too little time to process information. Socializers may jump in to help others without thinking of potential risks. Relators may be over-reliant on others.\nVisual Literacy and HOP assert that you cannot simply tell individuals to slow down, especially if they do not know what to do while slowing down. There must be a reason, a purpose.\nThe notion of “slowing down” is often unpopular and resisted in organizations. Organizational leaders may preach using caution and stopping work that poses imminent risks. But this can be lip service, and actions on the factory floor or at a construction site may not match what management says it wants. This is especially true if safety and production are not on equal footing, getting equal respect, in an organization.\nSpeed can be the enemy of safety, but the ally of production. Safety and production should not be an either/or proposition. The goal, every day, should be safe production. Safety and production intertwined, integrated.\nAnother perceived problem with slowing down in the eyes of many is the baggage the term carries. It’s easy to equate slowing down with stagnation, obstruction, delay, slackening, inactivity, downshifting, downtime, tying up or holding up work.\nPersuading, influencing or coaching a organization to slow down can overcome resistance by emphasizing that we are slowing down with purpose. Slowing down cannot be an empty edict or a top-down command, ordered without a reason. Slowing down has a purpose, an objective.\nWhat is the justification?\nSlowing down, according to both Visual Literacy and HOP, gives you an avenue to see more of the big picture, to see in greater detail, and to see with better analysis and interpretation. You gain from both a better understanding, or in the language of HOP, an expanded capacity to apply what you’ve learned. Applying the tools associated with Visual Literacy and HOP helps us to move from our fast brain to our slow brain. This improves our ability to draw meaning and improved interpretation of what we are seeing.\nMany safety professionals struggle with “selling” or promoting the necessity to slow down. Visual Literacy and HOP both counsel that you don’t need to slow things down for hours. A minute, even 30 seconds, can be enough time to look at the environment in a larger, more complete way before taking on a specific task. This gives you brain time to interpret what it sees.\nOne “baby step” to slowing down is to verbalize, to describe and communicate what it is you are seeing during job observations, audits and risk assessments. By verbalizing you naturally slow down your brain and make more objective observations.\nOther HOP error reduction tools for slowing it down: 1) Verbalize, Point and Touch©; 2) Self-check, self-monitor, reflect; 3) Receive verbal commands and repeat back; 4) Have a positive, questioning attitude – take time to ask questions; 5) Job site walk down; 6) Task review; and 7) Stop when unsure. Fisher Improvement Technologies (FIT) defines \"unsure\" by using the triggers of OOPPPPS© (Outside Of Procedures, Programs, Processes, Parameters, or the Situation as you expected it to be). There’s often a problem with this last point. Most organizations do not adequately define “unsure.”\nThey leave it up to a fallible individual to determine what “unsure” means, and that person continually second-guesses themselves after-the-fact. Fisher Improvement Technologies (FIT) has this copyrighted definition of unsure: anything that falls outside of procedures, programs, processes, parameters, or the situation as you expected.\nVisual Literacy slows down observations and mental processing by asking individuals: What do you see? What meaning do you attach or interpret to what you see? And what do you do about what you observe? This is called Seeing the Whole PICTURE®. Visual Literacy also slows down observations by using the elements of art. Look at an environment, a job, a piece of equipment, a work layout or process in terms of spacing, colors, lines (alignment or misalignment of equipment, tools, safeguards), shapes (is work organized neatly or loosely?), and texture (is there sufficient traction to prevent slips and falls?).\nSlowing down with purpose benefits you, your peers and your organization with many positives: better judgment, decision-making, hazard recognition, risk assessments, housekeeping, communication, audits and incident investigations to name a few. Don’t slow down because it seems to make obvious common sense. What seems reasonable may be no match for reaching or exceeding production quotas and ensuring profitability. Slow down with purpose to reap the positive consequences that in the end will improve productivity, quality, customer satisfaction and ensures that business is conducted safety – safe production.\nFor more information on HOP, advanced error reduction and to take a free survey to determine if human error is impacting your business, visit FIT Online at https://online.improvewithfit.com"

"This is part of the Layers of Performance framework: Click Here to read the introduction.\nOur cognitive ability is another factor that can have a significant impact on the level of success we can attain. Cognitive ability is essentially the speed of the processor in our brain. Just like a computer processor, our cognitive ability determines how quickly we can process the information that enters our mind.\nSome jobs simply require more processing power – does that mean that a person who is not smart cannot be successful? Not at all, however we must be aware of and understand our own abilities in this area and utilise what we have or compensate for what we don’t. Henry Ford and Andrew Carnegie are both famous for surrounding themselves with people who had far greater cognitive ability than their own – what they did well was apply these great minds to problems that needed solving.\nSince cognitive ability is our ability to process information and it is difficult and time consuming to improve, we have placed it close to the centre of the framework. Although some researchers and neuroscientists have discovered it is possible to increase our IQ, it is a process that requires a significant investment of time, energy and commitment. In this age of the knowledge worker economy, obviously cognitive ability is an important component of performance. One of the ways to quickly increase cognitive ability is to align ourselves with other people to help process information – much like a bank of batteries is able to power more sophisticated devices, a bank of minds is able to power more sophisticated thinking."

"Executive functions are the cognitive skills we need to control and regulate our thoughts, emotions and actions in the face of conflict or distraction. There are three categories of executive functions:\n- Self-control – ability to resist doing something tempting in order to do the right thing. Helps children pay attention, act less impulsively and stay focused on work.\n- Working memory – ability to keep info in mind where it can be used to make connections between ideas, to make mental calculations and to prioritize.\n- Cognitive flexibility – ability to think creatively and to be flexible to changing requests. Allows us to use imagination and creativity to solve problems.\nGiven that executive functions play a key role in children’s development and their success into adulthood, it makes sense to find ways to support the development of these skills in the early years."

"Cognitive abilities, or cognitive skills, are brain-based skills that the brain remembers, thinks, reads, learns, reasons, holds the attention and solves problems. They are the core skills that your brain uses to carry out tasks, ranging from simple to complex. These attributes help your brain to process new information by taking that information and distributing it into the appropriate areas in your brain.\nHow do Cognitive Skills help?\nWhen all of these skills come to work together, they take in the information and move it into the bank of knowledge you use every day at school, at work, and in life. When you need particular information later, the brain uses the aforesaid cognitive skills to retrieve and use it. By developing these skills, you help your brain to complete this process more efficiently and quickly to ensure that you understand and effectively process the new information.\nHow many Cognitive Skills do We Have?\nIt is helpful to know that there are eight cognitive skills. Nurturing these skills early in life can reward children well into adulthood. Stronger cognitive abilities help to increase emotional intelligence, social skills, and problem-solving. The 8 core cognitive abilities are:\n- Sustained Attention – It enables you to stay focused on your tasks despite distractions whereas attention enables you to remember information while multitasking.\n- Response Inhibition – It refers to the suppression of actions that are considered inappropriate in a given context and that interfere with goal-driven behavior.\n- Speed of Information Processing – It helps you to quickly and accurately perform tasks. It improves your productivity by helping you efficiently and effectively complete tasks.\n- Cognitive Flexibility – This skill helps you to quickly adapt to new situations and increase brain function and resilience to stress. It helps to improve fluency and comprehension while reading and achieve an expanded sense of awareness.\n- Multiple Simultaneous Attention – Multitasking is another great skill that lets you do two or more things at once error-free. Weak multitasking ability results in confusion, chaos, and the inability to complete one or both tasks.\n- Working Memory – This skill enables you to hold on to information while in the process of using it and also recall information stored in the past.\n- Category Formation – It is the ability to organize information, concepts, and skills into categories. It forms the cognitive basis for higher-level abilities like applying, analyzing, and evaluating those concepts and skills. This skill is the basis of language and the organization of the world.\n- Pattern Recognition – It is one of the special abilities of the human brain to not only find patterns but figure out a logical way too on what those patterns suggest about what will happen next. The inductive thinking form the basis for all scientific inquiry.\nWhat are cognitive thinking skills?\nWith the above explained eight cognitive skills, you can put your child into action. Cognitive thinking abilities and skills include:\n- abstract thinking\n- critical thinking\n- decision making\n- logic and reasoning\n- motor skills\nThese skills can be learned and practiced daily anytime, whether your child is attending a virtual class while learning in school, or even while playing with friends. Each of the core cognitive capacities plays an important part in processing new information. It means that if even one of these skills is weak, no matter what kind of information comes your way, grasping, retaining, or using that information gets impacted. In fact, most learning struggles are caused by one or more weak cognitive skills.\nThe SOI approach to developing and improving cognitive skills is unique and highly effective. At iamoneTruTH, children and adults both can reap benefits from Arizona’s best cognitive development program. The central vision of the organization is to seek the overall development of the candidate. Visit SOI Systems to know more."

"Cognitive Skills: Why The 8 Core Cognitive Capacities\nACTIVATE™ is based on the latest cognitive capacity research of the scientific community into the basic cognitive skills and functions that form the groundwork for all learning. Educators that are familiar with Bloom’s Taxonomy will recognize the importance of foundational skills such as remembering and understanding for the ability of students to engage in higher-level skills such as analyzing and synthesizing. The scientific community is beginning to both understand the neurological basis for learning skills, and to develop new ways in which these skills can be strengthened through specially designed exercises. ACTIVATE™ is a product of this research, and designed to strengthen the following Core Cognitive Capacities.\nSustained Attention is the basic ability to look at, listen to and think about classroom tasks over a period of time. All teaching and learning depends on it. Without attention, new learning simply does not happen, and issues of understanding and memory are of no relevance.\nResponse Inhibition is the ability to inhibit one’s own response to distractions. Imagine two children paying close attention to a lesson, when there is a sudden noise in the hallway.The child who maintains attention has better response inhibition.\nSpeed of Information Processing\nSpeed of Information Processing refers to how quickly a learner can process incoming information. Some scientists consider speed of information processing a central aspect of IQ. Many children with attention problems often are unable to keep up with the lesson plan presented by the teacher.\nCognitive Flexibility and Control\nCognitive Flexibility is the ability to change what you are thinking about, how you are thinking about it and even what you think about it – in other words, the ability to change your mind. Cognitive flexibility is required in multiple ways throughout the school day.\nMultiple Simultaneous Attention\nMultiple Simultaneous Attention is the ability to multitask with success. It is the ability to move attention and effort back and forth between two or more activities when engaged in them at the same time. It makes demands on sustained attention, response inhibition and speed of information processing, and also requires planning and strategy.\nWorking Memory refers to the ability to remember instructions or keep information in the mind long enough to perform tasks. We use simple working memory when we look at a phone number and keep it in mind while we dial it. Working memory is the sketch pad of the mind where we put things to think about and manipulate.\nCategory Formation is the ability to organize information, concepts and skills into categories, and forms the cognitive basis for higher-level abilities like applying, analyzing, and evaluating those concepts and skills. Categories are the basis of language and organization of the world.\nPattern Recognition and Inductive Thinking is a special ability of the human brain to not only find patterns, but figure out in a logical way what those patterns suggest about what will happen next. In a broad sense, pattern recognition and inductive thinking form the basis for all scientific inquiry."

"For individuals with autism, understanding and managing emotions can be a unique challenge. Emotional regulation, or the ability to recognize, understand, and respond to emotions in a healthy and appropriate manner, plays a crucial role in the well-being and daily functioning of individuals with autism. In this section, we will delve into what emotional regulation entails and the specific challenges faced by those with autism.\nEmotional regulation refers to the process of effectively managing and expressing emotions in a way that promotes social interactions and overall emotional well-being. It involves recognizing and understanding one's own emotions, as well as the emotions of others, and responding to them appropriately.\nEmotional regulation encompasses various skills, such as:\nIndividuals with autism often experience difficulties with emotional regulation due to the unique way their brains process and respond to emotions. While the specific challenges can vary from person to person, some common difficulties include:\nUnderstanding the unique emotional regulation challenges faced by individuals with autism is crucial for developing effective strategies and interventions to support their emotional well-being. By implementing appropriate techniques, caregivers and professionals can help individuals with autism improve their emotional regulation skills and enhance their overall quality of life.\nEmotional regulation plays a crucial role in the well-being and daily functioning of individuals with autism. Understanding the importance of emotional regulation and implementing effective strategies can greatly enhance their emotional well-being and overall quality of life.\nFor individuals with autism, emotional regulation refers to the ability to effectively recognize, understand, and manage emotions in various situations. It involves being aware of one's own emotions as well as recognizing and responding to the emotions of others. Strong emotional regulation skills can lead to improved social interactions, reduced anxiety, and better overall emotional well-being.\nDeveloping emotional regulation skills is particularly important for individuals with autism, as they may face unique challenges in managing their emotions. Difficulties in emotional regulation can manifest as meltdowns, outbursts, or withdrawal, which can impact their ability to engage in daily activities and maintain relationships. By enhancing emotional regulation, individuals with autism can gain greater control over their emotions and improve their functioning in various settings.\nThere are several strategies that can be employed to enhance emotional regulation in individuals with autism. These strategies are often tailored to the specific needs and preferences of each individual. Here are some commonly used approaches:\nThe implementation of these strategies may require collaboration with professionals, such as occupational therapists, psychologists, or counselors. These professionals can provide guidance, support, and individualized interventions to help individuals with autism enhance their emotional regulation skills.\nBy recognizing the significance of emotional regulation and implementing appropriate strategies, individuals with autism can improve their emotional well-being and develop effective coping mechanisms to navigate the complexities of emotions in their daily lives.\nIndividuals with autism often experience difficulties with emotional regulation. Sensory-based approaches are one effective method to address these challenges. These approaches focus on sensory integration therapy and deep pressure therapy, both of which aim to provide sensory input that helps regulate emotions.\nSensory integration therapy is a type of intervention that targets sensory processing difficulties commonly observed in individuals with autism. It involves engaging in activities that stimulate the senses, such as touch, movement, and sound. By providing controlled sensory input, this therapy aims to help individuals better process and respond to sensory information, leading to improved emotional regulation.\nSensory integration therapy can be conducted by trained occupational therapists who create structured activities tailored to the individual's sensory needs. These activities may include swinging, bouncing on a therapy ball, or engaging in tactile play. The therapy sessions are designed to gradually challenge and improve the individual's sensory processing abilities.\nSensory Integration Therapy\nDeep pressure therapy, also known as deep touch pressure therapy, involves applying firm and evenly distributed pressure to the body. This sensory-based approach has been found to have a calming effect on individuals with autism, helping to reduce anxiety and promote emotional regulation.\nDeep pressure therapy can be administered through various techniques, such as weighted blankets, weighted vests, or deep pressure massage. The pressure exerted during these activities stimulates the release of neurotransmitters, like serotonin, which can have a positive impact on mood and emotional well-being.\nDeep Pressure Therapy\nBy incorporating sensory-based approaches like sensory integration therapy and deep pressure therapy, individuals with autism can enhance their emotional regulation skills.\nIt is important to work with trained professionals, such as occupational therapists, who can tailor these approaches to the specific needs and preferences of the individual. These interventions, along with other strategies, can contribute to a more positive emotional experience for individuals with autism and support their overall well-being.\nWhen it comes to enhancing emotional regulation in individuals with autism, cognitive-behavioral approaches have shown promising results. These approaches focus on addressing cognitive processes and behavioral patterns to promote better emotional regulation skills. Two commonly used cognitive-behavioral approaches in autism are social stories and visual supports.\nSocial stories are a widely recognized cognitive-behavioral intervention that can help individuals with autism understand and navigate social situations. Social stories use descriptive and supportive language to explain specific social cues, expectations, and appropriate responses. They are typically written from the individual's perspective and can be tailored to their unique needs.\nThe purpose of social stories is to provide individuals with autism a clear understanding of social situations, which in turn helps reduce anxiety and improve emotional regulation. These stories can be written or visual, using pictures or symbols to enhance comprehension. By reading or reviewing social stories regularly, individuals with autism can develop a better understanding of social norms and expectations, leading to improved emotional regulation in social interactions.\nVisual supports are another effective cognitive-behavioral approach used to enhance emotional regulation in individuals with autism. Visual supports use visual aids, such as schedules, charts, or diagrams, to provide structure, organization, and predictability. These visual supports can help individuals with autism better understand and anticipate daily routines, tasks, and expectations, thereby reducing anxiety and promoting emotional regulation.\nVisual supports can be customized to meet the specific needs of the individual. They can include visual schedules to outline daily routines, visual cues to prompt appropriate behaviors or responses, and visual choice boards to support decision-making. By incorporating visual supports into their daily lives, individuals with autism can gain a sense of control, reduce stress, and improve emotional regulation.\nType of Visual Support and Description\nCognitive-behavioral approaches, such as social stories and visual supports, offer practical and effective strategies for enhancing emotional regulation in individuals with autism. By incorporating these approaches into daily routines and interactions, individuals with autism can develop valuable skills for managing emotions, improving social interactions, and enhancing overall well-being.\nEffective communication and social skills are essential for individuals with autism to navigate social interactions and enhance their emotional regulation. In this section, we will explore two approaches that can aid in improving communication and social skills in individuals with autism: social skills training programs and augmentative and alternative communication (AAC).\nSocial skills training programs are designed to teach individuals with autism the necessary skills to interact and communicate with others effectively. These programs focus on various aspects of social interaction, such as initiating conversations, maintaining eye contact, listening actively, and interpreting nonverbal cues.\nSocial skills training programs typically involve structured activities, role-playing exercises, and group discussions. These interventions provide individuals with autism with opportunities to practice and reinforce their social skills in a supportive and controlled environment. By learning and practicing these skills, individuals with autism can develop more positive and fulfilling social relationships.\nSocial Skills Training Program and Description\nFor individuals with limited or no verbal communication abilities, augmentative and alternative communication (AAC) systems can be valuable tools for enhancing their communication and social skills. AAC encompasses various methods and tools that assist individuals in expressing themselves, including gestures, sign language, picture communication boards, and speech-generating devices.\nAAC systems can empower individuals with autism to effectively communicate their needs, thoughts, and emotions. These systems provide alternative means of communication, reducing frustration and promoting greater emotional regulation. AAC interventions are tailored to the individual's unique communication abilities and needs, ensuring that they have access to appropriate modes of communication.\nAugmentative and Alternative Communication (AAC) - Description\nBy incorporating social skills training programs and augmentative and alternative communication (AAC) strategies, individuals with autism can develop their communication and social skills, leading to improved emotional regulation and enhanced social interactions. It is important to work with professionals, such as therapists and educators, who specialize in these areas to develop personalized interventions that meet the specific needs of each individual with autism.\nIn the pursuit of enhancing emotional regulation in individuals with autism, mindfulness and relaxation techniques have shown promise. These approaches aim to promote self-awareness, reduce stress, and improve overall emotional well-being. Two commonly used techniques for promoting emotional regulation in autism are deep breathing exercises and progressive muscle relaxation.\nDeep breathing exercises are a simple yet effective technique that can help individuals with autism regulate their emotions and reduce anxiety. This technique involves taking slow, deep breaths, focusing on inhaling and exhaling deeply. By practicing deep breathing exercises regularly, individuals can activate the body's relaxation response, which helps calm the mind and body.\nTo perform deep breathing exercises, follow these steps:\nDeep breathing exercises can be practiced at any time throughout the day, particularly during moments of heightened emotions or stress. Encouraging individuals with autism to incorporate deep breathing exercises into their daily routine can support emotional regulation and overall well-being.\nProgressive muscle relaxation is another technique that can be beneficial for individuals with autism in managing their emotions. This technique involves systematically tensing and relaxing different muscle groups to promote a sense of calm and relaxation.\nTo practice progressive muscle relaxation, follow these steps:\nBy engaging in progressive muscle relaxation, individuals with autism can learn to identify and release tension in their bodies, which can have a positive impact on their emotional state. This technique can be practiced regularly, both as a proactive measure to promote emotional well-being and as a reactive tool during moments of heightened emotions.\nIncorporating mindfulness and relaxation techniques like deep breathing exercises and progressive muscle relaxation into the daily routine of individuals with autism can contribute to enhancing their emotional regulation skills. The effectiveness of these techniques may vary among individuals, and it may be helpful to seek guidance from professionals experienced in working with autism to tailor the approach to individual needs.\nWhen it comes to enhancing emotional regulation in autism, collaborating with professionals is key to providing effective support. Occupational therapists, psychologists, and counselors play vital roles in helping individuals with autism develop and improve their emotional regulation skills.\nOccupational therapists are highly skilled professionals who specialize in helping individuals develop the necessary skills to engage in their daily activities and participate in meaningful occupations. When it comes to emotional regulation in autism, occupational therapists can provide valuable guidance and interventions.\nOccupational therapists often work closely with individuals with autism to identify specific emotional regulation challenges and develop personalized strategies to address them. These strategies may include:\nPsychologists and counselors with expertise in autism can also provide valuable support in enhancing emotional regulation. These professionals focus on understanding the individual's emotional experiences and developing strategies to promote emotional regulation.\nPsychologists and counselors may utilize various evidence-based approaches, such as cognitive-behavioral therapy (CBT), to help individuals with autism manage and regulate their emotions. CBT techniques, including cognitive restructuring and emotion regulation skills training, can empower individuals to identify and modify negative thought patterns and develop healthier coping strategies.\nWhen seeking guidance from psychologists or counselors, it's important to find professionals experienced in working with individuals with autism. Their understanding of the unique challenges faced by individuals on the autism spectrum allows them to tailor their interventions to meet specific emotional regulation needs.\nCollaborating with professionals, such as occupational therapists, psychologists, and counselors, can provide individuals with autism and their caregivers with valuable support in enhancing emotional regulation. By working together, individuals with autism can develop effective strategies and skills to navigate and regulate their emotions, ultimately improving their overall well-being.\nIt's crucial to recognize the depth and richness of feelings experienced by individuals on the spectrum. Emotions might be expressed in unique ways, but they are just as valid and profound. Understanding and acknowledging the emotional landscape of autism requires patience, empathy, and a commitment to breaking down stereotypes.\nIt's important to remember that everyone, regardless of neurodiversity, seeks connection and understanding. As we conclude, let's embrace the diversity of emotional experiences within the autism community.\nBy fostering an environment of acceptance and support, we can create spaces where individuals feel heard, valued, and free to express their emotions authentically. The key lies in recognizing the humanity within each person on the spectrum and celebrating the beautiful spectrum of emotions that make us all uniquely human."

"Emotion regulation, defined as the capacity to influence one's experience and expression of emotion, is a complex skill now recognized to evolve throughout the lifetime. Here we examine the role of emotion regulation in parenthood, and propose that regulatory function during this period is distinct from the emotion regulation skills acquired and implemented during other periods of life. In this review, we consider the unique demands of caring for a child and recognize that parents have to maintain a regulated state as well as facilitate regulation in their child, especially early in development. We examine neurobiological, hormonal and behavioral shifts during the transition to parenthood that may facilitate parental regulation in response to infant cues. Furthermore, we consider how parents shape emotion regulation in their child, and the clinical implications of regulatory functioning within the parent-child relationship.\n- Dyadic regulation\n- Emotion regulation\nASJC Scopus subject areas\n- Pediatrics, Perinatology, and Child Health\n- Experimental and Cognitive Psychology\n- Developmental and Educational Psychology\n- Psychiatry and Mental health"

"Emotion Regulation is the ability of children to change or modulate the experience and expression of their emotions. It is a foundational skill that will allow the child to manage his or her thoughts and behaviors even in the presence of intense emotional stimuli. Although children are frequently adapting to the experience of both positive and negative emotions, adults tend to notice difficulties in emotional regulation in situations where the child is experiencing intense negative emotions (anger, frustration, sadness, fear, etc.) Children encounter many situations that require them to regulate their negative emotions at home and in the classroom setting. These may include following directions; sharing; waiting their turn; preserving in tasks that are difficult or boring; problem solving; dealing with interpersonal conflict; and performing tasks they do not want to do.\nChildren who can appropriately express and modulate intense emotions tend to have higher rates of personal success, academic success, and experience more positive social relationships. These children are able to control the expression of their emotions, which allows them to make friends, to take turns, to listen to others, and to recognize the emotional experiences and perspectives of others. Children with Attention Deficit Hyperactivity Disorder (ADHD) may have difficulty understanding and regulating their emotions. Additionally, they may experience more intense emotions, especially in response to work that is boring, interpersonal conflict, or to work that is frustrating. These deficits may lead the child to engage in tantrum behavior that negatively impacts the family’s functioning, the child’s school performance, and the child’s social success. In order to help children overcome these deficits, it is essential that the adults in the child’s environment view emotional regulation as a skill set that can be improved. This means approaching difficult emotional situations as an opportunity for growth, and modeling appropriate emotional regulation during these situations.\nWhat can we do to help our children to regulate their emotions?\n1. Modeling Emotional Regulation – Children are always watching more than they are listening, and therefore they are likely to copy how they see their adult caregivers responding to emotional stimuli. Caregivers should model the responses that they would like to see when managing difficult situations in their own lives. Additionally, they should talk the child through their own emotional regulation process. An example of this is, “I am feeling really stressed because I need to finish this paper for work tonight. I am managing my stress through creating a quiet work environment, communicating with the members of my family, and taking a walk to calm down before beginning.” Frequently, children only see the end result of adult emotional regulation (i.e., a calm adult), and assume that the adults around them are not actually experiencing intense emotions.\n2. Validating the Emotions, not the Behavior –Parents who are warm, responsive and accepting can help children with developing the right emotion regulation strategies. It is important to realize that even if your child’s emotions are too intense for the situation, the child is still experiencing those emotions and has very little control of the intensity of their emotions. Parents who validate, accept, and empathize with children’s negative emotions, allow the child to explore ways to regulate their emotions without feeling guilty or ashamed of the intensity of those emotions. This allows for opportunities for open dialogue with the child. However, parents should be careful not to validate the child’s maladaptive responses to their emotions. An example of this is, “I understand how frustrating it has been for you to work on those math problems for the past hour; however, when you tear up your paper it makes it more difficult for me to help you and more likely that I will become angry. Can we problem solve together about how to help you to calm down so that you can finish your homework and get back to having fun?”\n3. Creating a Positive Climate Within the Family – Parents who create nurturing, warm and respectful relationships between family members are also creating an ideal environment for their children to develop positive emotional interactions. Positive climates are created when caregivers use respectful language towards all family members; acknowledge each others’ successes, and display affection towards each other.\n4. Focusing on a Healthy Lifestyle – Teaching emotion regulation is hard when a child is hungry, is not eating healthy foods, has not exercised, or has not had an appropriate amount of sleep. Children with ADHD may struggle more than other children to develop and maintain adequate routines that meet their basic needs. It is important for the caregivers to monitor and help the child to regulate their diet, exercise, and sleep.\n5, Reading and Listening –When reading with your children, or watching TV shows talk to them about the emotions that the characters are experiencing, and how the characters are handling these emotions. It’s important to note that you don’t need to use “special” TV shows or books to discuss emotions. Children can relate to characters in books and TV shows; and may be more receptive and less defense to understanding emotions based on a character in a book.\n6. Focus on Problem Solving- Discuss with your children about how the “emotional mind” is not a good problem solver, and make decisions too quickly that have bad results. Make sure that your children understand that the first step to solving a problem is to calm down so that the “rational mind,” can help them to find the best solution to solve their problem. Help them to frame each tantrum as problem that needs to be solved.\nPathways Behavioral Health Blog\nDr. Stillerova and Dr. Shriver\nDr. Lucia Stillerova joined Pathways Behavioral Health in 2018. She received her PhD in Applied Developmental Psychology from George Mason University and her Master of the Arts in Clinical Psychology from University of St. Cyril and Methodius. She has presented her research at national conferences, and published in international journals. She also serves as a part-time faulty member at George Mason University. Her research focuses on social–emotional teaching and learning in early childhood development."

"What is executive function?\nWhy do some children have an easier time paying attention than others?\nWhy do some children follow directions well, but others do not?\nWhy are some children more likely to hit others when they feel frustrated, rather than stopping and using their words instead?\nMany of the differences we see in young children’s behaviour relate to their executive function. Executive function is a set of skills that stems from the coordination of three cognitive processes: cognitive flexibility, working memory and inhibitory control[i]. These skills help us plan, focus, remember instructions and complete tasks. Executive function is important throughout life and starts to develop early. Cognitive flexibility is the ability to pay attention and switch attention from one task to another. For example, children use cognitive flexibility when they focus on one activity, such as building with blocks, but then switch to another activity, putting the blocks away and joining their peers for a story. Working memory enables us to mentally hold and process information[ii]. Young children use working memory when they have to remember and follow one or more instructions, such as when working on an art project and then putting their materials away. Inhibitory control allows us to stop an impulse and display a more appropriate response[iii]. We see this often in young children when they have to take turns in sharing a desirable toy (for example, asking ‘Can I have a turn?’ rather than grabbing the toy). In young children, the three aspects of executive function work together and can be seen in many different ways, such as when a child has to listen and follow directions, ignore distractions and wait in line.\nHow executive function develops\nExecutive function begins to develop early in life. Babies who experience warm and supportive interactions with important adults in their lives are more likely to feel safe and secure. This helps children develop positive relationships with parents and adults, giving children the confidence they need to explore their world and develop independence and problem-solving skills. Secure relationships also lead to strong social emotional development and executive function skills in young children. Children who develop executive function skills early in life are more likely to show self-control, especially as they get older and make the transition to more structured learning environments.\nExecutive function skills are important\nEarly education teachers often report that children’s executive function skills are foundational for success in educational settings and social situations[iv]. More than two decades of research have shown that these skills are important for many aspects of our lives, including:\n- Mental and physical health across the lifespan[v]\n- Effective social communication[vi]\n- Short and long-term success in school[vii]\n- University completion[viii]\nIn fact, executive function has been a stronger predictor of early academic achievement than IQ[ix].\nAlthough executive function is a key predictor of many outcomes, a significant number of young children struggle with these skills. This is especially evident when children make the transition from early childhood settings to formal educational settings such as primary school, which are often more structured than ECE settings. Many young children easily transition to primary school but a significant number of children experience difficulty. Teachers report that young children struggle most with challenging behaviours that relate to aspects of executive function like being able to focus and pay attention, persisting with tasks and demonstrating self-control in academic and social situations. This is concerning because we know that these skills help children navigate classroom settings. In fact, children who struggle with executive function are more likely to dislike school and become disengaged, which can place them at risk long-term.\nStrengthening executive function skills\nBased on evidence showing us how important executive function is for children’s school success, an essential question to consider is how to support development of these skills in young children. Executive function skills are particularly malleable in early childhood[x], and intervention research has shown that these skills can be taught, practised and improved[xi]. This is especially evident for children who struggle with executive function skills. For example, children aged 3-5 who participated in an intervention aimed at helping children practise executive function skills with music and movement games (called Red Light, Purple Light!) demonstrated improvement in their executive function skills[xii] and early academic achievement[xiii] compared with children in a control group. Providing children with opportunities to practise executive function skills in fun and engaging ways has been shown to help children improve these skills and then demonstrate them in a variety of settings, including home and school.\nStrategies to improve executive function skills\nParents, teachers and other adults serve an important role in helping children develop executive function skills. As noted, positive early relationships lay the foundation for executive function skills by helping children feel safe, secure and ready to explore and problem-solve. Parents and teachers do many things that encourage the development of children’s executive function, even if they do not know it! Below we include several strategies that teachers can use to support these skills in early childhood settings.\n- Take time to build relationships with children. This can be hard when there are many children in a group and when individual children may need extra support! However, taking time to build positive teacher-child relationships provides children with a strong foundation for social emotional skills and learning. Children who have strong relationships with their teachers make greater gains in school readiness and positive behaviour over the year.\n- Model what strong executive function skills look like. Children look to adults as a guide for their own behaviour, and one way teachers can support executive function in the early childhood settings is by talking aloud. For example, teachers can narrate their actions as they walk through the space and clean up: ‘We need to clean up the toys at activity centres, so I’m going to start with the art centre first and then clean the dramatic play centre. Then we will be ready to go outside to play!’ By modelling positive behaviour, children can see how adults use executive function in their daily lives to be organised and planful.\n- Set up the space to promote executive function skills. Teachers can organise learning and play spaces in ways that encourage children to practise executive function skills. In order to support executive function, it helps to plan and focus activities that can build upon one other. For example, teachers can allow children the opporutnity to move between relatively unstructured activities, like dramatic play, and more complex activities like a multi-step art activity where children need to remember and follow directions while ignoring distractions to stay on task. Children need both types of activities to practise executive function skills and then process what they are learning through play. Teachers can also give children materials and activities that require them to practise executive function skills. For example, teachers can promote focus and attention (which are important parts of executive function) by having children practise their fine motor skills in a maths game that involves them having to use tweezers to sort small manipulatives into categories (such as colour).\n- Use games as a teaching tool. Children develop strong executive function when they practise these skills in different contexts and settings. This means that it is important to practise executive function skills outside of challenging moments. One fun and simple way to incorporate executive function into everyday activities is to use music and movement games and add steps to make them more complex over time. For example, interventions such as Red Light, Purple Light! include games that become more challenging over time[xiv]. In one game, the Freezegame, children dance to music and then freeze when the music stops. After children practise the basic rules of the game, more complex rules are added. Children are then asked to dance quickly to fast music, slowly to slow music and freeze when the music stops. To add another level of complexity, children are then asked to do the opposite (which can be tricky!) and dance quickly to slow music and slowly to fast music.\nIn another game, called the Sleeping Game, the teacher sings a short lullaby and the children pretend to go to sleep when they hear the song. The children then ‘wake up’ when the teacher says: ‘and when they woke up, they were kangaroos hopping around the room’. Children move around the room pretending to be the animal or action named by the teacher. The teacher then uses the lullaby as a cue for children to pretend to sleep again. As children learn new executive function activities and games, teachers can also allow opportunities for children to lead the group in game play (for example, a child names the animal or action during the sleeping game). These are just a few examples of ways that teachers can embed aspects of executive function into their everyday activities. Typical activities can be easily modified to more explicitly support children’s executive function skills as well.\n- Engage families in supporting executive function at home. Children’s first teachers are their parents and other important adults in their life. Engaging families in activities surrounding the development of executive function skills can provide the extra support children need to succeed. Teachers can play games like the ones mentioned above with children as part of family events or open days. This helps parents see some of the ways that they can promote executive function skills at home. Teachers can also share information with families about the importance of executive function skills, encourage parents and other adults to model these skills themselves, and send home flyers with examples of activities that families can do at home to help children practise executive function skills.\nChildren’s executive function skills include their ability to focus and pay attention, remember instructions and demonstrate self-control. These skills are important aspects of early learning and development that help children regulate their behaviour and they are correlated with social and academic success. Executive function skills develop early in life and are supported through warm and secure relationships. The early childhood years are a sensitive period of development when these skills are especially malleable. Teachers can do many things to build positive teacher-child relationships and promote executive function skills in early childhood settings, including adapting existing activities to help children practise these skills. Including families in these efforts can also help support children’s executive function at home and in other important contexts of their lives.\n[i] Garon, N., Bryson, S. E., & Smith, I. M. (2008). Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin, 134(1), 31-60. DOI:10.1037/0033-2909.134.2.31\n[ii] Gathercole, S. E. (2008). Working memory in the classroom. The Psychologist, 21(5), 382-385.\n[iii] Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology, 36(2), 161-174. DOI: 10.1002/(SICI)1098-2302(200003)36:2<161::AID-DEV7>3.0.CO;2-0\n[iv] McClelland, M. M., Cameron, C. E., Connor, C. M., Ferris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959. DOI: 10.1037/0012-1618.104.22.1687\n[v] Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., et al. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. PNAS, 108, 2693–2698. DOI: 10.1073/pnas.1010076108\n[vii] Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education. NCER 2017-2000. National Center for Education Research; McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324. DOI: 10.1016/j.ecresq.2012.07.008\n[viii] McClelland et al. (2013).\n[ix] Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false-belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663. DOI: 10.1111/j.1467-8624.2007.01019.x\n[x] Zelazo et al. (2016).\n[xi] McClelland, M. M, Tominey, S. L., Schmitt, S. A., Hatfield, B. E., Purpura, D. J., Gonzales, C. R., & Tracy, A. N. (2019). Red Light, Purple Light! Results of an intervention to promote school readiness for children from low-income populations. Frontiers in Psychology, 10, 1-15. DOI: 10.3389/fpsyg.2019.02365\n[xii] Keown, L. J., Franke, N., & Triggs, C. M. (2020). An evaluation of a classroom-based intervention to improve executive functions in 4-year old children in New Zealand. Early Childhood Education Journal. doi:10.1007/s10643-020-01023-x\n[xiii] McClelland et al. (2019); Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention. Early Childhood Research Quarterly, 30, 20-31. DOI: 10.1016/j.ecresq.2014.08.001\n[xiv] McClelland et al. (2019)."

"If you think of school as a place in which children are all lined up in their desks or sitting around the same circle, staring ahead at the teacher and doing the same thing, you may be surprised the first time you visit a Montessori school. Children are scattered around the room, some at tables with a friend or two, some on the floor working at a small carpet, some standing at a countertop, some sitting in a loft looking down on the environment. Many work with other peers. And some are alone.\nSome are alone. That's ok.\nWhen children choose to work alone in Montessori classrooms, it's almost always by choice. Indeed, the freedom to interact (or not to interact) is a protected freedom in these classrooms, reflecting what we know about how children grow, learn and process information. For parents, observing their child working alone, moving through the classroom without stopping to chat with other children or seeming to watch their peers from a step or two away, this may seem like a problem. We often presume that the happiest children are the ones who are in the middle of a pack of friends, playing gregariously. Sometimes they are. But not always. A predictable developmental trajectory predicts social growth for many children, moving from interest purely in their own bodies to a preference to work near other children engaged in similar work, to a preference to work with other children on shared activities, and finally to choosing friends based on their personalities regardless of the activities they share. But even within this predictable sequence, children will have their own preferences and paces. Some children thrive in environments that allow them to watch and process from afar, and a child who looks like they're disengaged from the rest of the class may actually be observing it quite carefully from a safe distance, learning about rules and personalities in a way that support they feeling safe to engage at their own pace. Other children may want the company of a group of peers to bounce ideas off or explore alongside. Whichever route is most appropriate for your child (and it won't necessarily be the same one every day!) the Montessori classroom makes space for it.\nBy allowing children to work together in small groups on shared projects, social children can learn from and with each other. While they may be working on a complicated math problem, they're also sorting out each other's differences, problem solving together about far more than the math concepts in front of them. By allowing children to work alone on projects or lessons they have chosen independently, children can move at their own pace, focusing on the work in front of them or watching other children around them and integrating what they observe into their understanding of how the world works. Children need both experiences. When the opportunity to interact (or not) is determined by the child, it's also more likely to match what that child needs at that moment. This is key to Montessori: children's needs are met at the moment they are needed by the actual child, not in some abstract prediction for what \"all three-year olds\" need or \"all eight year olds\" need. The flexibility and responsiveness of the prepared environment, including the careful observations and interactions with the teacher, support children's individual development - all children, wherever their development leads."

"If you think of school as a place in which children are all lined up in their desks or sitting around the same circle, staring ahead at the teacher and doing the same thing, you may be surprised the first time you visit a Montessori school. Children are scattered around the room, some at tables with a friend or two, some on the floor working at a small carpet, some standing at a countertop, some sitting in a loft looking down on the environment. Many work with other peers. And some are alone.\nSome are alone. That's ok.\nWhen children choose to work alone in Montessori classrooms, it's almost always by choice. Indeed, the freedom to interact (or not to interact) is a protected freedom in these classrooms, reflecting what we know about how children grow, learn and process information. For parents, observing their child working alone, moving through the classroom without stopping to chat with other children or seeming to watch their peers from a step or two away, this may seem like a problem. We often presume that the happiest children are the ones who are in the middle of a pack of friends, playing gregariously. Sometimes they are. But not always. A predictable developmental trajectory predicts social growth for many children, moving from interest purely in their own bodies to a preference to work near other children engaged in similar work, to a preference to work with other children on shared activities, and finally to choosing friends based on their personalities regardless of the activities they share. But even within this predictable sequence, children will have their own preferences and paces. Some children thrive in environments that allow them to watch and process from afar, and a child who looks like they're disengaged from the rest of the class may actually be observing it quite carefully from a safe distance, learning about rules and personalities in a way that support they feeling safe to engage at their own pace. Other children may want the company of a group of peers to bounce ideas off or explore alongside. Whichever route is most appropriate for your child (and it won't necessarily be the same one every day!) the Montessori classroom makes space for it.\nBy allowing children to work together in small groups on shared projects, social children can learn from and with each other. While they may be working on a complicated math problem, they're also sorting out each other's differences, problem solving together about far more than the math concepts in front of them. By allowing children to work alone on projects or lessons they have chosen independently, children can move at their own pace, focusing on the work in front of them or watching other children around them and integrating what they observe into their understanding of how the world works. Children need both experiences. When the opportunity to interact (or not) is determined by the child, it's also more likely to match what that child needs at that moment. This is key to Montessori: children's needs are met at the moment they are needed by the actual child, not in some abstract prediction for what \"all three-year olds\" need or \"all eight year olds\" need. The flexibility and responsiveness of the prepared environment, including the careful observations and interactions with the teacher, support children's individual development - all children, wherever their development leads."

"The following are notes from an excellent book by Angeline Lillard on the philosophy and practice of Montessori Education. Learning about Montessori Education made me wonder:\n- What portions of the model should be applied to a high school setting?\n- What are the shortcomings/downfalls of Montessori Education?\n- How can Montessori Education be applied, if at all, to a 21st century classroom with technology and tests?\n- Movement and cognition are closely entwined, and movement can enhance thinking and learning.\n- Our brains evolved in a world in which we move not remain sedentary at a desk\n- Thinking is expressed by hands before it can be articulated\n- For young children, thinking and moving are same process\n- Therefore, Montessori classrooms include many manipulations\nLearning and well-being are improved when people have a sense of control over their lives\n- Students thrive on having choice and control in their environment\n- Developmental process should allow students to have increasingly levels of choice\n- Good programs impose definite limits on freedom, however Montessori children get to make more decisions than traditional classrooms:\n- what to work on, how long to work, with whom to work on it, etc.\nPeople learn better when they are interested in what they are learning\n- Learning best occurs in contexts of interest\n- Interest can be personal or situational\n- Dr. Montessori created situational interest by designing materials children would want to interact with\n- Take advantage of interests students have at particular time periods (e.g. preschool children want to develop language)\n- Students are encouraged to pursue their imaginations but not at expense of broad swath of decided curriculum\nExtrinsic rewards to an activity, like money for reading or high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn\n- Gold stars and grades are disruptive to a child’s concentration\n- Sustained, intense concentration is central to Montessori education\n- Rewards of education should primarily be internal\n- Most children already like to learn; it’s best sustained when extrinsic rewards are not part of the framework\n- Collaborative arrangements can be very conducive to learning\n- Elementary age children are generally intensely social\n- Students may work alone by choice\n- They pursue knowledge and create products in self-made groups\n- Working with other students is consistent with their psychological needs\nLearning situated in meaningful contexts is often deeper and richer than learning in abstract contexts\n- The application and meaning of what students learn should be clear to them\n- Instead of learning primarily from teachers or texts they should learn by doing\n- e.g. students who have developed interest in bridges can go interview an structural engineer\n- Particular forms of adult interaction are associated with more optimal child outcomes\n- Adults set clear limits but set children free within those boundaries\n- Adults should sensitively respond to children’s needs while maintaining high expectations\n- Leads to students demonstrating maturity, achievement, empathy\n- Traditional schools have too much teacher authority and progressive schools too little\n- Montessori advocated for authoritative parenting\n- Order in the environment is beneficial to children\n- Montessori classrooms are very organized, both physically (in terms of layout) and conceptually (in terms of how the use of material progresses).\n- Order is helpful to learning and development\n- Order has a positive neurological impact on children’s senses."

"By Michelle Rupiper\nWith technology evolving at breath-taking speed, we must prepare children to live in a future world that we can neither predict nor imagine today. Who knows what new advances and technologies will be available when today’s young children reach adulthood? To help young children become college and career ready, we need to encourage them to be deep thinkers and to approach problems with flexibility and creativity. Children will need to focus their attention on what is important while ignoring other distractions. It’s not just about knowing facts, we live in a world where facts are at our fingertips. It’s about being able to use what we know; to apply our knowledge to meet the demands of the current situation.\nIn short, we need to facilitate the development and use of executive functions. These functions help us analyze, plan, and reflect on our actions in order to achieve a goal. These skills combine our intellectual, emotional, and social abilities. Executive function skills are prerequisites for success in most facets of life. Many current studies indicate that executive function skills lead to greater academic success. Children who have strong working memory, better mental flexibility, and greater self-control make more academic progress than their peers (Kamkar & Morton 2017). Strong executive function skills in early childhood are linked to higher math, vocabulary, and literacy skills (Harvey & Miller 2017). In order to prepare children for the world of tomorrow, we need to focus on helping them develop and refine executive function skills.\nWhile executive functions are important for academic and life success, it is clear that, unlike tireless machines, our brains need regular rejuvenation and care. It is easy to become weary in our fast-paced, digital world. Our hectic, frenzied lives may be the very reason we need to take time to connect with nature. Connecting with nature allows us to feel restored and enhances our mental performance (Bratman et.al 2015). There are also clear indicators that spending time in nature supports the development of executive function.\nIncreasing evidence shows that positive experiences in nature lead to numerous cognitive, emotional, and physical benefits. Children have better concentration, show improved academic performance, have less aggression, and are at a reduced risk for obesity when they have opportunities to spend time in nature (American Institutes for Research 2005; Faber Taylor & Kuo 2011). All of these factors underscore the importance of providing children opportunities to connect with nature on a regular basis.\nChildhood is the time when lifelong relationships with nature can be built.In today’s world where children are becoming increasingly disconnected from nature, this is even more important. Childhood is often the time when lifelong relationships with nature are built. Taking part in relaxed, pleasant nature experiences builds positive feelings and happy memories for children. But there are other benefits as well. Spending time in nature helps children develop observation skills and enhances creativity (Crain 2001). The more attention we give, the deeper and richer our learning. When children learn to pay close attention to details, they are strengthening their focus and self-control, which are key aspects of executive function. Research shows that children with attention deficit disorder are better able to concentrate and follow directions after playing in an outdoor setting than they were after playing indoors (Martensson et. al 2009).\nPlaying in nature encourages children’s social interaction with one another and helps children improve their social skills by encouraging positive relationships and facilitating their language and communication skills (Pyle 2002). Children who regularly play in natural environments show better physical coordination, fitness, and motor skills than children who spend less time outdoors (Fjortoft & Sageie 2001). These findings are linked to academic success because children require a solid foundation of mental and physical health to build academic skills.\nSpending time outdoors supports development of executive functions in several ways. Developing executive function skills is a combination of brain development and life experience, for this the early years are crucial. Nature play focuses on problem solving, creativity, and emotional and intellectual development. Children are natural scientists, experimenting and exploring to see how the world works. Providing time and opportunity to explore the natural world encourages children to focus their attention, utilize their working memory, and practice basic self-inhibitory control. Skills that are directly related to executive functions.\nSpending un-structured time in nature reaps the most benefits. When children are allowed to engage in less-structured time outdoors, they are able to develop and carry out their own goal-directed actions. In fact, the more time children spend in less structured activities, the better their self-directed executive function (Barker et al 2014).\nHere are some ways to support children’s development of skills related to executive functions:\nProvide sensory experiences at the earliest ages, provide sensory experiences for infants to explore natural materials. Let them touch tree bark, grasses, and stones. Provide the language to further understanding of what they are experiencing. Talk about the coolness of the stones or the roughness of the bark. Enjoy the shared attention of gazing at the drifting clouds or the chirping of nearby birds.\nCreate spaces for discovery as children grow older they are motivated to more fully explore their environment, so creating a safe space for discovery is important. Take children on “adventures” by exploring nearby natural landscapes. These adventures don’t need to be extravagant or time-consuming. A simple walk through a wooded area or a visit to a nearby pond can be all that is needed. Provide children with a “treasure bag” to collect items while on a nature walk. Then examine and discuss what was collected. Create a nature bracelet using wide tape. Create a photo book of your adventures so your children can tell and retell the story many times.\nGive them something to talk aboutLanguage is closely related to executive functions. Provide children experiences in nature to give them something to talk about. Sit and watch ducks swimming across a pond. Encourage children to talk about what they observe and ask questions. Help them identify ways to find the answers to their questions. Engage in conversations with children about what they are experiencing and encourage them to express plans about what they want to do next. Let them take the lead during a nature walk by deciding what path to follow, and engage their working memory by encouraging them to retrace their steps on the way back. Provide the language for children to formulate and express their thoughts. Play games that involve cause and effect. Collect a small variety of natural objects and throw them in the water to see what happens. Compare the resulting splash of the different materials. Create mud pies and mud soup using different ingredients and discuss which make the best “recipe”.\nEncourage gardening encourage children to help plan and create a garden. Let them choose what plants to grow and design the plot. You could focus on different colors, scents or textures, or plan with the end in mind and grow a pizza or salsa garden! Encourage children to help you weed the garden. Comparing and contrasting the weeds and other plants can be turned into a sorting and matching game. As children decide which plants are weeds, they are using the core features of executive functions: working memory, cognitive flexibility, and inhibitory self-control. Use the garden produce to try out different recipes—you might be surprised at children’s willingness to try new foods that they grew themselves!\nProvide physical challenges include lots of physical movement and motor challenges like climbing trees or creating a nature obstacle course. These types of activities provide opportunities for planning, problem-solving, and working together with peers. Children also feel an inherent sense of pride and accomplishment upon mastering such challenges. You can balance these active times with quiet activities like taking a listening walk through a natural area.\nInspire constructive play provide open-ended, loose parts like small tree branches or bamboo poles for children to use to create forts. In order to accomplish the task of building a fort, children must plan, work together, focus, and problem solve. These are important skills children will use again and again throughout their lives to accomplish their goals.\nConnecting children to the environment and providing varied opportunities to spend time in nature can result in lifelong benefits for children. These benefits include better physical health, a sense of social connectedness, increased creativity, and reduced stress. Cognitive skills, including the development and refinement of executive function skills, are also supported by spending time in nature. There may be benefits for the teachers too. Teachers that regularly take their students outside report more confidence in their teaching, use more innovative teaching strategies, and are more likely to retain their enthusiasm for teaching than those who stay indoor (Suzuki 2014). A “natural” remedy for teacher burnout if you will. So do yourself and the children a favor and head outside! You’ll support children in developing a love of learning as well as a love for the natural world!\nFor more information about this article, please go to :\nJaime Gonce has been working at Walnut Acres Children's Center for over 10 years and is now Director of the center. She has a masters in Child Counseling and attended San Diego State and California State University, East Bay."

"Executive Functions help children succeed academically and in life. They may even be a better predictor of success than IQ.\nIf you look at what predicts how well children will do later in school, more and more evidence is showing that executive functions — working memory and inhibition — actually predict success better than IQ tests. – Adele Diamond\nExecutive Functions are important in every aspect of life:\n- success in school and in the workplace\n- making and keeping friends\n- marital harmony\n- avoiding things like unplanned pregnancy, substance abuse, or driving fatalities\nWhat are the Executive Functions?\nExecutive Functions are in charge of the brain. They plan how resources will be used, what the priorities are, what direction to take in the long term, and what to do when there is conflict. The executive functions take into account the big picture and keep the future in mind.\nExecutive Functions can be categorised into behaviour-based skills and cognitive-based skills.\nDoing Skills – behaviour-based:\n- Response inhibition\n- Emotional control\n- Sustained attention\n- Task initiation\n- Goal-directed persistence\nThinking Skills – cognitive-based:\n- Time management\n- Working memory\nBreakdown of the Executive Functions\nResponse Inhibition (RI)\nResponse inhibition is the capacity to think before acting. When children have weaknesses in RI, they:\n- Act without thinking\n- Interrupt others\n- Blurt out answers\n- Talk too loudly\n- Act inappropriately\nEmotional Control (EC)\nEmotional control is the ability to manage emotions in order to achieve goals and complete tasks. When children have weaknesses in EC, they:\n- Over/under react\n- Are easily overwhelmed\n- Have low frustration tolerance\nFlexibility is the ability to adapt to changing conditions. Children with weaknesses in flexibility:\n- Are upset by changes\n- Have difficulty transitioning between activities\n- Have difficulty developing multiple solutions\nWorking Memory (WM)\nWorking memory is the ability to hold and manipulate information in memory when performing complex tasks. Children with WM weaknesses:\n- Forget directions\n- Get lost in a problem\n- Works ineffectively\nTask Initiation (TI)\nTask initiation is the ability to begin tasks in a timely manner. When children have weaknesses in TI, they:\n- Put off doing the work\n- Hand in assignments late\n- Are disruptive in class\nSustained Attention (SA)\nSustained attention is the capacity to maintain focus in spite of distractions, tiredness and/or boredom. SA weakness include:\n- Not being able to do the work\n- Being unable to complete multiple assignments at once\nPlanning is the ability to create a roadmap to reach a goal or complete a task. When children have planning weaknesses:\n- Work does not get done\n- Parts of assignments are completed out of order\n- They miss steps to the assignment\nOrganisation is the ability to create and maintain a system to keep track of information. Weakness in this area include:\n- Being unable to find necessary materials for a task\n- Having messy books\nTime Management (TM)\nTime management is the ability to handle their time effectively. Weaknesses in TM include:\n- Wasting time in class\n- Being late for class\n- Poor estimate of time\n- Failing to meet deadlines\nGoal-Directed Persistence (GDP)\nGoal-directed persistence is the capacity to follow through to the completion of a goal. GDP weaknesses include:\n- Failure to meet goals\n- Tendency to quit easily\n- Frequently changing plans\nMetacognition is the ability to monitor, and be reflective about one’s own thinking. Metacognition weaknesses include:\n- Making the same mistakes over and over\n- Lacking insight\n- Poor problem- solving skills\nExecutive Functions in the Brain\nThe executive functions are controlled by the pre-frontal cortex which is one of the last parts of the brain to become fully mature. Neuroscientists agree that brain development continues up until the mid to late 20s. Even though the pre-frontal cortex develops late, we can still help children build their executive functions from as early as their pre-school years.\nWhat Happens When a Child has Weak Executive Functions?\nWhat does it look like when children have weak executive functions? Children with poor executive functioning:\n- act without thinking\n- interrupt others\n- give up easily\n- are overwhelmed by large assignments\n- talk too loudly\n- have difficulty adapting\n- do not notice impact of their behaviour on others\n- have trouble calming down\n- have difficulty transitioning between activities\n- cannot problem solve\n- possess low frustration tolerance\n- cannot follow classroom routine\nHelping Children Develop their Executive Functions\nWhen it comes to development executive functions, the earlier we start, the better it is for our children. What can we do to improve our children’s executive functions?\n- Build executive functions directly – train them, challenge them, and practice, practice, practice!\n- Improve conditions that impair executive functions – e.g. stress and lack of sleep are bad for executive functioning. Any activities that improve these conditions can help – e.g. meditation and exercise reduce stress and improve sleep.\n- Reduce the demands on executive functions by scaffolding\nScaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and read and discuss as you go. With differentiation, you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may modify the writing assignment that follows.\nActivities and Programs that Improve Executive Functioning\n- Physical activity (especially aerobic exercise) that include character development and cognitive engagement:\n- traditional martial arts that emphasise self-control, discipline, and character development\n- exercise plus mindfulness, e.g. yoga\n- exercise that requires thought, e.g. soccer\n- Computerised training with a mentoring component\n- Certain school curricula – e.g. Tools of the Mind, Montessori\n- Games – board games, card games, imaginary play.\nIt is worth mentioning that modern martial arts, which focuses on martial arts as a competitive sports, was associated with more juvenile delinquency and aggressiveness, and decreased self-esteem and social ability (in a study of adolescent juvenile delinquents). On the other hand, traditional martial arts, emphasising qualities such as repect, humility, responsibility, perseverence, honour, and physical conditioning, helped reduce aggression and anxiety and improve social ability and self-esteem.\nIn a study on the effects of computerised training (using a program called CogMed®) on executive function, de Jong found that it was the mentoring that seemed to account for the benefits more than the computerised training.\nTo my knowledge, CogMed is not available in Malaysia. Currently, the only brain training program I know of which offers one-to-one mentoring is the BrainRx program from myBrainLab.\nFeatures of Tools of the Mind and the Montessori Method which improve Executive Functions:\n- challenges children to improve; challenge executive functions\n- scaffolding, never embarrasses\n- hands on learning makes possible:\n- giving each child individual attention – Listen\n- dynamic assessment – carefully Observe\n- individual pacing; individualized instruction\n- make it clear they expect each child will succeed\n- foster community & consideration for others\n- have children teaching & helping one another\n- no external rewards\n- joyful – less stress – more relaxed\n- strong emphasis on oral language\nMight also be worth looking into:\nI think that we should be focusing on helping children get better at these skills early. I’m hesitant to use the word teach, because when you say teach, people have this image of children sitting like little college students in their seats with somebody lecturing at them. – Adele Diamond\nHelping children to develop their executive functions should involve everyday activities in school and at home in playful and fun ways. Games are always a great way to make anything fun.\n- Imaginary play\n- Story telling\n- Songs with movements\n- Playground activities\n- Organised sports\n- Board games – battleship, chess, checkers, Dungeons and Dragons.\n- Card games – concentration, old maid, go fish, happy families.\n- Party games – musical statues, musical chairs, Simon says, hide and seek.\nHelping Children at Home\n- Use the ‘stop and think’ sign or any other predecided gesture before answering questions\n- Give them think time after calling them and come back to them for their response\n- Minimise distraction of windows\n- Keep stationary to the bare minimum\nFlexibility and Transitioning:\n- Clearly segregate different topics\n- Give ample time and signal for transition to a new topic. Be clear when moving to another topic.\n- Pause between information so as to allow your child to digest the information, then store it and get prepared to receive new information.\n- Change seating to signal transition\n- Practise keeping books away and taking new ones out to start something new\n- Make your time with them more interesting and challenging\n- Allow frequent breaks\n- Rotate subjects\n- A good pace with frequent checks\n- Active participation and not you talking all the time\n- Check on them regularly\n- Teach your children to ‘self talk’\n- Check for understanding, don’t assume they know\n- Specifically outline all the steps and emphasise each step\n- Number the steps and write it out for them\n- Have them practise the activity with you before you leave them to finish the task\n- Just because they started on the right task don’t assume that they will continue to the end\nStrategies for Planning:\n- Use visual timing strategies\n- Use mobile technology\n- Use graphic organizers\nOne thought on “Executive Functions Help Children Succeed”"

"Executive Functions help children succeed academically and in life. They may even be a better predictor of success than IQ.\nIf you look at what predicts how well children will do later in school, more and more evidence is showing that executive functions — working memory and inhibition — actually predict success better than IQ tests. – Adele Diamond\n- success in school and in the workplace\n- making and keeping friends\n- marital harmony\n- avoiding things like unplanned pregnancy, substance abuse, or driving fatalities\nWhat are the Executive Functions?\nExecutive Functions are in charge of the brain. They plan how resources will be used, what the priorities are, what direction to take in the long term, and what to do when there is conflict. The executive functions take into account the big picture and keep the future in mind.\nExecutive Functions can be categorised into behaviour-based skills and cognitive-based skills.\nDoing Skills – behaviour-based:\n- Response inhibition\n- Emotional control\n- Sustained attention\n- Task initiation\n- Goal-directed persistence\nThinking Skills – cognitive-based:\n- Time management\n- Working memory\nBreakdown of the Executive Functions\nResponse Inhibition (RI)\nResponse inhibition is the capacity to think before acting. When children have weaknesses in RI, they:\n- Act without thinking\n- Interrupt others\n- Blurt out answers\n- Talk too loudly\n- Act inappropriately\nEmotional Control (EC)\nEmotional control is the ability to manage emotions in order to achieve goals and complete tasks. When children have weaknesses in EC, they:\n- Over/under react\n- Are easily overwhelmed\n- Have low frustration tolerance\nFlexibility is the ability to adapt to changing conditions. Children with weaknesses in flexibility:\n- Are upset by changes\n- Have difficulty transitioning between activities\n- Have difficulty developing multiple solutions\nWorking Memory (WM)\nWorking memory is the ability to hold and manipulate information in memory when performing complex tasks. Children with WM weaknesses:\n- Forget directions\n- Get lost in a problem\n- Works ineffectively\nTask Initiation (TI)\nTask initiation is the ability to begin tasks in a timely manner. When children have weaknesses in TI, they:\n- Put off doing the work\n- Hand in assignments late\n- Are disruptive in class\nSustained Attention (SA)\nSustained attention is the capacity to maintain focus in spite of distractions, tiredness and/or boredom. SA weakness include:\n- Not being able to do the work\n- Being unable to complete multiple assignments at once\nPlanning is the ability to create a roadmap to reach a goal or complete a task. When children have planning weaknesses:\n- Work does not get done\n- Parts of assignments are completed out of order\n- They miss steps to the assignment\nOrganisation is the ability to create and maintain a system to keep track of information. Weakness in this area include:\n- Being unable to find necessary materials for a task\n- Having messy books\nTime Management (TM)\nTime management is the ability to handle their time effectively. Weaknesses in TM include:\n- Wasting time in class\n- Being late for class\n- Poor estimate of time\n- Failing to meet deadlines\nGoal-Directed Persistence (GDP)\nGoal-directed persistence is the capacity to follow through to the completion of a goal. GDP weaknesses include:\n- Failure to meet goals\n- Tendency to quit easily\n- Frequently changing plans\nMetacognition is the ability to monitor, and be reflective about one’s own thinking. Metacognition weaknesses include:\n- Making the same mistakes over and over\n- Lacking insight\n- Poor problem- solving skills\nExecutive Functions in the Brain\nThe executive functions are controlled by the pre-frontal cortex which is one of the last parts of the brain to become fully mature. Neuroscientists agree that brain development continues up until the mid to late 20s. Even though the pre-frontal cortex develops late, we can still help children build their executive functions from as early as their pre-school years.\nWhat Happens When a Child has Weak Executive Functions?\nWhat does it look like when children have weak executive functions? Children with poor executive functioning:\n- act without thinking\n- interrupt others\n- give up easily\n- are overwhelmed by large assignments\n- talk too loudly\n- have difficulty adapting\n- do not notice impact of their behaviour on others\n- have trouble calming down\n- have difficulty transitioning between activities\n- cannot problem solve\n- possess low frustration tolerance\n- cannot follow classroom routine\nHelping Children Develop their Executive Functions\nWhen it comes to development executive functions, the earlier we start, the better it is for our children. What can we do to improve our children’s executive functions?\n- Build executive functions directly – train them, challenge them, and practice, practice, practice!\n- Improve conditions that impair executive functions – e.g. stress and lack of sleep are bad for executive functioning. Any activities that improve these conditions can help – e.g. meditation and exercise reduce stress and improve sleep.\n- Reduce the demands on executive functions by scaffolding\nScaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and read and discuss as you go. With differentiation, you may give a child an entirely different piece of text to read, you might shorten the text or alter it, and you may modify the writing assignment that follows.\n- Physical activity (especially aerobic exercise) that include character development and cognitive engagement:\n- traditional martial arts that emphasise self-control, discipline, and character development\n- exercise plus mindfulness, e.g. yoga\n- exercise that requires thought, e.g. soccer\n- Computerised training with a mentoring component\n- Certain school curricula – e.g. Tools of the Mind, Montessori\n- Games – board games, card games, imaginary play.\nIt is worth mentioning that modern martial arts, which focuses on martial arts as a competitive sports, was associated with more juvenile delinquency and aggressiveness, and decreased self-esteem and social ability (in a study of adolescent juvenile delinquents). On the other hand, traditional martial arts, emphasising qualities such as repect, humility, responsibility, perseverence, honour, and physical conditioning, helped reduce aggression and anxiety and improve social ability and self-esteem.\nIn a study on the effects of computerised training (using a program called CogMed®) on executive function, de Jong found that it was the mentoring that seemed to account for the benefits more than the computerised training.\nTo my knowledge, CogMed is not available in Malaysia. Currently, the only brain training program I know of which offers one-to-one mentoring is the BrainRx program from myBrainLab.\nFeatures of Tools of the Mind and the Montessori Method which improve Executive Functions:\n- challenges children to improve; challenge executive functions\n- scaffolding, never embarrasses\n- hands on learning makes possible:\n- giving each child individual attention – Listen\n- dynamic assessment – carefully Observe\n- individual pacing; individualized instruction\n- make it clear they expect each child will succeed\n- foster community & consideration for others\n- have children teaching & helping one another\n- no external rewards\n- joyful – less stress – more relaxed\n- strong emphasis on oral language\nMight also be worth looking into:\nI think that we should be focusing on helping children get better at these skills early. I’m hesitant to use the word teach, because when you say teach, people have this image of children sitting like little college students in their seats with somebody lecturing at them. – Adele Diamond\nHelping children to develop their executive functions should involve everyday activities in school and at home in playful and fun ways. Games are always a great way to make anything fun.\n- Imaginary play\n- Story telling\n- Songs with movements\n- Playground activities\n- Organised sports\n- Board games – battleship, chess, checkers, Dungeons and Dragons.\n- Card games – concentration, old maid, go fish, happy families.\n- Party games – musical statues, musical chairs, Simon says, hide and seek.\nHelping Children at Home\n- Use the ‘stop and think’ sign or any other predecided gesture before answering questions\n- Give them think time after calling them and come back to them for their response\n- Minimise distraction of windows\n- Keep stationary to the bare minimum\nFlexibility and Transitioning:\n- Clearly segregate different topics\n- Give ample time and signal for transition to a new topic. Be clear when moving to another topic.\n- Pause between information so as to allow your child to digest the information, then store it and get prepared to receive new information.\n- Change seating to signal transition\n- Practise keeping books away and taking new ones out to start something new\n- Make your time with them more interesting and challenging\n- Allow frequent breaks\n- Rotate subjects\n- A good pace with frequent checks\n- Active participation and not you talking all the time\n- Check on them regularly\n- Teach your children to ‘self talk’\n- Check for understanding, don’t assume they know\n- Specifically outline all the steps and emphasise each step\n- Number the steps and write it out for them\n- Have them practise the activity with you before you leave them to finish the task\n- Just because they started on the right task don’t assume that they will continue to the end\nStrategies for Planning:\n- Use visual timing strategies\n- Use mobile technology\n- Use graphic organizers"

"Building brain power: Executive function and young children\nPosted: April 3, 2014\nSo, how do we do this? One way is to help children strengthen their executive function skills. Executive function skills are a group of skills critical for lifelong learning. They are essential in helping children develop strong cognitive skills, and social and emotional skills. They are the foundation for early school achievement and for building positive relationships with others. Children who develop strong executive function are better able to form and maintain positive social connections with others, problem solve, think more flexibly and persist at tasks.\nWhat are executive function (EF) skills?\nThe three areas of EF skills include working memory, inhibitory control and cognitive flexibility.\n- Working memory refers to the ability to hold onto information so that one can act on that information at a later time. Working memory helps children remember rules of a game or steps in a process. It also helps children in social interactions with others. For example, working memory helps children to remember their roles and the scenes or “stories” that are played out as they pretend play.\n- Inhibitory control refers to the ability to control impulses. Inhibitory control helps children focus attention and is the foundation for better self-regulation. For example, a child may become frustrated when a playmate doesn’t share a toy. Instead of hitting or kicking the playmate, the child is able to stop and think before acting. When children develop inhibitory control, it helps them to stay in control.\n- Cognitive flexibility refers to the ability to shift and to also maintain attention. Children are better able to move within and between tasks when they develop cognitive flexibility. Children develop cognitive flexibility when they are able to shift problem-solving strategies during play activities. For example, a child decides to build a tower by stacking blocks one on top of another. When the tower continues to fall, the child may try another strategy by building a wider support base and then stacking blocks.\nSupport children’s development: What you can do\nBuilding strong relationships with children is the key to success! When caregivers notice and talk with children throughout the day, and encourage children’s effort and problem solving, they support development of executive function skills.\n- Engage with children and support children’s effort during play and learning tasks. Help build a sense of “I can do it!” in children. For example, when a child is learning how to stack blocks or build a block structure, a caregiver might say: “You are really working hard to get those small red blocks on top of the big yellow block!” Encouraging and reinforcing persistence helps children to develop the ability to focus and maintain their attention.\n- Model problem solving, providing support around challenging tasks and when problems arise during the day. For example, a caregiver might say, “It looks like there might be a problem deciding who gets to play with the blue train. Let’s take a deep breath and calm down. Now, we can talk about how you’re feeling, what the problem is and how to solve it.” The first and most difficult step for children in problem solving is helping them stay in control so they can focus their attention on solutions. Showing children how to calm down and problem solve will help them do the same.\n- Provide support and repeated opportunities for children to practice new skills in a variety of settings and with a variety of materials. For example, a caregiver might say, “You and Javier worked hard and figured out how to put that big floor puzzle together! Nora and I are figuring out how to build a fort with the connecting blocks. Would you like to help us?” Providing a wide variety of learning opportunities and support around those opportunities “boosts” children’s experiences as they think about and solve problems during play.\n- Connect with children by talking about things that interest them as they play, create and discover. Ask questions and talk with children about what children may be observing, why they think something happened the way it did and how they think they might solve a problem. Asking more what, why and how questions helps build thinking skills and cognitive flexibility.\nSupport children’s learning: What you can do\nCaregivers who are intentional in planning and providing children with varied activities and support throughout the day play a key role in helping children develop executive function skills.\n- Provide many opportunities and support for pretend play.\n- Pretend play helps children develop working memory. For example, children need to remember their role, the details of the play scenario and what props represent various items.\n- Pretend play helps children develop cognitive flexibility. For example, children have to think through different perspectives as they shift roles in play and change the rules of play.\n- Pretend play helps children develop inhibitory control. For example, children may have to think about solutions to common problems like how to share two dolls when there are three children involved in play. Children need to use self-regulation to stay in control as they think through possible solutions.\n- Talk with children during pretend play and at other times of the day, asking questions and supporting recall of details. When children talk about an event, tell a story, or act out a scene, and talk about what happened first, next and last, they are building working memory skills. For example, a child has to recall details about his trip to grandma’s house in order to talk with a caregiver about that event. Adults who support this kind of narrative language development support development of working memory skills.\n- Gradually increase the difficulty of tasks. For example, after a child has mastered a seven-piece puzzle, offer puzzles with more pieces. Increase the difficulty as the child masters each level of challenge. This allows children to develop new skills and to strengthen those skills over time. Staying within a child’s “comfort zone” of learning will help children as they are developing new skills.\n- Provide opportunities for daily physical activity. An active body helps build an active mind!\nChildren who develop executive function skills are better able to focus their attention, problem-solve, and control impulses as they grow and develop. Caregivers who understand the importance of these skills can play a key role in children’s development by supporting positive social interactions and specific executive function skill development.\n- Bierman, K., R. Nix, M. Greenberg, C. Blair, and C. Domitrovich. 2008. “Executive functions and school readiness: Impact, moderation and mediation in the Head Start REDI Program.” Development and Psychopathology 20: 821-843.\n- Bierman K., C. Domitrovich, R. Nix, S. Gest, J. Welsh, M. Greenberg, C. Blair, K. Nelson, and S. Gill. 2008. “Promoting academic and social-emotional school readiness: The Head Start REDI Program.” Child Development 79: 1802-1817.\n- Ursache, A., C. Blair, and C. Raver. 2012. “The Promotion of Self-Regulation as a Means of Enhancing School Readiness and Early Achievement in Children at Risk for School Failure.” Child Development Perspectives 6: 122-128.\n- Center on the Developing Child, Harvard University. February, 2011. “Building the brain’s ‘Air Traffic Control System’: How early experiences shape the development of executive function.”\n- Diamond, A. 2010. “The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content.” Early Education and Development 21: 780–793.\n- Domitrovich, C., M. Greenberg, C. Kusche, and R. Cortez. 1999. Manual for the Preschool PATHS Curriculum. Channing-Bete Company.\n- Liew, J. 2011. “Effortful control, executive functions and education: Bringing self-regulatory and social-emotional competencies to the table.” Child Development Perspectives 0: 1-7.\nTitleBuilding brain power: Executive function and young children\nThis publication is available in alternative media on request."

"In our lab, we believe that you can’t understand development without considering the complex environments (or “ecologies”) in which development occurs. As such, we conduct our research both in the lab, as well as in children’s homes, schools, and childcare arrangements.\nKids in the lab\nOne benefit of conducting research in the lab environment is that we have more control over extraneous factors that are difficult to control in children’s natural contexts.\nKey themes from work in the lab include:\n- Fine-tuning what we mean by self-regulation;\n- Triangulating the skills that are supported—and sometimes undermined—by self-regulatory control;\n- Clarifying the role of physiological arousal in these processes;\n- Understanding the way children’s experiences can support and/or hinder these “real-time” micro-developmental phenomena.\nCurrent Projects in the lab\nModes of Cognition and Arousal (MoCA)\nFor the MoCA Study, we invite 4- to 6-year-old children and their mothers to participate in our exploration of the body-mind connection in thinking and problem solving. The purpose of this study is to examine children’s learning and problem solving. Specifically, our main interest is to clarify the extent to which children’s bodily responses to problem solving—for instance, the way their heart rates change—can help us to better understand the connection between the body and mind. In this study, children will be asked to complete a series of interactive games with our research staff while mom watches on video from another room. Because we’re interested in the way the body reacts during both children’s successes and failures, the games will differ in their levels of difficulty. During the games, we will collect information about mom and child’s heart rate and other biological indicators thought to support thinking and learning.\nKids in their natural contexts\nConducting research in settings that are more natural to children contributes to our understanding of the intersection of children’s experiences at home and school and how they function together to impact children’s cognitive, behavioral, and physiological regulation.\nKey themes of work in natural contexts include:\n- Observing children as they navigate their natural social and physical environments in “real time”;\n- Collecting extensive longitudinal data from children and families in their natural environments at home, childcare, and school over long spans of time;\n- Clarifying the biological mechanisms underlying these processes.\nThe role of kids’ bodies across contexts\nPart of this work in the lab and in natural environments also entails trying to clarify the biological mechanisms underlying these processes. So, we typically use non-intrusive methods for collecting information about children’s physiological arousal. For example, we use small wireless electrocardiograms (ECGs) to measure children’s heart rates and collect samples of children’s saliva to obtain hormonal indicators of arousal (e.g., cortisol).\nInterested in participating or learning more?\nTo learn more about what you can expect in a visit to the lab, please visit our Parent FAQ section. You are also welcome to email the BSL Lab ([email protected]) for more information or to find out how to participate!"

"Generally, impairment means a weakening or hindrance of functionality. When referring to people, impairment describes a cognitive hindrance characterized by an inability to pay attention, think and speak clearly, make decisions, and so on. Impairment can also be physical, which can include balance and mobility problems.\nA definition of impairment must also include that in order for functionality to be weakened or hindered, there must be a standard, a norm, of functionality. Impairment is a reduction from one’s individual optimal functionality and therefore is usually a temporary state.\nBut the value in each of these measures is reliant on, and limited by, the judgment and behavior of people. For example, proper fall protection equipment will protect from a fall only if used, and choosing to use the equipment is a matter of behavior and judgment. So too is enforcing and ensuring that others use the equipment as required.\nBut matters of behavior and judgment are not always matters of choice. Behavior and judgment are susceptible to impairment, which can result from unfortunate circumstances, like illness, as much as personal choices, like alcohol intoxication. What does this mean for the work environment? In the same way that machinery needs monitoring and maintenance to keep optimal functionality and prevent interruptions in productivity, people also need attention and care to ensure they are operating optimally.\nBut machinery and people are quite different. Machinery has no thoughts, no will, no ability to convince itself that it does not need rest or repair. Machinery does not use judgment to determine when it is safe to use. Machinery does not believe it cannot miss a day’s work despite performing poorly or unsafely, and machinery does not think it will be punished as much for a safety-related mistake as it would be for stopping work because of a safety concern. People, on the other hand, can and often do these things.\nIn fact, our society tends to consider working through fatigue as an inevitability of modern life, and we may even celebrate it as a sign of resilience and strong work ethic, even where safety risks are present. This characteristic of our culture endures in spite of well-established research showing how commonly that cognitive impairment is a factor in workplace accidents and lost productivity.\nImpaired workers, such as those who are suffering from fatigue, pose safety risks not only because of the reduction in their physical functionality but also because of the reduction in their cognition, which includes judgment and self-awareness.\nFor example, the impaired worker may be more likely to forgo the fall protection equipment and downplay the regulation requiring its use.\nAn impaired worker may not actually recognize her own impairment; she may believe she is functioning at a high level, but in fact is just not cognizant of the deficiency in her performance. And because the nature of impairment and the dangers of fatigue are not as widely understood as they should be in workplaces, a dangerously fatigued worker may be too embarrassed to tell a supervisor that he feels unable to safely operate heavy equipment. Or he may convince himself that he is not impaired and that he can “pull it together.” For these reasons, it is often only until after an incident has occurred that any impairment is discovered.\nBecause the brain controls both the mind and the body, cognitive impairment and physical impairment can often exist together. For example, acute drowsiness, a symptom of fatigue, can lead to heavy eyes and nodding off, and alcohol intoxication is known to affect motor skills and balance. Though not all forms or degrees of cognitive impairment have visible characteristics, behavior will likely be affected through involuntary actions like yawning and other forms of diminished physical self-control.\nCognitive impairment can have a number of causes, and not all of them are visibly apparent. And because impairment affects judgment too, an impaired person may not recognize or agree that his or her performance is diminished. Because many conditions and circumstances can lead to impairment, employees and employers alike can mitigate its impact on workplace safety and productivity by learning more about it and its many causes.\nWorker fatigue is one of the most common contributing factors to workplace accidents and near-misses. Fatigue can manifest from of a number of reasons, both work-related and not. Most fatigue and its symptoms accompany sleep debt, an accumulation of insufficient restorative sleep, but it can also arise from mental or physical exertion, personal health factors, and psychosocial factors. Regardless of its cause, fatigue is more than just being tired; it can impair mentally as well as physically.\nShift workers, especially those who work rotating shifts, are especially susceptible to fatigue due to the disruption of their circadian rhythm, or sleep/wake cycle. The human biological system operates on an internal clock in which different functions run on different cycle lengths. The circadian rhythm lasts approximately 24 hours, with various functions rising or falling at various times throughout. These rising and falling functions—heart rate, body temperature, and others—create a powerful physiological tendency to sleep at night and be awake during the day. Difficulties occur when work-time arrangements cause individuals to work against this tendency, which affects both the ability to remain alert and the ability to sleep.\nEmployees who work rotating shift schedules, in which they alternate between day and night shifts, are especially susceptible to sleep debt and associated fatigue symptoms because it takes time for a person to become better adjusted to a new schedule. In fact, at the beginning of every new shift cycle, workers are much more likely to experience what is commonly called “jet lag,” because they are working against two things: their natural circadian rhythms, which expect them to be awake during the day and asleep at night, and having become adjusted to their previous shift cycle and now must readjust.\nOther forms of fatigue are not directly related to insufficient sleep but can arise from stress and would still be alleviated through rest. A workload too difficult or big to handle can lead to stress and fatigue, and so too can personal life crises and the stress they bring. Personal problems may also lead to cognitive impairment from distraction or preoccupation, which is discussed below.\nBeing sick or coming down with an illness can compromise one’s alertness, as the body is working to fight the bug. The mind can be cloudy, and it can be hard to focus when dealing with a cold, the flu, a stomach bug, or other issues.\nIn the same way that people often feel obligated to work despite being fatigued, many often feel similarly when fighting illness, believing that working while sick is necessary, virtuous, or both. In reality, compromised alertness can cause serious performance detriments that may go unnoticed by the impaired employee.\nIn addition, presenteeism can cause illness to spread, creating a domino effect of sickness and lost productivity among an entire workforce.\nSome employees may use over-the-counter or even prescription medications to combat their symptoms and be more effective at work. But although the medications may help how the employees feel, they may have side-effects that don’t make up for the loss in alertness that the illness caused, instead causing a mild intoxicating effect. Even medications that claim to be “non-drowsy” formulas may still bear warnings about operating machinery or driving a car while using them.\nAlthough illicit and prescription drugs tend to impair in one way or another, they come in myriad types, forms, and usages, and the degree to which they impair differs from drug to drug and from person to person. Many workplace drug tests do not account for all possible intoxicating and impairing substances, including prescription and over-the-counter medicines, nor can they keep up with all new “designer” and “club” drugs that occasionally surface in our society. As a result, identifying intoxication and impairment from drugs can be tricky. It may even be true that someone could test as intoxicated but exhibit no impairment, and vice versa, as can be the case with marijuana.\nDrugs also present another quandary: withdrawal. A person can have symptoms of withdrawal after stopping use of a drug to which he or she had become dependent. These symptoms can be mild or severe, and they can affect alertness and cognition. The dangers of withdrawal symptoms can exist whether the ceased substance was an illegal drug, prescription medication, or alcohol.\nAlcohol intoxication is a bit more common than drug use as a factor in workplace incidents. Plus it is easier to identify through personal observation and body fluid testing. Impairment from alcohol intoxication is characterized by compromised balance and speech, diminished mobility and dexterity, and lessened focus, judgment, and decision-making. In fact, the symptoms of moderate alcohol intoxication and advanced fatigue are comparable if not indistinguishable from each other.\nBut the safety risk that alcohol intoxication can present a workplace is probably more often unrelated to drinking alcohol while on the clock or during a lunch break, as the issues that heavy drinking can cause can linger into the next day in the form of a hangover. The symptoms of a hangover might not be visible to supervisors or co-workers, but they can be severe, leading to painful headaches and sensitivity to noise and light, nausea and vomiting, and not to mention cognitive impairment, foggy-headedness, reduced reaction time, diminished mobility, and so on.\nEveryone can be affected by life’s ups and downs, and these can cause us to focus on those things, whether they’re bad or good, or even in between, as many things in life can at least cause our minds to wander. Our brains are very good at turning on “auto pilot,” especially when doing repetitive or monotonous tasks, and a preoccupied mind may be unable to react as quickly to sudden problems as a focused mind.\nEmotional distress caused by bad news or personal crises, like relationship or marital problems, the loss of a loved one, financial woes, or even animosity among co-workers may contribute to diminished attention to the work environment, potentially leading to diminished productivity and lapses in safety.\nBeing “fit for duty” means an individual is physically, mentally, and emotionally capable of performing his or her work without posing a danger. Yet many workplaces rely on measuring “lagging indicators”—things like the number of days since the last recordable incident, the results of safety audits and employee drug tests—to assume their present safety performance, and “fitness for duty” is often conflated with clean urine tests rather than the capability to perform work.\nAs a result, the word “impairment” has become associated with intoxication, and all the other causes of impairment tend to be overlooked. But the oversight may have persisted also due to a lack of methods to approach the wider problem, especially since the notion of “fitness for duty” gained understanding in the safety and human resources arenas. However, the advent of the Internet, cellular communications, mobile smart devices, and data analytics present new ways of tackling the issue of impairment in the workplace, and in a way that changes how we think about impairment.\nA different approach to impairment within established workplaces represents a shift in culture, but cultural shifts are difficult to force. An issue with the term “impairment” is that it implies the presence of something rather than a reduction of something, and therefore it remains easy to synonymize it with intoxication, the presence of intoxicants. Using different terms that do not carry the stigma of impairment might help bring about the cultural shift more easily, for example, reduced alertness or non-alertness. The word alertness better implies a norm or standard, and people may more readily understand that one’s alertness can vary for many reasons rather than realize that impairment is also a matter of degrees and many causes, when only the language used is different.\nAddressing fatigue and non-alertness creates a cultural shift where supervisors and managers better understand the human element of their workforce. This can lead to more intelligent shift and break scheduling by optimizing crews or job tasks according to time of day, even potentially reducing the need for overtime because shift performance is improved. Plus, employees become more attentive to their own states of mind and fatigue levels. When non-alertness is considered (instead of problematic impairment), it can improve mindfulness and self-accountability among the workforce, and it can reduce the number of occasions in which poor performance or unsafe behavior would lead to a punitive response if not also cause a safety incident.\nThe shift in culture that managing alertness and fatigue can inspire is both cause and consequence of an absence of regulatory guidance in many industries. Where scant regulations do exist, they focus on limiting the number of hours worked over particular numbers of days. Although such limitations are important to help reduce the impact of work-related fatigue, they do not—and cannot—address all possible sources of fatigue or impairment generally. Because impairment can result from innocuous and common circumstances, regulatory agencies cannot regulate affect life outside the workplace nor things unrelated to the occupational arena.\nAs a result, it remains the responsibility of businesses and organizations to proactively manage employee alertness if not also monitor their fatigue. Even in companies where non-alertness or fatigue risk may be thought to have minimal safety impact, alertness monitoring and fatigue management can benefit performance and improve productivity because managers know when employees are operating at their best and can manage them appropriately in the case they’re having an off day."

"According to NAEP (and its most honest state counterparts), MOST of our children are chronically improficient in the skills most vitally important to success in school (reading, math, writing). (If you don’t agree with these assessments discount “most” to whatever percentage of children you do think are chronically improficient)\nIt’s not their fault.\nWhat we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.\nMost of the children who chronically struggle with learning these critical skills began the process of learning them without having sufficiently developed the sub-process proficiencies that learning them depends on. All higher-order skills depend on lower-order processes (e.g. attention span, working memory, linguistic differentiation, processing speed, emotional stability and resilience…). If the lower-order processes are inadequate at supporting the higher-order skill learning that depends upon them, learning those higher-order skills becomes significantly more difficult.\nThe reasons for such sub process improficiencies are many. Some children have innate wiring differences that make learning these skills harder; some didn’t receive sufficient stimulation during their sensitive slopes of development; some developed unhealthy emotional behaviors that interfere with focus; some grew up in impoverished family language environments; some have chronic health issues including poor nutrition; and most have received, and are receiving, instruction (dysteachia) that fails to adaptively bridge these ‘readiness’ issues with instruction and that engenders maladaptive cognitive strategies.\nNone of these issues are the child’s fault.\nIf ‘brain plasticity’ means anything, it means that just about any child could learn just about anything – including these key skills – if who or what they were learning from could create the right conditions and steward them through an adaptively differentiated pathway that responds to their real-time learning needs. It’s not easy to do this – to instructionally compensate for all the variations in lower-order proficiencies that affect higher-order skill learning – but let’s be clear: it is our failure to do so that underlies why most of our children are chronically improficient at these skills.\nAnd we can develop good, healthy, normal competencies in many areas, even if our earlier wiring was somewhat faulty. But it’s harder. It costs more in energy costs to the brain. The brain has to work at adapting to earlier circuits that were not laid down the way they should have been, and from society’s point of view, it costs more in terms of more expensive programming, more specialized help. – Jack P. Shonkoff, Chair, National Scientific Council on the Developing Child\nMost of our children are chronically improficient at the skills that most determine their success in school and, to a large degree, later in life. Yet, in the most objective sense, this chronic improficiency is not a measure of the children but of the inability of their learning environments to steward the learning they need to become proficient.\nIt’s not their fault; they didn’t choose their brains or choose to be born into their families. If you or I had lived in their bodies and life environments – lived their lives since conception – we wouldn’t be any different. We are who we learn to be within the opportunities and constraints of the learning environments we live in. They are who they have learned to be, including how ready they are for what we think they need to learn and how we think we should teach them.\nIt’s not their fault but they learn to blame and shame themselves anyway.\nChildren who chronically struggle with learning these core skills come to believe it is their fault. They can’t help but blame themselves, and we all (mostly unintentionally) contribute to the conditions that cause them to. The ‘system’, teachers, parents, siblings, and peers all contribute to the emergence of a self-blaming mythology that interprets their chronic learning difficulties as ‘something’s wrong with me’. We all feel shame when we feel at fault for not being good enough at something we feel it’s important to be good at (especially when it’s publicaly exposed). Thus, blaming themselves for their difficulties, most of the kids who experience chronic skill improficiency also experience chronic shame about their learning difficulties.\nHuman beings are innately motivated to adaptively minimize shame. We either learn to improve ourselves in ways that reduce our shame (exercise, lose weight, get our teeth whitened, dye our hair) or, if we can’t, we learn to avoid whatever causes us to feel shame (singing, dancing, math, public speaking). So what happens to kids that experience chronic improficiency, that don’t improve, and can’t avoid trying?\nShame and the fear (anxiety) of imminent shame, is one of worst things that can happen when we are learning. Shame changes the focus of our attention. Shame jolts us with a cognitive shock that disrupts our attention. Instead of processing whatever we were doing before the shame hits us our consciousness becomes occupied with the shame and all the self-negative self-talk that accompanies it. “I’m not that smart”. “I will never get this right”.\nWhen shame occurs chronically and across multiple domains of learning, children develop a more general shame – a more general anxiety. They become ashamed of their minds. They develop mind-shame. If you’ve ever spent any time with children who chronically struggle you know this to be true.\nMost of the children who struggle in school are, in addition to the original causes of their struggles, struggling with the shame and anxiety they feel about learning in school. The shame is something they can’t help but feel anxious about. The anxiety they feel is toxic to their ability to learn. Not able to learn to improve their performance (and knowing it), they feel more shame and greater anxiety. The more they feel shame and shame-anxiety the less they are able to learn.\nI am not trying to blame anyone for any of this. Just as it’s not the children’s fault, it’s not the fault of educators or parents either. We are all who we have learned to be – we are all living and learning and working within the legacy effects and historical inertia we have learned in. But, if we are going to evolve a more learning-healthy approach to educating our children, we are going to have to reduce the shame-based anxieties they are learning to develop in school. To do that we are going to have develop new ways of holding children responsible for learning while at the same time helping them to understand that their difficulties (for most) are not their fault.\nUnderstanding mind-shame is the tip of the iceberg. It’s just one a series of key distinctions critical to changing the ‘mental lenses’ through which educators and parents experience chronically improficient children. Having said that, I think it’s the one ‘meme’ that could most easily catch on and help in the educational reformation we need. If we are honest with ourselves we all know what it feels like to feel ashamed of our minds. Fortunately, for those reading this, much less so than the children this piece is about.\nDo you see what I see?\nIf so please help. Learning Stewards is a 501(c)(3) non-profit that depends on donations from people who believe in our work and mission. We need your support to expand our efforts to get this kind of thinking into the mainstream. In this season of giving and as we approach the end of the tax year, please send what you can. It’s all tax deductible. Thank you.\nOr send your tax deductible donation check to:\nP.O. Box 23536\nAnchorage, KY 40223"

"According to NAEP (and its most honest state counterparts), MOST of our children are chronically improficient in the skills most vitally important to success in school (reading, math, writing). (If you don’t agree with these assessments discount “most” to whatever percentage of children you do think are chronically improficient)\nIt’s not their fault.\nWhat we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.\nMost of the children who chronically struggle with learning these critical skills began the process of learning them without having sufficiently developed the sub-process proficiencies that learning them depends on. All higher-order skills depend on lower-order processes (e.g. attention span, working memory, linguistic differentiation, processing speed, emotional stability and resilience…). If the lower-order processes are inadequate at supporting the higher-order skill learning that depends upon them, learning those higher-order skills becomes significantly more difficult.\nThe reasons for such sub process improficiencies are many. Some children have innate wiring differences that make learning these skills harder; some didn’t receive sufficient stimulation during their sensitive slopes of development; some developed unhealthy emotional behaviors that interfere with focus; some grew up in impoverished family language environments; some have chronic health issues including poor nutrition; and most have received, and are receiving, instruction (dysteachia) that fails to adaptively bridge these ‘readiness’ issues with instruction and that engenders maladaptive cognitive strategies.\nNone of these issues are the child’s fault.\nIf ‘brain plasticity’ means anything, it means that just about any child could learn just about anything – including these key skills – if who or what they were learning from could create the right conditions and steward them through an adaptively differentiated pathway that responds to their real-time learning needs. It’s not easy to do this – to instructionally compensate for all the variations in lower-order proficiencies that affect higher-order skill learning – but let’s be clear: it is our failure to do so that underlies why most of our children are chronically improficient at these skills.\nAnd we can develop good, healthy, normal competencies in many areas, even if our earlier wiring was somewhat faulty. But it’s harder. It costs more in energy costs to the brain. The brain has to work at adapting to earlier circuits that were not laid down the way they should have been, and from society’s point of view, it costs more in terms of more expensive programming, more specialized help. – Jack P. Shonkoff, Chair, National Scientific Council on the Developing Child\nMost of our children are chronically improficient at the skills that most determine their success in school and, to a large degree, later in life. Yet, in the most objective sense, this chronic improficiency is not a measure of the children but of the inability of their learning environments to steward the learning they need to become proficient.\nIt’s not their fault; they didn’t choose their brains or choose to be born into their families. If you or I had lived in their bodies and life environments – lived their lives since conception – we wouldn’t be any different. We are who we learn to be within the opportunities and constraints of the learning environments we live in. They are who they have learned to be, including how ready they are for what we think they need to learn and how we think we should teach them.\nIt’s not their fault but they learn to blame and shame themselves anyway.\nChildren who chronically struggle with learning these core skills come to believe it is their fault. They can’t help but blame themselves, and we all (mostly unintentionally) contribute to the conditions that cause them to. The ‘system’, teachers, parents, siblings, and peers all contribute to the emergence of a self-blaming mythology that interprets their chronic learning difficulties as ‘something’s wrong with me’. We all feel shame when we feel at fault for not being good enough at something we feel it’s important to be good at (especially when it’s publicaly exposed). Thus, blaming themselves for their difficulties, most of the kids who experience chronic skill improficiency also experience chronic shame about their learning difficulties.\nHuman beings are innately motivated to adaptively minimize shame. We either learn to improve ourselves in ways that reduce our shame (exercise, lose weight, get our teeth whitened, dye our hair) or, if we can’t, we learn to avoid whatever causes us to feel shame (singing, dancing, math, public speaking). So what happens to kids that experience chronic improficiency, that don’t improve, and can’t avoid trying?\nShame and the fear (anxiety) of imminent shame, is one of worst things that can happen when we are learning. Shame changes the focus of our attention. Shame jolts us with a cognitive shock that disrupts our attention. Instead of processing whatever we were doing before the shame hits us our consciousness becomes occupied with the shame and all the self-negative self-talk that accompanies it. “I’m not that smart”. “I will never get this right”.\nWhen shame occurs chronically and across multiple domains of learning, children develop a more general shame – a more general anxiety. They become ashamed of their minds. They develop mind-shame. If you’ve ever spent any time with children who chronically struggle you know this to be true.\nMost of the children who struggle in school are, in addition to the original causes of their struggles, struggling with the shame and anxiety they feel about learning in school. The shame is something they can’t help but feel anxious about. The anxiety they feel is toxic to their ability to learn. Not able to learn to improve their performance (and knowing it), they feel more shame and greater anxiety. The more they feel shame and shame-anxiety the less they are able to learn.\nI am not trying to blame anyone for any of this. Just as it’s not the children’s fault, it’s not the fault of educators or parents either. We are all who we have learned to be – we are all living and learning and working within the legacy effects and historical inertia we have learned in. But, if we are going to evolve a more learning-healthy approach to educating our children, we are going to have to reduce the shame-based anxieties they are learning to develop in school. To do that we are going to have develop new ways of holding children responsible for learning while at the same time helping them to understand that their difficulties (for most) are not their fault.\nUnderstanding mind-shame is the tip of the iceberg. It’s just one a series of key distinctions critical to changing the ‘mental lenses’ through which educators and parents experience chronically improficient children. Having said that, I think it’s the one ‘meme’ that could most easily catch on and help in the educational reformation we need. If we are honest with ourselves we all know what it feels like to feel ashamed of our minds. Fortunately, for those reading this, much less so than the children this piece is about.\nDo you see what I see?\nIf so please help. Learning Stewards is a 501(c)(3) non-profit that depends on donations from people who believe in our work and mission. We need your support to expand our efforts to get this kind of thinking into the mainstream. In this season of giving and as we approach the end of the tax year, please send what you can. It’s all tax deductible. Thank you.\nOr send your tax deductible donation check to:\nP.O. Box 23536\nAnchorage, KY 40223"

"All children have a high level of energy that most adults envy, however, if that high energy interferes with learning or social functioning, there may be a problem. Children who struggle with hyperactivity often struggle academically and socially. Hyperactivity will make it challenging to sit still in school, listen to directions or complete a task. Socially, hyperactive children will have more difficulty maintaining friendships because they may act impulsively or say something that will create a negative social dynamic.\nWhen a parent gets feedback from a teacher or has difficulty physically managing their child it is time to assess for hyperactivity (see ADHD).\nChildren with hyperactivity may show these behaviors:\n- Is often squirming in seat or moving hands and feet.\n- Has difficulty staying seated when sitting is expected.\n- Run and climbs excessively. (teen or adults may feel restless)\n- Has difficulty enjoying quiet leisure activities.\n- Is often “on the go”.\n- Talks excessively.\nIt is essential, once you recognize symptoms of hyperactivity to understand the nature of the problem.\nUnderstand the Possible Causes\nSupport Services: What do you do?\nAs there is much variation among individuals with attention difficulties, assessment is an essential part of treatment and educational planning. Assessment is necessary to qualify for academic support.\nTypically, children who struggle with hyperactivity respond best to behavioral interventions. Treatment may take a family systems approach and work on a behavioral management program. These interventions may also be applied at school in collaboration with teachers."

"All children have a high level of energy that most adults envy, however, if that high energy interferes with learning or social functioning, there may be a problem. Children who struggle with hyperactivity often struggle academically and socially. Hyperactivity will make it challenging to sit still in school, listen to directions or complete a task. Socially, hyperactive children will have more difficulty maintaining friendships because they may act impulsively or say something that will create a negative social dynamic.\nWhen a parent gets feedback from a teacher or has difficulty physically managing their child it is time to assess for hyperactivity (see ADHD).\nChildren with hyperactivity may show these behaviors:\n- Is often squirming in seat or moving hands and feet.\n- Has difficulty staying seated when sitting is expected.\n- Run and climbs excessively. (teen or adults may feel restless)\n- Has difficulty enjoying quiet leisure activities.\n- Is often “on the go”.\n- Talks excessively.\nIt is essential, once you recognize symptoms of hyperactivity to understand the nature of the problem.\nUnderstand the Possible Causes\nSupport Services: What do you do?\nAs there is much variation among individuals with attention difficulties, assessment is an essential part of treatment and educational planning. Assessment is necessary to qualify for academic support.\nTypically, children who struggle with hyperactivity respond best to behavioral interventions. Treatment may take a family systems approach and work on a behavioral management program. These interventions may also be applied at school in collaboration with teachers."

"Learning Disabilities Result from Processing Weaknesses\nLearning difficulties are the result of weaknesses in some of the processing skills that are required for taking in, organizing, processing, storing, and using information.\nWhen some of the necessary brain pathways that make learning easy are either slow, or not fully developed, kids need to develop ‘workarounds’ to help them get through school assignments.\nLike driving on a road with potholes, kids with processing weaknesses need to maneuver around learning obstacles while classmates with strong processing ability are driving quickly down a paved highway.\nManeuvering around processing weaknesses takes energy. Schoolwork takes longer. It’s easy to fall behind.\nDiagnosing processing weaknesses can be confusing because they look different for different children.\nSome children have one difficulty that slows them down.\nOther children have several processing weaknesses. School teachers often notice these children need help and refer them for an IEP. Once in special education, they are given less work, at a slower pace, in a smaller setting. But the weaknesses still persist.\nFor some children, the difficulties go unnoticed because the early years of school aren’t too hard. It’s not until the requirements of each grade level increase that it becomes overwhelming just trying to keep up.\nParents see that their bright child is doing well on many things at home but is struggling with school work. It can be confusing.\nWhen they look at the child’s behaviors, it is easy to conclude that:\n- your child must not be trying hard on schoolwork because building with legos for hours is easy\n- your child isn’t focusing on schoolwork because they can pay great attention to video games\n- your child isn’t listening when you speak because he/she is looking around the room when you’re talking\n- your child isn’t cooperative because they get up and down continually while doing schoolwork, eating dinner, etc.\n- your child isn’t paying attention because they can’t remember two ‘simple’ tasks\n- your child isn’t keeping up in class because they aren’t putting forth enough effort\nAlthough it may appear like your child ‘just isn’t trying’, this is what ‘trying’ looks like when a child is working hard to overcome processing weaknesses.\nSome activities are ‘easy’ and can be done for hours while other things are ‘hard’ and become frustrating very easily. Some days learning goes more smoothly and other days everything is overwhelming.\nSometimes the symptoms of a child trying hard to use ‘workarounds’ while learning look like inattention, lack of effort, frustration, careless errors, constant movement, daydreaming,….\nParents notice that their child is bright, can do some things very easily (like legos and video games), and naturally think that school assignments should be easy too.\nThat’s the interesting thing about learning difficulties.\nThey aren’t always easy to understand. That’s why you’ve struggled to figure this out for so long without ‘answers’. Discovering the processing weaknesses that cause learning struggles can be confusing and frustrating for parents as well as for kids.\nIf you’re wondering if we can help, start with our “Diagnostic Questionnaire” to see if our programs seem like they may be a good fit."

"“Tie yourself to a post...”\nImagine it: you’re at your work, fully absorbed in the task in front of you. Your attention is focused on your project. You’ve finally hit a pace and you’re getting it done. And the phone rings.\nWhat happens to your work? For most adults, getting interrupted from our work means broken momentum. The rhythm of our work is disrupted. It’s hard to get back on track. If we’re concentrating deeply, absorbed in our work, the impact is even more significant. We may be disoriented. We may have a hard time listening. We may find it challenging, or even impossible, to go back to the work we were doing before the interruption.\nOur children experience the same obstacles when we interrupt their concentration, even when we do so because we are trying to be kind. Because children’s attention space may seem very short (or nonexistent!), it’s easy to forget that attention is a work in progress. Children’s ability to concentrate is a developing skill and, like all developing skills, requires the opportunity to practice in order to master. When children are engaged in interesting activities, they are simultaneously practicing their ability to remain engaged, to attend to other activities and to manage multiple stimuli without losing the capacity to concentrate on one.\nBut Montessori tells us it’s not just the protection from interruption that’s key to protecting the development of the child: it’s the interaction of that uninterrupted engagement and an environment that’s filled with interesting motives. Some of the “motives” are easy enough to identify: the beautiful materials, carefully presented in sequences that support children’s intellectual development and habits of mind. But there are more: the ability to walk freely through that environment, the tools available to solve problems that occur in that environment, and the other people- the other children - who inspire admiration or offer opportunities to influence. These are equally essential components of the “prepared environment.”\nAnd, in truth, they’re more important than the didactic materials by which Montessori is most easily recognized. Those materials matter, certainly, in the support for the child’s understanding of concepts and the elegance of design that allows repetition and precision. But a child can find interesting activities to do anywhere there is purposeful work. To be able also to do that work while in the company of children they look up to, or children for whom they can care, peers who share their development and lack the trappings of our adult society, and to do so without interruption from those same adults: that’s the most powerful phenomenon in the Prepared Environment.\nAnd the part that’s hardest for us as adults. We want the children to engage in purposeful work, but we want their purpose to be the same as ours. We want them to socialize, but not at the expense of the volume of our classroom. We want them to be independent, but we swoop in to solve most problems for them before they even realize something has gone wrong.\nIt won’t happen quickly. Indeed, we can’t predict when it will happen at all, but the children will find their motives. They will, seemingly spontaneously, emerge in their attentiveness, their concentration, their self-determination, their agency, their peacefulness, their joy. Unless we get in their way. Unless, we continue to insist that they work on our schedules, that they work on the lessons we’ve chosen for them, and that they do so until we’ve decided they’re done or their work is worth interrupting. We may develop compliance in those children, but only the child can construct the adult to come. When we get in their way, we trade what we already know for their unknowable horizons. We can either tie ourselves to those posts, or we can burden the child with an equally immovable anchor to their own development by tying them to us instead.\n* A response to Chapter 23: Social Development. The Absorbent Mind. M. Montessori"

"Time- outs and Parenting\nIt is normal for parents to act and take measures, when their child misbehaves or engages in undesirable behaviour. Time – out is one such technique, which is used to modify the behaviour of an individual by separating the person from the environment where the undesirable behaviour has taken place. Usually parents take their kids away from the setting and confine them in a space, where they would receive neither any entertainment, nor any attention. This is done so that the child realises that his/her action was not entertained, and that they shouldn’t repeat the same in the future.\nTime -Out is a discipline technique which has proven to be very effective in its nature. By isolating the children, it helps them think and reflect on their behaviour, and discourages them to display the same behaviour in the future. This technique also helps the children by providing them with a safe and a designated space to calm down. Though time – out is an excellent behaviour correction technique, it has met with a lot of backlash by some experts in the recent past. The effectiveness and usefulness of this method is often debated with notable arguments on either side. According to some of experts, time – out results in the children dealing with stress, and other emotional problems later on in their lives, making it an ineffective way of disciplining one’s child.\nHowever, a recent research study conducted at the Michigan State University, has found that time – outs are not only effective in disciplining the kids, but also do not have any negative impacts on the children, later on in their lives. The study which was conducted by psychologist Knight, had compared two different group of kids. One group consisted of the children who were regularly given time – outs, and the other group consisted of the children who were not given a single time – out, in a span of eight years. The study found out that there was no difference between the two groups of children.\nAnother study conducted by psychologist Drayton and her colleagues, found out that around 30 percent of websites portrayed inaccurate information on time – outs. They say that the method is often misunderstood. Because a lot of media reports and online sources present conflicting views on effects of time – outs, it can be confusing for parents.\nSo, to avoid the confusion what can parents actually do? They could meet up with professionals such as psychiatrists, counsellors or psychologists and clarify their doubts. For example, half of the parents are not aware that time – outs are currently recommended by the American Association of Paediatrics as one of the only child discipline strategies.\nThough it is an easy process, some parents are unaware, of the correct usage of the time – out method. They must remember that consistency, calm demeanour and a positive, loving environment are the essential keys to using the method of a time – out. There may be cases, where the parents may be using the method for the first time and may face a lot of trouble with the child, but slowly both the parent and the child tend to get used to the practice. Apart from consulting an expert, parents can implement time-outs in the following ways\n- Explain to your child what time – out is (quiet – time, calm – down time, thinking time, etc. for specific bad behaviour) and how it will work, when both of you are in calm mood. Answer any questions they have.\n- Focus on only one behaviour (hitting, swearing, throwing toys etc.) at a time that needs to be changed. Clarify this with your child – What will he/she get time – out for?\n- Specify the “time – limit” of time – out and convey to your child. Keep it short and age – appropriate. Example: 1min or 3min (for a very bad behaviour).\n- Fix a spot for time – outs as well with your child. Be consistent, but do not overdo it (like not using it for every small behaviour). It should fit seriousness of the problem.\n- Give a warning. When a child misbehaves, the parents can start by warning their kids about their behaviour and inform them that such a behaviour would lead them to having a time – out.\n- Communicate with them after time – out and after they have calmed down. The specific act/behaviour they got time – out for and the consequences of it. Reason helps them to think next time.\n- Praise: remember to praise and appreciate the positive and desirable behaviour every time, do it often. This conveys to them that their good behaviour will get them attention.\n- Teach them strategies like breathing, drawing, writing, talking to someone etc. (taking help for stress management) to deal with difficult situations and emotions that lead to undesirable behaviour.\nTime – outs are a tool that can be effective in addressing behaviour challenges across several ages: pre-schoolers, school-age children and adolescents. Best age to introduce time-outs is 3-to-8 years\n© All copyrights of the content are reserved to Manotsav Foundation."

"What does the evidence say about time-out?\nRachel M. Knight and her team of researchers (2019) looked at long-term data that tracked children from Early Head Start with assessments at three time periods: Age 0 - 3 years, prekindergarten, and fifth grade. The measures examined emotional and behavioral functioning as well as parent-child relationships.\nWhat were the results?\n\"Analyses for all outcome variables suggest no significant difference for children whose parents reported using time-out versus those who did not.\"\nAnd their conclusion?\n\"Parental reported use of time-out was not associated with long-term negative outcomes. Further research in this area is necessary to continue to address the multitude of concerns related to time-out that are presented by the media.\"\nJournal Link Online (published 11 September 2019 online before the print version)\nLearn more about evidence-based discipline in Discipline with Respect. Included with Kindle Unlimited at AMAZON.\nYou can read a press release with quotes from other clinicians at this BBC link."

"Recent research investigates the controversial practice of time-outs on emotional and behavioural functioning in children.\nMany parents are aware of the time-out strategy as a means of discouraging bad behaviour. Although this tactic is supported by the American Academy of Pediatrics, there have been lingering questions about its effectiveness and whether or not this strategy is harmful to children.\nAccording to lead author Rachel Knight, Ph.D., a pediatric psychologist at the University of Michigan C.S. Mott Children’s Hospital, “There are some alarming claims that time-outs can damage the parent-child relationship and negatively affect emotional health.” “Unfortunately, the first place many parents go for advice is the Internet, social media or friends – not a medical provider. There is a lot of conflicting information on the Web that isn’t vetted or accurate.”\nA recent study published in the Journal of Developmental and Behavioural Pediatrics set out to assess the association between time-outs and the emotional and behavioural effects in children. The researchers followed families for an extended time period – with children ranging from age 0, through to fifth grade. The researchers interviewed the parents of these children when they were 36 months old, in addition to assessing the children at three different time points across this time-span.\nAfter analyzing the results, the researchers reported that there was no significant effect of time-outs on children’s emotional and behavioural functioning. Specifically, there was no associated negative effect on anxiety, depression, aggression, internalizing or externalizing behaviours.\nAccording to the researchers, further study is needed to continue to assess various claims associated with negative effects of time-outs. “Our goal is to debunk misconceptions and promote the use of highly effective, evidence-based strategies that will best guide parents and families.”\nWritten by Deborah Tallarigo, PhD\nKnight, R., Albright, J., Deling, L., Dore-Stites, D., Drayton, A. (2019) Longitudinal Relationship Between Time-Out and Child Emotional and Behavioral Functioning. Journal of Developmental & Behavioral Pediatrics. Publish Ahead of Print: DOI: 10.1097/DBP.0000000000000725\nNews release: ‘Time-outs’ not associated with long-term negative effects in children. https://www.eurekalert.org/pub_releases/2019-09/mm-u-na091219.php\nImage by Pexels from Pixabay"

"Timeout is a time-honored parenting technique. Yet a quick Internet search can pull up many different opinions, ranging from the technique being useful to extremely harmful.\nI reviewed the research literature on the subject. As recently as 2011, the Journal of Child and Family Studies published an article by Alina Morawska and Matthew Sanders finding that timeout is still a useful parenting technique if used correctly. This study reinforces the CDC's 2009 recommendation that parenting programs include an aspect of education on the proper use of timeout.\nIn order to use timeout correctly, Morawska and Sanders detail a number of factors that need to be present.\nPositive parent-child environment\nThe first requirement is a positive, warm relationship between parent and child. Otherwise, the timeout is often experienced as shunning and love withdrawal. Parents should work toward building such a relationship with their children. Using positive attention, praise and rewards helps build that relationship, but the best way to develop this is having unstructured positive time with your child.\nUsed in association with other strategies\nThe second requirement is to use timeout in connection with other parenting strategies. One of the biggest predictors of timeout failing is using the technique as the only parenting technique for handling misbehavior. Reward charts, work chores, privilege removal and collaborative problem-solving are all great techniques. When the combination of parenting strategies is used with timeout, there is a greater likelihood of successfully decreasing behavior problems.\nCorrect implementation of timeout\nLast but definitely not least is the proper implementation of timeout. Some of the negative opinions reinforce the notion that timeout needs to be implemented properly. In fact, most of the negative opinions are because timeout is misused or misunderstood. The timeout procedure was originally called \"timeout from positive reinforcement.\" Shortening the name of the technique to just \"timeout\" loses a bit of its meaning. To effectively implement timeout, research shows that less time is better, and a contingency needs to be in place before the child is allowed to leave timeout. That is, children need to exhibit good behavior for a specified period of time, usually two minutes before they can leave.\nSome general guidelines from a number of sources are below:\nThe location: Timeout needs to be held in an uninteresting part of the house that is safe. The child's room, closet or bathroom are all bad locations. For younger children (between ages 2-6), the location should be within eyesight of the parent. Most children do well in a designated chair that is far enough away from the family and anything interesting but easily monitored to ensure compliance (\"Defiant Children\" by Russell A. Barkley).\nThe length: Research shows that timeout that goes for long periods of time is ineffective. Most evidenced-based parenting interventions recommend anything up to 10 minutes. Anything over 10 minutes is not recommended (\"Antisocial Behavior in Children and Adolescents\" by John B. Reid, Gerald R. Patterson and James J. Snyder).\nWhen to use: Because timeout is a removal of the child from family time, it should be used on specific behaviors (start with one or two) in the categories of deliberate opposition, dangerous or destructive behavior, or violations of important family values (\"Preventive Parenting with Love, Encouragement and Limits,\" Thomas J. Dishion and Scot G. Patterson). It is also important to remember not to put children in timeout for expressing emotion. When children express emotion, it is best to first use \"emotion coaching,\" as described by John Gottman (\"Raising an Emotionally Intelligent Child,\" Gottman).\nHow to use: When children perform the behavior you want to use timeout for, inform them they will go to timeout for one minute if they do not stop that behavior. If they continue the behavior after about 10 seconds, instruct them to go to timeout. Every five to 10 seconds they do not go, increase the time by one minute increments, up to 10 minutes. Start a timer (on your phone, microwave, etc.) for the specified amount of time once they are in the designated spot (\"Preventive Parenting with Love, Encouragement and Limits,\" Dishion and Patterson).\nHow to end: While children are in timeout, occasionally glance over at them to make sure they are being compliant (sitting in the spot, not playing), but do not give them any more attention. If they are still making noise or misbehaving, remind them they will need to stay in timeout until they are compliant. Make sure they are compliant for at least two minutes before being allowed to come out of timeout. Once the time is finished, talk briefly with the child about the behavior, remind them why they went to timeout, then get them involved in something positive with you and the rest of the family (\"Defiant Children,\" Barkley).\nEnsuring success: Walking children through the routine of how timeout will be and informing them of the specific behaviors they will be put in timeout for during a period when they are not misbehaving can help increase instances of success. When you tell children they need to go to timeout, it is extremely important to do so calmly and without malice. As with many other parenting techniques, continued practice and consistency increases the likelihood of success (\"Preventive Parenting with Love, Encouragement and Limits, Dishion and Patterson).\nThose who are concerned about the possible negative consequences of using timeout should be comforted to know that Morawska and Sanders found no evidence to suggest negative outcomes. In fact, the authors cited evidence to suggest continued positive outcomes up to three years after parents participated in parenting programs where timeout was one technique taught.\nIt certainly appears that timeout is in fact still useful.\nMichael is a Ph.D. student at Michigan State University. He teaches about marriage and family life in the Lansing community. 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"By Brett Enneking, PsyD, HSPP Assistant Professor of Clinical Pediatrics Department of Pediatrics, Division of Child Development\nFor decades, time-out has been promoted as an effective and safe parenting strategy to manage challenging behaviors exhibited by young children. Currently, both the American Academy of Pediatrics and Centers for Disease Control encourage the use of time-out as a best practice behavior management strategy within the context of a strong, positive parent-child relationship. Many decades of research have shown that time-out is associated with a reduction in aggressive behavior, improved child compliance, and increased generalization of appropriate behavior across environments.\nDespite this strong body of literature, controversy continues to swirl around time-out. In recent years, multiple articles have been written in popular magazines and newspapers calling into question whether time-out may be harmful for children and whether other strategies may be superior. Common criticisms of time-out include that time-outs increase emotional dysregulation, fail to teach children distress tolerance skills, isolate them when they need support, and may re-traumatize children who have experienced abuse. Moreover, there is concern that time-outs may not be properly implemented by parents and lead to inappropriate and coercive use of time-out.\nCritical to an understanding of time-out is first establishing a clear definition of what is meant by the term, “time-out.” A well-implemented time-out occurs in the context of a warm and supportive parenting relationship that includes a high level of positive parental attention, including specific or labeled praises for appropriate child behavior (e.g., “Great job listening”), high fives, hugs, etc. This positive parental attention increases the likelihood of the positive child behavior occurring again while also showing parental approval and increasing the child’s self-esteem. Across the existing time-out literature, 86% of studies utilized positive reinforcement strategies like these in conjunction with the time-out process (Everett, Hupp, & Olmi, 2010).\nA review of the time-out literature spanning nearly 30 years examined the best practice time-out procedures (Everett, Hupp & Olmi, 2010). Best practice time-outs include a verbalized warning, verbalized reason, placement in a safe location, removal from environmental reinforcement (e.g., toys, siblings), location in a chair, short duration (e.g., typically around 3 minutes for children between ages 3 and 7), returns to the chair following escape, and follow-through with original request if the time-out was due to noncompliance. Additionally, evidence suggests that other management principles, including remaining calm, using the intervention consistently, and having realistic, developmentally appropriate expectations were also critical to the success of the time-out.\nOverall, time-out is designed to be a consistent, structured discipline strategy that allows the parent to remain calm and controlled throughout the process. Once the time-out has been completed, the parent should quickly return to warmth and positive attention toward their child to help the child regain emotional control. Ideally, time-out is utilized in conjunction with other methods of discipline (e.g., removal of privileges, token economies) to support behavior change.\nWhat about those criticisms?\nWhen implemented appropriately, the common criticisms of time-out become less valid. With regard to concern for child isolation and removal of warmth, sticking to a short duration provides a brief respite from a difficult interaction for both the parent and child. This allows the parent to regain emotional composure in order to provide genuine warmth once the time out has been completed. Additionally, a well-implemented time-out provides a reliable structure wherein both parent and child know what to expect during the discipline process. In this way, time-out can even provide a corrective experience for children who have a history of exposure to abusive or coercive disciplinary practices. However, there may be situations where re-traumatization is possible given the nature of the child’s trauma; in those situations, ongoing consultation and guidance from a trained behavioral health provider is critical to the success of the intervention.\nWhile concern for parental misuse of time-out is valid, it is essential for parents to have a variety of behavioral skills and techniques that they may utilize when their young child exhibits challenging behaviors. Teaching an evidence-based time-out procedure has a low risk for harm; the risk becomes much greater if parents are not given adequate support in the use of time-out and other discipline strategies. Adequate support varies from family to family. Some may only need brief, informal consultation while others may need the ongoing support of a structured parent training program. With the right match, parents can have a more successful and positive experience using time-out.\nWhen confronted with criticisms of time-out, providers should emphasize the benefits, provide guidance regarding proper implementation, and highlight evidence-based behavioral strategies that should occur in conjunction with time-out. If the parent continues to be challenged by managing their child’s behavior, a referral to a behavioral health professional specializing in parent training is strongly recommended.\nEverett, G., Hupp, S., & Olmi, D. (2010). Time-out with Parents: A Descriptive Analysis of 30 Years of Research. Education and Treatment of Children, 33(2), 235-259. Retrieved from http://www.jstor.org/stable/42900065\nAmerican Academy of Pediatrics: Bring out the best in your children (2014). Retrieved from https://www.aap.org/en-us/Documents/ttb_bring_out_best.pdf\nCenters for Disease Control and Prevention: Steps for Using Time-Out. Retrieved from https://www.cdc.gov/parents/essentials/timeout/steps.htmlBourduin\nQuetsch, L., Wallace, N. M., Herschell, A. D., & McNeil, C. B. (2015). Weighing in on the time-out controversy: An empirical perspective. The Clinical Psychologist, 68(2), 1-19.\nBrett Enneking, PsyD, HSPP, is a licensed Clinical Psychologist and Assistant Professor of Clinical Pediatrics at the Riley Child Development Center and Indiana University School of Medicine. Dr. Enneking provides diagnostic consultation and psychological evaluations for children with neurodevelopmental and related disabilities. She is also certified in Parent-Child Interaction Therapy (PCIT), a short-term behavioral intervention for young children and their parents. Dr. Enneking’s clinical interests include disruptive behaviors, early childhood mental health, parent-child relationships, autism spectrum disorder, and intellectual disabilities.\nThe views expressed in this content represent the perspective and opinions of the author and may or may not represent the position of Indiana University School of Medicine.\nResource and Data Coordinator\nData coordinator in Pediatrics division of Child Development."

"A time-out is a strategy that involves removing a child from their immediate environment for a short time, as a consequence of a behaviour perceived by the caregiver as a transgression. A majority of parents think putting a child in time-out is an effective way to discipline children and frequently use this practice. Recent research is revealing concerns regarding time-outs, particularly in the absence of other positive parenting strategies, and this document seeks to answer typical questions on that topic. This resource defines and compares the evidence for time-ins and time-outs, and also discusses alternatives to time-out.\nThis document has been produced to support service providers who work with children from birth to age six and/or work with adults who care for children. The intent is to clarify terminology and to suggest appropriate ways to guide children’s behaviour. Strategies have evolved over time and it is crucial that recommendations be based on the most current research.\nAlso available in French.\nSee also the Children See, Children Learn bilingual website."

"Time out is a form of discipline used by parents or teachers in response to undesired behaviors amongst children. When children are put in time out, they are put in a certain designated place to sit for a certain amount of time to reflect upon their behavior. Time out is an effective disciplinary technique in which no physical punishment is used.\nReview Date: 8/10/2021\nReviewed By: Neil K. Kaneshiro, MD, MHA, Clinical Professor of Pediatrics, University of Washington School of Medicine, Seattle, WA. Also reviewed by David Zieve, MD, MHA, Medical Director, Brenda Conaway, Editorial Director, and the A.D.A.M. Editorial team."

"“What is the PURPOSE of ‘Time-Out’?”\nWhile “Time-Out” is a simple enough concept, its purpose is subject to great interpretation, complexity, and nuance. Some say that “Time-Out” is intended to be a punishment, a simple procedure to decrease a negative behavior. Others say that “Time-Out” is not only intended to manage negative behavior, but also to give a child an opportunity to express emotion in a safe place and learn self-control. Still, others say that the purpose of “Time-Out” is to give the child a chance to “think about” what he did wrong and grow from the experience. Whatever your interpretation, “Time-Out” is not necessarily simple in its implementation or philosophy."

"Time Out? Is it punitive or instructive? Some parents use time out to remove a child who has misbehaved from an enjoyable activity to ” teach the child a lesson.” The lesson is – “bad behavior doesn’t pay.” It can also serve to calm down a child who’s behavior has gotten out of control by removing the child from the activity and from interacting with other children. It also gives an irate parent a healthy way to express displeasure with a child’s behavior. certainly\nTime Out: To Use or Not to Use?"

"Time out is a commonly used parenting practice to stop children from misbehaving. It has often been thought of as a non punitive alternative to harsher discipline such as spanking, however there are times when using time out can turn into a power struggle, and has the potential to leave children feeling vulnerable, upset, confused and insecure.\nTime in is a parenting practice that can respectfully create a chance for children to change their behavior. Children really thrive when they feel loved and a sense of connection to their parents and caregivers. When children feel that they belong, when they sense that their words and ideas matter and they have a chance to reflect on their behavior they are more likely to want to change their behavior to something more positive.\nSo are time out’s really bad?\nMost parents that use time out do so with good intentions and sometimes, a time out can give parents and children a chance to take a break from each other to cool off. However, non punitive parenting tools such as Time In are really effective in helping children develop life long skills such as regulating emotions and making decisions. It’s a mistaken but deeply ingrained notion that children need to feel bad about their behavior in order to change it. When parents focus on using time in instead, their response also tends to become more pro-active instead of reactive. If you are really used to Time Out and feel like it’s not a practice you can give up yet, you may want to consider making time to talk and reflect on what happened before the time out and also observe how your child is really feeling about it.\nHere is a quick overview of Time In vs. Time Out:\nRead about 11 Alternatives to Time Out for toddlers\nRead more about the Disadvantages of Time Out by Dr. Aletha Solter of Aware Parenting Institute\nRead more about transforming Time Out into Positive Time Out by Dr. Jane Nelson author of Positive Discipline\nRead more about “What’s wrong with time out” by Dr. Laura Markham of Aha!Parenting"

"When Time-Out Isn't Working\nTime-out is an effective strategy for helping to change your child's behavior. However, there are several pitfalls that many parents commonly encounter. Keep the following tips in mind as you try to use time-out most effectively.\nKnow when to use time-out. Choose in advance which behaviors will result in a time-out and discuss these choices with your child. He should see time-out as his chance to cool down and think about his behavior. This opportunity to cool off also can be helpful for parents.\nTime-out is most useful for aggressive, harmful or disruptive behaviors that cannot be ignored and need an immediate response. Time-out works well for these types of behaviors, such as hitting, kicking, biting or throwing things, because children understand the connection between their behavior and the punishment (\"If I hit, I go to time out.\"). Time-out is especially helpful for aggressive behaviors because it teaches peaceful problem solving. Time-outs are usually not necessary and often less effective for less-harmful behaviors that generally can be ignored, such as temper tantrums or whining.\nMake sure you mean it when you say it. Time-out rarely works if you threaten to use it without following through. If you find yourself constantly saying, \"If you don't stop it, you're going to time-out!\" but rarely giving a time-out, your child has probably learned that it's likely an empty threat — not very effective in changing behavior. It is critically important to be consistent. If you say, \"One more time and you're going to time-out,\" then follow through and do it! However, since you have decided in advance which behaviors will result in time-out and discussed this with your child, warnings should not be necessary. Once you've decided to give a time-out, no amount of apologizing, tears or negotiation should change that decision.\nMake sure time-out is actually happening. How many times has your child, while supposedly in time-out, wandered around asking for a drink or made a trip to the bathroom? Kids tend to be pretty smart and quickly figure out that time-out isn't so bad if they are able to get up from the time-out chair.\nTime-out must be enforced, so that it actually happens. If your child refuses to stay in time-out, place her in the time-out chair and hold her gently but firmly by the shoulders from behind for the duration of time-out. There should be no discussion or negotiation during this time; you can say, \"You're in time-out because you bit your brother, and we'll discuss it after time-out.\"\nMake sure the place is right. Remember that time-out works because it removes your child from his favorite activities AND because it takes him away from your attention. If your time-out spot is in the center of the family room where your child can still feel like he's part of the action, time-out will not be effective.\nMake sure the time-out chair is in a boring place, facing a blank wall or corner, where he cannot see television or other people. Often the chair is placed in a hallway or an adjacent room, so the parent can keep an eye on the child. Some younger children may have difficulty being separated from parents. In that case, put the chair in the same room but be careful not to make eye contact with the child. Never allow your child to take any playthings with him to the time-out chair.\nMake sure time-out doesn't last too long. Do not keep your child in time-out for more than about one minute for each year of age (for example, about three minutes for a 3 year old). Beyond that time, kids begin to forget why they are sitting in the time-out chair in the first place, so the technique becomes much less effective in changing behavior. Use a portable kitchen timer to mark the end of time-out. Your child is more likely to obey an objective timer than you.\nDon't forget time in! Always reward your child for good behavior. Praise him for doing things that you want to encourage (for example, sharing a toy or playing quietly while you are on the phone). Give him lots of physical affection, and try to spend 10 to 15 minutes each day doing an activity he enjoys. Make sure your child knows that he will get more attention from you for positive behaviors, not for negative behaviors."

"What is a Time-Out Ribbon?\nThe time-out ribbon is a form of non-exclusionary time-out that requires pairing reinforcement with an object (e.g. a ribbon on the child’s wrist) that would not naturally lead to reinforcement (Cooper, Heron, & Heward, 2007).\nAlthough the procedure is called a time-out “ribbon”, the object that becomes paired with reinforcement does not have to be a ribbon. It could be a wrist-band, a tie or a button, among other things.\nThis procedure is a form of non-exclusionary time-out because the child would lose access to reinforcers but would remain within the reinforcing environment.\nHow Does the Time-Out Ribbon Work?\nThe ribbon becomes paired with reinforcement and the students learn that they cannot and will not receive any form of reinforcement unless they are wearing their ribbon. This makes removal of the ribbon aversive as the child can no longer receive reinforcement (Foxx & Shapiro, 1978).\nThe time-out is in place when a student engages in an inappropriate behaviour and the teacher removes their ribbon for a pre-specified period of time. As the child now has no ribbon it means they will receive no reinforcement; this is a non-exclusionary time-out because the child would remain within the classroom.\nSuccess with the Time-Out Ribbon\nThe ribbon must first be established as a requirement for reinforcement if this procedure is to be successful. While initially pairing reinforcement with the ribbon, liberal amounts of reinforcement must be used in order for the students to associate the object with reinforcement.\nAs stated by Foxx and Shapiro (1978, p. 127) ‘the success of the timeout ribbon procedure would depend, as it should, on first associating the ribbon with socially mediated reinforcers and activities’.\nAdvantages of a Time-Out Ribbon Procedure\n- The procedure can target various different behaviours with various different children all within one classroom.\n- As the child remains within the reinforcing classroom even though they are in time-out, they are more likely to observe their peers modelling behaviours that do not lead to time-out and learn to engage in the same behaviours.\n- Remaining within the classroom also ensures the child in time-out does not lose out on learning opportunities or educational activities.\n- The ribbons also do not run out therefore every student who misbehaves can be timed out.\n- Reinforcement from peers while a child is in time-out (called bootleg reinforcement) can be eliminated by removing the ribbons of those offering the attention.\n- Everyone within a school can be informed of this procedure. Therefore, if a staff member visits a classroom it will be obvious a student does not have their ribbon and therefore should not be provided with any reinforcement. This reduces the chance of a visitor inadvertently reinforcing a child while in time-out (Foxx & Shapiro, 1978).\n- The student/s can always wear the ribbon and therefore the procedure can be implemented in a number of settings (classes, home, school, residential etc.). This also allows parents to continue to implement the procedure at home.\n- Cooper, J., Heron, T., & Heward, W. (2007). Applied Behaviour Analysis. New Jersey: Pearson Education.\n- Foxx, R., & Shapiro, S. (1978). The timeout ribbon: A nonexclusionary timeout procedure. Journal of Applied Behaviour Analysis, 11, 125-136. Time-Out Ribbon"

"Time Out Strategies\nTime Outs: When to Use Them and How\nWe often hear the term \"time-out\" used in behavior management, but the key to employing this strategy successfully is knowing when to use it. I try to reserve time-outs as a chance for the child to extract himself from the situation and take some time to reflect on his behavior and make the appropriate changes. Time outs should never be used for a first infraction, UNLESS the child is endangering himself or others. In these cases, a more severe punishment than a time-out (such as a visit to the principal's office or losing privileges) may be necessary as well.\nA good use of a time-out would be after a child has received a warning and continues to deliberately display negative behaviors. When warning the child initially, make sure to clearly state that if behavior does not improve and the child has to be reminded again, a time-out will ensue. Then, in order to gain respect and authority, you must follow through! Do not let the child engage in a debate, rather calmly direct her to the designated time out spot.\nHow Long? A good rule of thumb for time-outs is to make the time equal in minutes to a child's age. Thus, a 5 year old would receive a 5 minute time out. When time outs carry on for too long, the child becomes restless, frustrated, and often forgets why he is in time-out to begin with. This can lead to a cycle of continued negative behavior. It often helps young children to set a timer, so that they have a visual aide to help them understand how long they should stay in time out.\nWhere? It is key to have one designated spot for time-outs. Children crave routine, so knowing that time out will occur at the same place, for the same amount of time, each time, is actually comforting to children. A good time-out spot would be an area of the room that is away from a lot of activity and free from distractions for the child. Designating a chair, mat, or carpet square will help to define the time out spot and keep the child from wandering. Set the child up for success and do not surround him/her with things to get into. Some children may benefit from putting their heads down while in time-out.\nDon't Give In! Children may often resist time out and respond with tears, screaming, pleading, negotiating, and other negative behaviors. Do not give in! Do not let yourself get pulled into an argument, debate, or negotiation with a child. Remember that you are the authority figure and the child must abide by the rules you have stated. Calmly direct the child to time out and then walk away. If the child leaves time out, physically assist him to the spot again and walk away. Repeat this until the child stays in time out for the desired amount of time. If the child is resistant or you feel uncomfortable physically moving the child, ask an administrator for his/her support and assistance.\nRemember that time outs exist to correct negative behavior and help a child acheive desired behavior. Use them only when needed and be clear with your expectations. If you are clear and consistent with your time outs, many children will not continue to need them after they understand you will follow through with your expectations. For those that do, it will be a time where they can modify behavior and come back to the group."

"The Australian Association for Infant Mental Health Inc. (AAIMHI) aims (in part) to:\n- improve professional and public recognition that infancy is a critical period in psycho-social development.\n- work for the improvement tof the mental health and development of all infants and families.\nTime Out Defined\nTime out involves time away from a rewarding or positive environment as a consequence of some form of misbehavior, usually for 1 – 5 minutes. The definition used by AAIMHI for this statement is where the child is also removed from the presence of and/or interaction with the parent or carer.\nBackground to AAIMHI’s Position\nAAIMHI’s concern is that some parents and others caring for children in the community understand time out as exclusionary time out, that is, as separation from the parent or caregiver as well as from the activity in which the child had been involved. This statement refers in particular to the use of time out with children in the first three years. However, some of the issues raised will also be relevant to older children.\nWhile there is research that supports using time out to control behaviour, especially for older children, this research does not address the emotional impact on the child. Developmentally, children less than three years cannot be expected to be able to self regulate emotionally. Therefore they still need the presence of a caregiver to assist them with this process, not separation from them. Separation may increase a child’s insecurity and distress.\nMany older children have never had emotional regulation modelled to them by their caregivers in ways that enable them to learn self regulation. They therefore also need the presence of a caregiver to assist them with the management of their feelings.\nChildren under three years may not have the developmental capacity to keep in mind the connection between their behavior and the response of the caregiver, especially if there is any time delay.\nUnregulated feelings are the cause of ‘out of control’ behaviour; responding to this behaviour needs to be about responding to the underlying emotional need of the child. The most effective, long-lasting way to respond to this behaviour is for caregivers to understand how the child is feeling and thinking. Then the parent or carer can anticipate when problems will arise and plan to prevent them.\nWhen they do happen the parent can show that strong feelings can be understood and managed. Sometimes therapy may be needed for persistent ‘out of control’ behavior.\nTime out – AAIMHI’s Position\nThe AAIMHI position on responding to children’s behavior is informed by an attachment theory model of relationships which is now backed by a very significant body of research. The use of time out (where the child is removed from contact with the parent or caregiver) with children under three years is inappropriate. The use of time out with children over three years needs to be carefully considered in relation to the individual child’s experience and needs.\nAAIMHI concerns in relation to use of exclusionary (where the child is separated from the parent or caregiver) time out for children less than three years are:\n- It does not teach constructive ways to deal with problems; instead it teaches separation as a way to deal with problems.\n- It does not take into consideration the developmental capacities of young children under three. From an attachment and development-based point of view, children this age are experimenting and do not yet have the necessary skills to control impulses and emotion, i.e. their behavior is not misbehavior.\n- It deliberately cuts off the child from the relationship with parent or carer so that the child feels powerless to connect with the adult; this cutting off from relationship is an intended consequence for the child’s behaviour and is seen by the child as a punishment.\n- It does not address the message (cause) behind the behavior.\n- It fails to recognise that young children do not learn self regulation of emotions by themselves; they need the support of a parent or carer.\nReinsberg (1999) lists five points to consider in responding to a child:\n- Is this a developmental stage?\n- Is this an individual or temperamental difference?\n- Is the environment causing the behaviour?\n- Does the child not know something but is ready to learn?\n- Does the child have unmet emotional needs?\nTime Out chair sold by Teamson\nSome practical suggestions\n1. Make sure the child’s environment provides for the basic needs of love, emotional and physical security, room to explore and encouragement. The emotional context should be with the parent and child in a partnership for growing and learning, not an oppositional one of controlling.\n2. The parent needs to be the one in charge (in a guiding way), wiser than the young child. The child does better with a confident, kind caregiver.\n3. Let young children be as much involved in helping with activities as is sensible. Show children how to do things that they can feel good about.\n4. Monitor a young child’s activities and emotional state. Watch for early signs of distress or difficulty and act then (divert, attend to needs, give a hug, change the activity) rather than waiting for the emotional response to develop.\n5. Respond to precipitating factors such as a child’s level of tiredness or excitement or family changes such as a new baby.\n6. Calming routines before difficult situations are a good idea to get your child in a calm, well balanced state, e.g. a quiet game, a bath, a walk outside, a story.\n7. Give young children choices where possible and within their capability.\n8. Anticipate difficult situations. Think about when they happen and plan to avoid them if possible. For example, take with you some things to amuse a young child. Watching adults is very boring for them. If not, talk to the child about the situation ahead of time. Challenge the child with how you would like things to go: “I wonder if you would be able to (be clever, strong, etc.) and help me do this?” Have a plan in case things don’t go well.\n9. Think about the event from the child’s perspective.\n10. If you see an emotion rising in the child, note it and name it with them. For example:\n“You are getting cross I know...”\n“I understand you would like ... but we can’t because ...”\nGive a short reason:\n“We have to make sure you are (healthy, safe, kind to others, etc.).”\n“I can help you (do something else).”\nOr a challenge to the child of something acceptable to you:\n“Maybe we could ... ”\n11. If the above does not work, take the child away from the situation but keep the child with you (sometimes called ‘time in’). Remain as calm as you can and consistently restate your decision. Acknowledge the child’s feeling. Offer to connect with the child. “I know it is hard. Do you want a hug?”\n12. Predict that this will be over soon. “I know we can calm you down. Very soon you will fine again.”\n13. Importantly, parents who are very upset themselves need to take a break, as long as the child is safe. Helping parents to find support is important; there are always times in parenting when this is needed.\nSpecific resources for helping one and two year olds (and older) with behavior and feelings.\nThe Circle of Security model lists a step by step process called “Time In” during which the adult helps the child “organize their feelings.” In their approach, Time Out is for the parent to calm down (emotionally re-regulate) in order to be in a good state to respond to the child. See: www.circleofsecurity.com\nThis book by Otto Weininger is highly recommended for helping children to learn strategies for self regulation. Weininger states,\nWhen children are upset, out of control, rude or angry, what they need most is to be with a safe and accepting adult. They need to be with someone who is calm and non-punitive, and can recognize that anyone can get very upset at one time or other. They also need someone who can help them express these strong feelings appropriately.The context of responding to young children’s behaviour is to use the parental relationship with the child to assist the child with emotional regulation, i.e. young children learn emotional regulation in the context of the relationship and with the support of the parent. It is not something they learn alone.\nWeininger makes the following points about exclusionary time out:\n[Time out] assumes that, at any age, we learn by ourselves and do not need others to help us. It assumes that we already somehow know the ‘right’ way to do things and can simply go to our room and ‘tune into’ the right way. Again, it appears to the child we do not need anyone to help us do this ... I do not believe that children of two, three, four, five or even six are able to perform such thinking tasks because they do not yet have the reflective skills to do so ... time out is a punishment that deprives a child of the very relationship that he needs at the time the punishment is given.See: Weininger, Otto (2002). Time-in parenting: how to teach children emotional self-control, life skills, and problem solving by lending yourself and staying connected. Toronto: L. Rinascente Books. Available upon order in Australia from Open Leaves Books.\nThe Emotional Life of the Toddler: This book by Alicia Lieberman also has very helpful information about toddlers and how the way we respond to them helps them with important learning and development. It gives parents and carers a real insight into the world of the toddler and what is behind their actions and feelings.\nNAEYC Statement on Time Out (NaturalChild.org)\nBerlin LJ, Ziv Y, Amaya-Jackson L, Greenberg MT (Eds) (2005). Enhancing Early Attachments. Duke Series in Child Development and Public Policy. New York: The Guilford Press.\nBetz C (1994). Beyond time-out: Tips from a teacher. Young Children 49:3, 10-14.\nCassidy J & Shaver PR (Eds) (2000) Handbook of Attachment. New York: The Guilford Press.\nElkind D (2001). Instructive discipline is built on under- standing: Choosing time-in. Child Care Information Exchange 141, 7-8.\nFonagy P (1996). Prevention, the Appropriate Target of Infant Psychotherapy. Plenary address at the sixth World Congress of the World Association for Infant Mental Health. Tampere, Finland. July.\nGartrell D (2001). Replacing time-out. Part one – Using guidance to build an encouraging classroom. Young Children 56:6, 8-16.\nGartrell, D (2002). Replacing time-out. Part two – Using guidance to maintain an encouraging classroom. Young Children 57:2, 36-43.\nHaiman PE (1998). ‘Time out’ to correct misbehavior may aggravate it instead. Brown University Child & Adoles- cent Behavior Letter 14:10, 1-4.\nHannon J (2002). No time for time out. Kappa Delta Pi Record 38, 112-4.\nLang L (1997). Too much time out. Teacher Magazine 8, 6-7.\nLieberman A. (1993). The Emotional Life of the Toddler. USA: The Free Press.\nReaddick CA. & Chapman PL (2001). Young children’s perceptions of time out. Journal of Research in Child- hood Education 15, 81-87.\nReinsberg J (1999). Understanding young children’s behavior. Young Children 54:4, 54-57.\nSchore A (1994). Affect Regulation and the Origin of the Self: the Neurobiology of Emotional Development. Hillsdale NJ: Lawrence Erlbaum.\nSchreiber ME (1999). Time-outs for toddlers: Is our goal punishment or education? Young Children 54:4, 22-25.\nWeininger O (2002). Time-in parenting. Canada: Caversham Publishers.\nWolf T et al. (2006). Time-out interventions and strategies: A brief review and recommendations. International Journal of Special Education 21:3."

"I want you to put all of your preconceived, old-school perceptions of time out to the side for a few minutes. When I say time out – I don’t mean toddler style, minute for their age, sitting in the corner with a dunce cap on. I mean a “time out” from reinforcement aka attention. Time out can be extremely effective for attention behaviors. The behaviors occur so your little kiddo can be the center of attention with all eyes on him but providing a time out for an inappropriate response provides the exact opposite consequence. He is removed from all sources of attention and the limelight. Suddenly it makes that inappropriate not only unsuccessful but downright aversive and counterproductive. He is no longer attention and now he is even being removed from attention. Double whammy. When combined with an effective teaching of an appropriate behavior to get attention (as you should in combo with ALL interventions), this double trouble combination will have problem behaviors out the door in record time.\nSome notes and considerations:\n- Time Length: It can be brief. If attention is a powerful reinforcer, this intervention can work quickly. For extreme behaviors, some school use a time out room (mine does not).\n- Time In: When you use time out – make sure that the reinforcing aspect of attention are actually removed! The ‘time-in’ environment should be pretty awesome and it should be a not fun experience to have to miss out on it. Maybe you want to pour salt on a wound and make time in even a more amazing while the kiddo is in time out. Maybe everyone gets to play a game or have an unscheduled, surprise pretzel snack. If you can increase the reinforcing nature of time in – it will make time out more aversive and hence more effective!\n- Criteria for Leaving Time out: Figure out if you will have criteria for leaving time out – ie. once the student calms down, stops crying etc. Time out should not be ended while the inappropriate behavior is still occurring. Will you start time out immediately or will you start once disruptive behaviors has ended? I have used contingent exercise as a criteria for leaving time out for certain students. The student will have to do 5 jumping jacks before exiting time out. This can add to the aversive nature of the time out and add a little compliance training to it all.\n- You can use a visual timer to show how long the time out will occur for:\n- How Many Behaviors = Timeout: When you start this intervention maybe every behavior results in a time out. However if that is crazy time consuming or way to hard to implement; you can use time outs on a schedule. Every 3 responses results in a time out. I LOVE this visual time out strike system. Every 3 behaviors (strikes) results in a time out and students have a visual way to see this.\nDon’t be afraid of time out! When you used appropriately – this can be immensely effective!\nThis post is part of Summer Series: Reducing Problem Behavior. Click here to see more in this series!"

"How to Introduce Time Outs for Children Effectively\nTime outs for children can be an effective technique for putting an immediate end to potentially harmful behavior – but it only works if you understand what time out is, what behavior it can address, and when and how to introduce it properly.\nFast facts about time outs for children\nWhat it is: Time out is a way to immediately de-escalate a dangerous or harmful situation for children ages 2 through 5.\nIt only works if: You introduce and explain the concept when your child isn’t behaving badly. That way they know what to expect. Also, you, the parent (or any other caregiver) have to be cool, calm and consistent. No losing your temper in the heat of the moment, and no responding differently to the same behaviour at different times.\nTime outs for toddlers only work if you’ve introduced the technique properly — you can’t suddenly send your child to sit in a corner and expect them to ‘get it.’ Here’s how you use time outs for children effectively.\nHow to give a time out\nStep 1: Preparing yourself\nTime out means removing your child from a dangerous or harmful situation, to sit in a boring location alone. Before enacting it, you need to plan it out – this will allow you to be prompt and consistent in implementing it, which is critical to using time outs for children effectively. Decide:\nWhere will you remove your child to? Ideally, it will be the same, boring, unstimulating location each time. A child’s bedroom does not make a good time out location, because it often contains distractions. At the same time, time out is not effective as a punitive measure, so don’t purposely choose a dark or confined space that could scare the child. The point is that time out should be boring, not physically uncomfortable.\nWhat behaviours will trigger time outs? Time out only works as a very specific response to very specific actions. Each family needs to decide what specific behaviors qualify as time out triggers (e.g., poking, punching, kicking, hitting).\nStep 2: Preparing your kid\nThe concept of time out should never be introduced for the first time in the heat of the moment. Choose a neutral moment, when your child engaged and the lines of communication are open, to explain the concept of a time out, and what specific behaviours would trigger it. It’s important to delineate specific behaviorsspecific behaviors that will result in time out, and avoid vague words like “naughty” or “bad,” that are entirely subjective, and frankly, won’t mean much to a toddler. Also, be very clear about what the time out rules are. Show your kid the time out location and time out chair; explain which behaviors will result in time out, whether there will be a warning, how long he will have to sit there, and that he can only come out of the time out when you say so.\nSay: “Do you remember when you kicked your brother? Kicking people hurts them, and we don’t hurt people. So, the next time you kick someone, you’ll have to go sit in the time out chair until mommy/daddy/caregiver says you can get up.”\nStep 3: Giving the time out\nAs soon as the problem behaviour occurs, put time out into motion. You have to completely detach emotionally from the situation – don’t lose your cool or berate; that only shows your child their bad behaviour will get your attention. Instead, get down to your child’s eye level and make eye contact – this makes what you have to say communicative, rather than aggressive and threatening – while you identify the problem behaviour. (Some families may prefer to give a warning once before they give a time out; the important thing is to be consistent whatever you choose to do.)\nSay: “You just kicked your brother. You know we don’t kick, so now you’re going to time out.”\nThen, remove your child to the time out location. Leave the child alone there (though remain close enough to supervise) for roughly one minute per year of age. And ignore them – don’t respond to any wailing or crying or screaming.\nIf the child gets up, calmly lead them back to the chair. If they refuse to go, gently pick them up and put them back without losing your cool or engaging with them. Once the child is actually settled, resume counting the amount of time left in the time out. The important thing is not to engage or escalate the situation by arguing about the child getting up. If you react or engage, it will only encourage him to try testing those boundaries further. If he gets no response at all, he’ll soon give up and just ride out the time out.\nStep 4: Ending the time out\nWhen the time out is over, don’t lecture or scold or make a big deal of it. Get down to eye level and tell your child time out is over and it’s time to go back to playing. Some families may choose to have the child apologize for their actions; this is an individual preference. But once it’s over, let it go; your child has finished the time out, it’s time for both of you to move on.\nStep 5: Manage your expectations of next time\nTime outs aren’t an effective tool for long-term behaviour change, because behaviour change only occurs through positive reinforcement. So, don’t use time outs for toddlers with the expectation that they’ll teach your child how to behave better. For that, you’ll need to praise the good behaviour you’ll want to see more of. Learn how to use those tools effectively here!"

"- Time Out is a very popular method of discipline used by parents because of its simplicity to administer and the results it gets if followed properly.\n- Time Out usually means separating the young offender from what has brought on unacceptable behaviour, so that she can think about what she has done and how she can do better in the future.\n- Time Out is a particularly useful technique for parents who struggle to keep their composure when their offspring misbehave.\n- Time Out is a powerful and effective method of discipline that teaches your child about unacceptable behaviours, and that their misbehaviour has led to their temporary exile.\n- Time Out involves removes your child from the activity and people in the house. Whether she’s sitting on a step, a chair or in a room, she’ll quickly understand that being excluded from family life (even for a short while) is not fun.\n- Time Out is a calm, non-confrontational way to discipline your child that is just bad enough that your child will want to avoid it if she can – which will hopefully lead to better behaviour.\n- Time Out needs to be coupled with encouragement and rewards – Time Out is still only a punishment and can only teach your child what not to do, so you need to guide her towards learning acceptable behaviour and making good choices for herself.\nTo learn good behaviour, your child needs loads of positive reinforcement. You want her to be motivated by your praise to make better choices, rather than by wanting to avoid Time Out. The more you reward the positive behaviour, the more your child will want to make the right choices.\nEven parents of the most angelic children find that they need to do some punishing. If your child is strong-willed, active and highly emotional and expressive, you may find you need to do Time Out more than other parents.\nThis article was written by Ella Walsh for Kidspot. Sources include Anglicare."

"This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers and other caregivers support young children’s social and emotional development. In-service providers and others who conduct staff development activities should find them especially useful in sharing information with professionals and parents. The Briefs include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.\nWhat Is Time-Out?\nTime-out is a form of discipline that can be effective in reducing challenging behaviors in young children. The term “time-out” is short for “time out from positive reinforcement.” The strategy is similar to an extended form of selectively ignoring disruptive behavior. Children are removed for a brief time from all sources of reinforcement (e.g., teacher and peer attention) following serious challenging behavior. Usually this strategy requires that a child be removed from an ongoing activity for a brief time, typically by having the child sit on the outside of the activity within the classroom until the child calms down and is ready to rejoin the activity and try again. Time-out is intended to be a nonviolent response to conflict that stops the conflict, protects the victim, and provides a “coolingoff” period for the child.\nTime-out is only effective when used in the context of a comprehensive approach to behavior support that is designed to teach, nurture, and encourage positive social behaviors. Time-out should be used only by well-trained teachers and caregivers when less intrusive discipline procedures have been tried and deemed unsuccessful and only in combination with positive procedures designed to teach new skills and prevent challenging behaviors from occurring (please refer to other CSEFEL What Works Briefs for effective practices for preventing behavior problems). Effective management of behavior should always start with praise and encouragement for prosocial behaviors and self-regulation and be accompanied by distraction, redirection, withdrawal of attention, and logical and natural consequences.\nThis Brief provides an overview of a comprehensive approach to supporting children’s behavior and discusses the role of time-out in the context of a comprehensive approach. Although time-out has been demonstrated to be effective in some situations, it should not be overused and should be reserved for high-intensity behaviors such as aggression toward peers and adults and destructive behavior. Because of a lack of evidence to support its use with very young children as well as the research on the social-emotional development of very young children, the use of time-out with infants and young toddlers is not recommended.\nWe would like to acknowledge the input of the following individuals:\nDouglas Tynan, AI duPont Children’s Hospital, Jefferson Medical College Deborah Miller, AI duPont Children’s Hospital, Jefferson Medical College Carolyn Webster-Stratton, University of Washington Mark Greenberg, Penn State University Marilyn Benoit, Georgetown University Medical Center Joseph Hagan, University of Vermont College of Medicine Edward Carr, State University of New York at Stony Brook Edward Christophersen, Mercy Children’s Hospital, University of Missouri at Kansas City School of Medicine Nicholas Ialongo, Johns Hopkins University\nA Comprehensive, Positive Approach to Behavior Support for Preschool Children\nSerious challenging behaviors that may benefit from the use of time-out include aggression, destruction of property, and noncompliance. Time-out is one option to include in a comprehensive approach for addressing these serious challenging behaviors when less intrusive methods are unsuccessful. A comprehensive, positive approach should include the following:\n1. Building Positive Relationships. It is critically important that every child feels valued by the adults in the classroom. A caring relationship between the adult and the child serves as a foundation for teaching behavior expectations and social skills. Adults must be generous with their approval of the child, providing positive feedback to the child and building an affectionate relationship. When children feel liked and valued by adults, they are more motivated to seek adult attention in positive ways and accept adult guidance. Children who have positive and caring relationships with their caregivers are able to acquire the skills and understanding they need to regulate their emotions and behavior.\nUsing Classroom Preventive Practices.\nProviding children with structure and guidance for appropriate behavior can minimize problem behavior. Preventive practices such as organized play environments, predictable activities, planned transitions, appropriate materials, opportunities for choice, and adult support for peer interactions minimize the likelihood that children will engage in problem behavior.\nTeaching Social Skills. For many young children, a group care setting is their first experience with a large group of same-age peers. The opportunity to play and work with a group of children also brings challenges related to social problem solving, friendship development, conflict resolution, and the expression of emotions. It is important to provide children with explicit and repeated instruction on the social and emotional skills needed for social competence. Effective teaching includes careful planning, the provision of multiple meaningful learning opportunities, promoting prosocial behavior, and the use of guidance procedures such as redirection and planned ignoring to assist children as they navigate the development of social relationships with peers and adults in the classroom.\nIndividualizing Behavior Intervention Efforts. Young children may engage in a variety of problem behaviors such as hitting, biting, and hair pulling. For many young children, these behaviors are developmentally expected and serve as opportunities for the adult to guide the child to learn the appropriate behavior for a specific situation. For example, the toddler who bites to get a toy can be told, “Biting hurts, ask to play.” Based on observations of the child, adults examine the context of the behavior to determine how to intervene. In this manner, the intervention is designed based on the unique, individualized needs of that child. The intervention can also be used when the child engages in persistent problem behavior that is not developmentally expected (for example, a 3-year-old who is aggressive to get toys or objects or a 4-year-old who cries and whines for adult attention). By understanding and recognizing the purpose or function of the problem behavior, a teacher can select an appropriate intervention strategy. The teacher may initiate this process based on his or her observations of and interactions with the child. When the behavior persists, the intervention planning process should include not only the teacher or caregiver but also the family, program administrator, and mental health consultant when possible.\nTeaching Children Replacement Skills. Children who use problem behavior to get their needs met are often missing important social or communication skills. Individual intervention efforts should be developed based on an understanding of the behavior and the identification of the skills that the child needs to learn. Once the team has identified what to teach the child, a behavior support plan can be designed that includes prevention strategies that minimize the child’s continuing use of the problem behavior, instructional strategies to teach new skills, and responses to the behavior that ensure that the problem behavior does not give the child access to his or her desired outcome.\nProviding Specialized Services. Children with severe, persistent behavior challenges may need assessment and support from other professionals (e.g., mental health, special education, or medical consultants) who can team with the early educator in the provision of comprehensive interventions and support to the child and family. In these situations, services may need to extend beyond the early childhood program and include support to the family within the home and community. The early educator should work collaboratively as a team member with other professionals in the design, implementation, and ongoing evaluation of specialized services and supports.\n7. Involving Families. Programs should provide information to families about the classroom discipline plan, including the details of how and when time-out will be used for aggressive behavior. If time-out is being considered for a child, the child’s parents should be consulted. The family should agree that the challenging behaviors are serious and that time-out is appropriate before the procedure is used. The team, including a mental health consultant when possible, should work with the parents to identify strategies for use at home.\nWhen to Include Time-Out to Address Challenging Behavior\nWhen the strategies described above are in place, time-out may be used to intervene with a child who does not respond to redirection or the teacher’s guidance to follow behavior expectations. If the child is not responsive to the teacher and is engaging in problem behavior that is disruptive to the classroom or hurtful to other children, time-out can provide the child with a chance to calm down. Once the child is calm, the teacher should address the behavior with the child (e.g., talk about the problem situation, restate behavior expectations, explore problem-solving options). Time-out may also become a planned procedure for removing a child from engaging in problem behavior that serves the purpose of gaining the teacher’s or peers’ attention. For example, if a child destroys other children’s materials or activities to gain access to teacher attention, a time-out may be used to remove the child from any attention paired with teaching the child to request attention in an appropriate manner. Time-out can also serve as an effective strategy for interrupting the problem behavior and providing the child with a structure for calming down, expressing feelings (e.g., “I am angry—I want a turn with the dump truck”), and deciding on a social problem-solving strategy. Time-out should not be used if the child is engaging in problem behavior to get out of an activity or to move away from adults or peers. If time-out follows problem behavior that serves the purpose of escaping activities or interactions that the child finds unpleasant or boring, providing the child with a time-out could serve to strengthen the problem behavior.\nPlanning for the Use of Time-Out\n• As discussed above, before using time-out, there should be evidence that the challenging behaviors have not improved even when high-quality preventive and proactive practices have been implemented. In these cases, teachers, in collaboration with families and mental health consultants, should carefully observe and document that the challenging behaviors are a serious concern. The child’s aggressive or disruptive behaviors should be recorded in a way that documents when, where, and with whom they occur (e.g., at transition or unstructured times). Observational data also should be used to document that time-out is leading to intended outcomes (reductions in challenging behaviors).\nConsider the following example:\nJeremy is a child who is prone to aggression. His teacher describes him as having a short fuse and lacking play skills, particularly how to join and play with peers. The teacher has developed a strategy for teaching Jeremy friendship skills and is working with him on a daily basis to promote his skill development. However, sometimes Jeremy still has incidents that are harmful to other children. For example, Jeremy was playing alone with blocks. He saw three children having a great time playing with the train set across the classroom. He walked over to them and grabbed a train. When the children objected and called for the teacher’s assistance, Jeremy kicked the train track and hit one of the children. The teacher moved over quickly and said, “What is the problem over here?” Jeremy continued to hit and kick the other children. While the teaching assistant attended to the hurt child, the teacher guided Jeremy to the time-out area to calm down. Once he was calm, she asked him whether he was ready to join the other children. Next she modeled and practiced with Jeremy how he could ask to join the other children in their play and provided support and encouragement when he used his words to join the other children in their play.\n- Teachers should have extensive training in this procedure and should be given opportunities to practice how, when, and where they will use time-out. Every teacher should have a choreographed, well-understood sequence of events. Time-out should occur within the classroom environment and should be closely monitored.\n- Teachers should involve the support of a mental health consultant, behavioral consultant, or an administrator to help with determining when time-out will be used, how it fits with the overall behavior support plan for the individual child, and how its use will be monitored.\n- It is important for teachers to provide guidance on the best way for children to help their friends when they are in time-out. The teacher could say, “The best way we can help our friends calm down when in time-out is to leave them alone and get on with our play. As soon as our friends come back to playing, we can have fun with them.”\nWhen it is agreed that time-out should be used, the following steps should be followed:\n- Describe the challenging behaviors so that all staff know exactly what behaviors should result in time-out. Young and preverbal children frequently engage in mild pushing or aggressive behaviors. These mild aggressive behaviors can usually be handled with a redirect or a prompt by the teacher for the children to use their words. Time-out should be reserved for the highly aggressive acts, and teachers should agree on what their threshold for these behaviors will be and when the behaviors will result in a time-out. In addition, alternative prosocial behaviors should be specified that can be taught and encouraged in place of the challenging behaviors. These alternative behaviors should be taught and encouraged throughout the day at times when the problem behavior is not occurring.\n- When the challenging behavior occurs, provide a very brief explanation (such as “You cannot hit your friends, so you need to sit in time-out until you’re calm.”) and immediately guide the child to sit in a chair. Do not interact with the child, either positively or negatively, while the child is in time-out. Time-out should be carried out by teachers in a calm, respectful, nonangry, nonstigmatizing way.\n- Time-out is brief, usually 3 to 4 minutes. However, some children will take longer to calm down than others, and individual differences should be respected. Time-out needs to be monitored carefully and ended by the teacher once the child has calmed down. Children quickly learn that time-out will be over as soon as they calm down and are ready to re-join the ongoing classroom activity. This practice can help children develop self-calming behaviors.\n- Time-out provides the child with a chance to try again. That is, children are given an opportunity to reengage in the activity from which they were removed and thus learn a more adaptive, prosocial method of dealing with the difficulty or conflict they were experiencing.\n- Remember that time-out is only effective if it is used infrequently. Alternatives to time-out should be used whenever possible. For instance, when a serious challenging behavior occurs, teachers might interrupt the behavior and redirect the child to a more appropriate way of interacting or to another activity.\n- If a classroom activity is not rewarding to the child or if a lesson is too difficult, the child may display disruptive behavior that leads to time-out. Remember, it is “time-out from positive reinforcement,” and some children may behave in ways to avoid certain activities and go to time-out instead. If the challenging behavior persists, particularly around certain activities or settings, the child may be avoiding those activities by going to time-out.\n- If the challenging behaviors persist despite considerable encouragement for prosocial behaviors and use of time-out, observe the child again to determine what is maintaining the aggressive or disruptive behavior. Evaluate the plan to be sure the child is not getting attention from other adults or peers for misbehavior and determine whether a more meaningful reinforcement system is needed to motivate the child to use more appropriate behaviors.\nExample: Kara is a 4-year-old child enrolled in a community preschool program. She has difficulty when playing with peers that includes knocking over block structures, grabbing dress-up clothes from peers, hitting children who are in centers with her, and hitting children on the playground. When an adult intervenes, she hits and pinches the adult and becomes even more aggressive. The classroom team members have talked with the family, and they all think that Kara engages in these behaviors to get the attention of the adults in the classroom or to gain a preferred toy. They are trying to give Kara more attention when she is behaving appropriately and are teaching her to ask to play with a toy, to wait her turn for an item, or to ask an adult for help. Meanwhile, there are occasions when Kara continues to engage in the behavior, and the adults feel that Kara needs to be removed from the situation to calm down and remember the expectations of the classroom. The classroom team members, in consultation with their director and mental health consultant as well as Kara’s family, have decided to use time-out to guide Kara to a chair to calm down when she is aggressive. Kara’s teacher reminds Kara each morning that she should ask for toys or ask an adult to help her. Kara has also been told that when she hits or kicks, she will have to go to the thinking chair to calm down and remember the classroom rules.\nThe next day, Kara kicked over a child’s block construction. The teacher approached her, and Kara kicked the teacher and grabbed another child. The teacher stated firmly, “Kara, you may not kick. You need to sit in the thinking chair and calm down.” Kara was guided to a chair in the classroom and told to sit down. The teacher then set a timer for 3 minutes, during which she minimized conversation and attention to Kara by moving away from Kara and not talking with her. When the timer rang, the teacher moved over to Kara and calmly said, “You are calm now. You may go play with your friends. Let’s practice what you say to a friend when you want to play with them. You can say, ‘Can I play with you?’” Kara’s teacher then walks over with Kara and prompts her use of asking skills and praises her enthusiastically when she remembers to ask to play instead of grabbing.\nIndications That There Is a Problem with the Use of Time-Out\nIt is important to recognize that time-out can be overused or used incorrectly. In such cases, it is very important that teachers and all other personnel be sensitive to the signs of trouble. The following are indications that time-out is not working and may be creating problems and a negative atmosphere in the classroom:\n- Teachers are threatening children with “time-out” if they do not behave.\n- Certain children are repeatedly in time-out, day after day for long periods of time. If the challenging behavior continues to persist, a new behavior support plan should be developed. Some children with persistent challenging behavior may require additional assessment and support services or mental health consultation to fully address their needs.\n- Time-out is being used when the teacher wants a break from the child.\n- Children are teasing the child when he or she is in time-out.\n- Time-out is used as the only approach to dealing with problem behaviors, rather than as a strategy used in conjunction with many other classroom management strategies (e.g., praise, ignoring, redirection).\n- Teachers engage in a physical struggle to guide the child to time-out or hold the child in the time-out chair.\n- Placing a child in time-out is accompanied by scolding or berating the child.\nWhere Do I Find More Information on Implementing This Practice?\nPractical information on prevention strategies and strategies for addressing problem behavior can be found in journals such as Young Children. See the following articles and books for how and when to use time-out appropriately:\nAmerican Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. (1998). Guidance for effective discipline. Pediatrics, 101(4), 723-728.\nAmerican Psychological Association and National Association for the Education of Young Children. (2004).\nAdults and children together against violence: Early violence prevention—Discipline at home, Discipline at childcare center & school. Available: http://www.actagainstviolence.org/discipline/index.html\nHoward, B. J. (2002). Time out. In M. Jellinek, B. P. Patel, & M. C. Froehle (Eds.), Bright futures in practice: Mental health. Vol. II,tool kit. Arlington, VA: National Center for Education in Maternal and Child Health.\nKaiser, B., & Rasminsky, J. S. (2003). Challenging behavior in young children: Understanding, preventing, and responding effectively. Boston: Allyn & Bacon.\nLandy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore, MD: Paul H. Brookes.\nSchreiber, M. E. (1999). Time-outs for toddlers: Is our goal punishment or education? Young Children, 54(4), 22-25.\nSlaby, R. G., Roedell, W. C., Arezzo, D., & Hendrix, K. (1995). Early violence prevention: Tools for teachers of young children. Washington, DC: National Association for the Education of Young Children.\nWebster-Stratton, C. (1999). How to promote children’s social and emotional competence. London: Paul Chapman.\nWhat Is the Scientific Basis for This Practice?\nFor those wishing to explore this topic further, the following researchers have studied time-out:\nBrestan, E. V., & Eyberg, S. M. (1998). Effective psychosocial treatments of conduct disordered children and adolescents: 29 years, 82 studies, and 5272 kids. Journal of Clinical Child Psychology, 27(2), 180-189.\nMace, F. C., Page, T. J., Ivancic, M. T., & O’Brien, S. (1986). Effectiveness of brief time-out with and without contingent delay: A comparative analysis. Journal of Applied Behavior Analysis, 19(1), 79-86.\nPorterfield, J. K., Herbert-Jackson, E., & Risley, T. R. (1976). Contingent observation: An effective and acceptable procedure for reducing disruptive behavior of young children in a group setting. Journal of Applied Behavior Analysis, 9(1), 55-64.\nSherbourne, S., Utley, B., McConnell, S., & Gannon, J. (1988). Decreasing violent or aggressive theme play among preschool children with behavior disorders. Exceptional Children, 55(2), 166-172.\nTurner, S. T., & Watson, T. S. (1999). Consultant’s guide for the use of time-out in the preschool and elementary classroom. Psychology in the Schools, 36(2), 135-148.\nWebster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302.\nThis What Works Brief was developed by the Center on the Social and Emotional Foundations for Early Learning under the guidance of Glen Dunlap, Lise Fox, Mary Louise Hemmeter, and Phil Strain.\nThis material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes."

"There are a few issues parents feel more strongly about than those regarding the discipline and punishment of their children. Although we may use those terms interchangeably, they mean quite different things.\nDiscipline is the process of teaching a child the difference between acceptable and unacceptable behavior. The goal of discipline is to help a child change impulsive, random behavior into controlled, purposeful behavior. Discipline should be reinforced with teaching, firmness and reminders.\nPunishment is one technique of discipline. It may be physical - a spank or shout; or psychological - disapproval, isolation from others or withdrawal of privileges. The goal of punishment is to inhibit unacceptable behavior.\nThe theory is that punishment will eliminate misbehavior. Although punishment may stop the behavior at the moment in time it's administered, punishment alone does not eliminate misbehavior over time. The suppressive effect of punishment is of value only if acceptable alternative actions are taught while the undesirable behavior is held in check.\nPunishment takes the responsibility for the misbehavior away from the child. Children need to be accountable for their own behavior in order to learn the inner control necessary to function as self-disciplined individuals. A child who is punished with spankings, shouts and threats may learn how to avoid these punishments simply by not misbehaving in that particular way within sight of the person who punishes. There is no guarantee, however, that the child's behavior will be changed over time or when she is away from the person who punishes her.\nSevere punishment used as the exclusive method of discipline on a regular basis can result in undesirable and even damaging consequences; a child may view punishment as an endorsement of aggression, and learn only that a large person has power over a smaller one. Severe punishment can also arouse feelings of resentment, counter-aggression, and deep humiliation. A child may develop unfeeling attitudes toward another person's pain. Severe punishment also increases the possibility of incidents of abuse, as it becomes increasingly difficult for a parent to judge the severity of the punishment.\nContrary to what some may believe, intense punishment does not have a more lasting effect on behavior. In fact, it can create a level of emotion in the child that interferes with learning and slows down the child's ability to control undesirable behaviors. This is true whether the punishment is physical or psychological in nature. The use of punishment can be a problem if the punishment is severe, if it's used regularly, and if it is the only method of discipline being used.\nThe occasional use of mild punishment is acceptable, if it is used in combination with positive discipline methods, such as praise or rewards for good behavior. Mild punishment used sparingly within a nurturing environment teaches a child that one can press the patience of others past a point of reasonable endurance. Punishment can serve to emphasize parental conviction.\nIt's helpful to always keep in mind the goals we have for our children. If our goal is to help children learn to control their impulses and become self-directed adults, we must help them by expanding our discipline repertoire to include more than mild punishments which serve only as temporary stop-gap measures. We can do this by accompanying mild punishment with a verbal explanation stating specifically what the child did wrong and what she can do to correct the misbehavior in the future. Helping the child understand why the misbehavior is not allowed teaches the child to think about acceptable versus unacceptable behavior and helps him learn to make decisions about his own behavior. (This should not be confused with trying to get the child to be \"reasonable\"; a child need not agree that parental rules are reasonable in order to abide by them.)\nDiscipline is an ongoing process and a complex one for both child and parent. As parents, our duty is to provide our children with a clear notion of what is expected, what is allowable, and what is not acceptable. It is important to remember that there are many methods of disciplining your child, and that punishment is only one. Equating discipline with punishment diminishes both the responsibility of parenthood and the promise of childhood."

"Discipline is a process of teaching our children what type of behavior is acceptable and what type is not acceptable. By disciplining our children we teach our children to follow rules. Therefore, well developed disciplining tools are an essential part of every parent's toolbox.\nDisciplining tools consist of many different techniques and strategies, such as positive reinforcements, modeling, negative reinforcements, punishments, and consequences. All disciplining techniques have a potential to be effective and positive, however, it is important to know how to use them appropriately in order to avoid any negative effects they may have on our children.\nIn this article implications of time-outs will be discussed in order to gain a better understanding of this commonly used disciplinary technique.\nTime-outs are among the most mainstream disciplinary techniques. They involve placing a child in a very boring place or environment for several minutes, following child's unacceptable behavior. The main premise is that during the time-out, the child does not get any attention.\nThis discipline technique can be very effective. Research has shown that time-outs are effective at both home and school environment and that they can work with both typically developing children and those with special needs (Everett, Hupp, & Olmi, 2010).\nEven though the time-out may be very effective, there is some controversy around it. In its essence, the time-out is a punishment procedure, and its goal is to suppress the unacceptable behavior. However, discipline is about teaching our child appropriate behaviors, and not about the punishment. Therefore, if we lose track of what discipline is really about, we will put our child's healthy development in danger.\nAppropriate Use of Time-Outs\nHow does appropriate use of time-out look like? Well, Siegel and Bryson (2011) pointed out that appropriate use of time-out calls for brief, infrequent, previously explained breaks from an interaction used as part of a thought-out parenting strategy that is followed by positive feedback and connection with a parent. This kind of approach is proven effective for many children, and its impact on child's development is positive.\nHowever, in actual practice, many parents use inappropriate or punitive time-outs. These time-outs appear to be frequent, prolonged and done as a punishment and coupled with parental anger and frustration. Consequently, they have a detrimental effect on child's development.\nHow can we know do we are using inappropriate or punitive timeouts? Well, an easy way to find out is to ask ourselves the following questions:\n1. Have I ever threatened to put my child in time-out?\n2. Have I ever had to physically place my child in time-out?\n3. Have I ever said \"Time-out!\" in an angry voice.\nIf any of answers is \"Yes\", then, there is a problem. Every time when we yell or threaten or impose time-outs, our child may become resentful and stop communicating. Consequently, they may stop telling us things we should know, lie to escape punishment, act out more, etc. Therefore, the time-outs will not teach our children anything positive and they will have a negative effect.\nObviously, there are many strategies that we can use in order to structure time-outs appropriately. Some of them are the following:\n1. We should prepare our child. This will help our child to make a connection between the behavior and time-out.\n2. We should keep the time-out brief. Usually, it is recommended to keep time-out around one minute per year of age. When the time-out is done, the child should know. However, it should be left up to the child to decide what to do next.\n3. We should keep the time-out quiet. A time-out for a child is not the time for the child to be screaming, or for us to be preaching or moralizing.\n4. We should pick the right place. The retreat has to be a boring place, one where there are no built-in rewards. Usually, the child's bedroom is full of built-in rewards and is not the right place for a time-out.\n5. We should give time-ins. Positive reinforcement means giving the child lots of positive “time-in” with a connected style of parenting. Then if the child misbehaves, this positive parental input is briefly withdrawn. As a result, the child gets used to feeling right when acting acceptably, and feeling wrong when acting unacceptably.\nTime-ins are a positive discipline alternative to time-outs. During the time-in, the child is kindly invited to sit somewhere, nearby us, and express his or her feelings and eventually cool down. During that time, we are encouraged to empathize with the child's feelings and often silent connection is all that is needed until the storm has passed. The latter gives us an opportunity to genuinely connect with our child and then address whatever change needs to be made.\nSiegel and Bryson (2011) pointed out that having children reflect on and talk about their emotions has been demonstrated in a wide range of studies to support the important development of emotion understanding. Therefore, we should comfort and soothe and connect with our children during times of distress, and to reflect afterward on their inner experience as a “time-in” with reflective dialogue, rather than punitively isolating them in a moment of anger and without any opportunity for reflection and connection.\nThe goal of discipline is to teach and to build skills, so children make better decisions both now and in future. Therefore, we need to pay attention to their emotions, and to the feelings behind the behavior. In fact, it’s often when they are upset or out of control that they need us most.\nTime-ins give us an opportunity to connect and redirect, which eventually positively affects our child's emotional, cognitive and behavioral development. This kind of approach is essential for so-called \"positive parenting\".\nNo matter what parenting technique we use, it is important to be aware of the main goal of disciplining - teaching our children. Positive parenting strategies are based on this premise, and they are focused on allowing our children grow and develop in a healthy way.\nHowever, there is no manual that can show us how to discipline our children. Every child is different and requires a specific approach. If we struggle with disciplining our child, sometimes the best course of action is to talk with someone who can help. A professional, like a psychologist, will be able to help us gain an insight into our child's behavior, as well as enrich our toolbox with new parenting techniques and strategies.\nEverett, G. E., Hupp, S.D.E., & Olmi, D.J. (2010). Time-out with Parents: A Descriptive Analysis of 30 Years of Research. Education and Treatment of Children, 33 (2), 235-259.\nSiegel, D., and Bryson, T.P. (2011). No-drama discipline. New York: Bantam."

"USING THE TIME-OUT DISCIPLINE TECHNIQUE\nFOR SPECIAL NEEDS CHILDREN\nThe time-out discipline technique can be very effective because, wether we like it or not, every child is naughty at some time\n(some children seem to be naughty all the time!) and it is at those times\nthat parents face their greatest challenge.\nIt is a huge task to get your childs behaviour under control while remaining calm in the process.\nIn the past spanking and shouting at your child was regarded as a suitable punishment, but many parents and professionals believe that such drastic\nmeasures are no longer suitable and the time-out discipline technique can be very effective when used correctly.\nUsing the time-out discipline technique can be very effective in improving your child's behaviour and you will feel much better about yourself too, compared\nto the post-discipline guilt which usually accompany the spanking and shouting approach.\nThe basic idea of a time-out is to keep the child isolated for a time to allow your child to calm down, learn to cope with no attention and\nmost importantly to learn that there are consequences for bad behaviour.\nThe added benefit of the time-out technique is that it also gives you a time to calm down from the anger and not to handle the situation\nwhen you are stressed out and emotional. You can now figure out a plan of action for when the time-out session is over.\nThe time-out discipline technique is not only for toddlers, but can be used for older children too, and you will know when your child has outgrown\nthis discipline technique and it stops working for you.\nAs your child gets older, or if you are introducing this technique to an older child, make sure that you explain in detail and also write down\nwhat types of\nwill result in a time-out. For younger children you can do a chart, with pictures of inappropriate behaviour, and explain to them,\nwith the visual aid what is not accepted and what will happen if they behave in this way.\nAPPLYING THE TIME-OUT DISCIPLINE TECHNIQUE\nFirstly, when implementing time-out, no arguing is allowed!\nA time-out is exactly for the purpose of allowing a calm discussion to follow a period of quiet time, and not to get into an argument.\nBe careful not to over use this technique with your child. It is a mild form of discipline, and will loose its effectiveness if you over use it.\nHowever, if this system is working for you and your child, then their behaviour should be improving and time-out sessions will become less necessary.\nTry the following steps to introduce effective time-out sessions:\n- Be consistent. When implementing the time-out discipline technique, make sure that your child's caregivers and school are also aware the rules warranting\na time-out and try to enforce this fairly and consistently. All adults involved in your child's life should use the same of rules when dealing with your child,\nas consistency is critical to your child's understanding.\n- Find a corner or \"quiet and boring\" spot where your child can either sit or stand during time-out. Never use there bed or their bedroom, or any\nplace that they can entertain themselves; it is time for reflection and not for fun.\n- Determine the period of time by age: Generally time-out is set at around one minute per year of age, but is doubled if your child does comply with\nthe rules or continues to misbehave. Keep track of the time with a timer, and put the timer where your child can see it. When explaining the rules\nwarranting a time-out, also explain to them how the timer will work and how it fits into the discipline session. This visual aid will help them to understand\nwhen the time is up and take the unknown out of how long the punishment will last. This is very important, especially with a special needs child.\n- Before implementing the time-out discipline, you can issue a verbal warning first, but only once. This will give your child a chance to make a choice\nabout changing their behaviour before discipline is required. A good technique for a warning is (counting to 10).Never count to three with a special needs child,\nthis does not give them enough time to change their behaviour.\nOnce you reach ten and they still have not made any effort to stop what they are doing, this is where you explain to them why they are having a time-out,\nand you take them by the hand and put them in the (time-out spot).\n- It is very important to reinforce the reason for the discipline, especially for special needs children. Once the time-out session is over, go down\nto your child's level, make eye contact and ask you child to tell you why they had a time-out. If they cannot explain to why, then you let them know\nwhat they did and why the behaviour was not acceptable to you. This is also where your child needs to apologise to you for the way they have behaved.\n- Don't bring up the incident again. Once the punishment is over, move on from the incident and avoid any more discussions or arguments about what has happened.\nThe issue has been dealt with, you have both learnt from it, so leave it and move on.\n- The final step is to enforce positive behaviour. After the time-out session take your child away from the area and engage them in an activity.\nThis will allow them to see that the incident is over, and you are not still angry with them. Praise your child for his efforts and enforce positive\nbehaviour. This will teach your child the correct way to behave, and they will soon learn that this kind of behaviour will get them a lot further and create\na better environment, than misbehaving and tantrums ever will.\nSome parents are still in favour of spanking their children, and feel that this is a more direct form of discipline and believe that time-outs are\nOthers believe time-out allows the child to think about what they did, and the spanking is the actual punishment; and will use the two methods of\nIt is important to keep in mind that discipline is about teaching your child good behaviour and no disciplinary technique should\nbe used without your child understanding why the behaviour was unacceptable, why they are being punished and what is expected of them.\nReturn from Time-out discipline back to Home page\nReturn from Time-out discipline back to Special needs discipline\nGive yourself a time-out"

"At kindergarten and preschool it’s usual for kids discipline to be relatively mild. Professional teachers are more often than not very careful about how they punish a child as this is a very sensitive and personal area. In most cases discipline at international schools will involve moving the child to a new area for a bit of time out. Its very important that a child is always kept under the watchful eye of a teacher when this is done.\nBut how should you discipline your own child? If at all?\nFor those that agree that something needs to be done its important that you let your child have some control over the outcome. To do this you need to give your child a choice over which outcome they want. Allowing them some degree of control over what happens will promote fairness and will allow them to take the lesson to heart .\nIts also important that the “punishment fits the crime.” In other words that the choices you give them are in some way related to what they did. This helps them to further digest the consequences of their actions and makes the point that they are not just being punished for punishments sake.\nPunishment for punishments sake simply turns the event into a contest between yourself and your child. You don't want resistance, you want acceptance.\nThe whole point of discipline therefor is to get the point across, and the only way to do this is to get the point accepted . Understanding, fairness and the child’s own ability to control the outcome will ensure a positive result."

"In theory, the idea of a timeout as a consequence for a child breaking the rules is a fantastic idea. The child is removed from the activity or situation, and given time to reflect on what they did to earn the consequence. Time away from the desired activity, friend or toy is punishment in itself, right? It’s perfect! Except when it isn’t. It turns out parents need to set themselves and their children up for timeout success for the punishment to be really effective.\nConsequences Need to be Immediate\nYoung children, especially toddlers, need an immediate consequence when pushing against boundaries. So, if your child is acting up at the grocery store, the threat of a timeout isn’t going to do much when there's no immediate way to enforce it. Young children need to see the connection between the behavior they did and the timeout that followed. If you wait until your TV show is over or until after the drive home, it’s difficult for kids to make the connection.\nThe goal of all consequences is to teach children that their poor choices have a negative impact on their lives. The idea is that, after enough timeouts, little Susie will stop pulling the cat’s tail and laughing. She’ll learn that particular behavior is not acceptable. However, many parents make the mistake of arbitrarily assigning timeouts for a wide variety of incidents, instead of having a pre-determined list of behaviors they are trying to modify.\nAccording to Ennio Cipani, a clinical psychologist in California and author of the book \"Punishment on Trial,\" “There are a number of mistakes that are made when using timeouts, and probably one of the biggest ones is parents don't specify a behavior that timeout will be used for consistently and reliably.”\nEven a toddler can begin to police their own bad behaviors if Mom and Dad are very specific about which infractions earn a timeout. In this case, “pick your battles” is a perfect piece of advice! Think about the most aggravating behaviors and select a timeout as a consequence for the things you really want to change—think hitting, biting, grabbing toys away from siblings running out into the street, etc.\nChildren thrive on ritual, and also need to know what to expect when a consequence arrives after they display an unwanted behavior. Having a predetermined place for your child to serve his or her timeout adds to the consistency of the ritual, which makes the lesson stick.\nWhen used effectively, it can deter unwanted behaviors and deescalate emotional situations.\nStay Calm and Explain\nOne of the great things about timeouts is that they de-escalate a situation that may be fraught with emotional tension. The last thing you want to do is ruin that by losing your temper with your child and connecting that to the timeout ritual. When you assign the timeout, do so in a neutral tone of voice and also explain, very briefly, what the child did to earn the timeout. “Maya, we do not hit our friends. You are in timeout now.”\nThis seems easy enough, right? In theory, yes, but much of the time when our children are acting out, it can produce a stress response in the parents as well. Before assigning the timeout, take a deep breath, remind yourself that you are the adult (yes, we all need a little reminding about that sometimes!) and make yourself mentally present. Get down to your child’s level, and explain the behavior that earned them the consequence.\nTailor Your TimeOuts\nThere’s an old saying that a child’s timeout should be as many minutes as their age. This isn’t a hard-and-fast rule to stick to—it turns out that typically two to five minutes is plenty. My daughter is 2, and her timeouts are three minutes. That allows her to calm down a bit before rejoining the rest of the family.\nOnce you’ve started a timeout ritual, you can adjust it to suit your needs. If your child is calm after two minutes, who cares if they’re 5 years old? No two children are alike, so you need to do what’s best for your family.\nParents need a toolbox of strategies for discipline, and the timeout is definitely one to pull out when needed. When used effectively, it can deter unwanted behaviors and de-escalate emotional situations. Like any tool, timeouts need to be handled with care and used appropriately. Once the ritual is defined and set, they work wonders. And, in these tough toddler years, we could all use a little miracle."

"By Nicki Dawson\nTimeout and sticker charts, and sometimes even smacks, are some of the most highly recommended discipline strategies. The fact that they have gained such popularity is in large part due to their short-term effectiveness.\nThese techniques come out of the field of behavioural psychology. This field of research started with animal experiments, and found that both punishment (like smacking or time-out) and rewards (like sticker charts and treats) can influence animal behaviour – causing animals to stop or repeat a behaviour as punishments or rewards are dished out. These finding were applied to child development and child discipline strategies – and showed similar effectiveness.\nBut a recent wave of research from neuroscience (brain) research and relational psychology has found some interesting things that shed new light on punishment and reward-based parenting approaches:\nPunishments and rewards diminish in their impact over time. This means that the punishment or reward needs to become bigger and bigger to have the same effect over time. Eventually punishments and rewards lose their power.\nWhile punishment and reward-based discipline does reduce the likelihood of a child repeating the behaviour in front of the parent (or discipliner), it increases the likelihood that the behaviour will be performed in secret or when away from the parent. This means that children are learning not to do the behaviour in front of parents, but not necessarily learning not to do the behaviour at all.\nPunishment-based discipline can reduce empathy and remorse. Such approaches to discipline can increase a child’s belief that they didn’t do anything wrong, and foster thoughts that the parent is “the bad one”.\nIt is, of course, still very important to intervene and teach our children appropriate, safe and kind ways to behave. And it is important to clearly communicate to children what behaviours are and aren’t acceptable, and to enforce these rules.\nThrough relationship-based approaches to parenting, we can appeal to our child’s empathy and desire to learn in moulding their behaviour. The result – a child that is more likely to feel empathy and remorse, and to behave appropriately even in our absence.\nTo find out more about relationship-based, positive parenting approaches give Ububele a call."

"Knowing how to handle discipline can be a great challenge for parents. Discipline is the way in which parents show their children what behavior is acceptable and what is unacceptable. This is not to be confused with punishment which is a consequence for poor behavior. Discipline is an ongoing, continual means of teaching your child and structuring his/her behavior.\nGuidelines for time-out:\nTime-out is a form of discipline that can be implemented to stop a child from performing an undesired behavior by “isolating” the child for a length of time. Time-out puts the parent in charge, and gives the child time to consider what he/she has done. Time-outs can be used for aggressive and unwanted behaviors in toddlers and preschool-aged children.\nHow long should a time-out last?\nA standard measure is one minute for each year of the child’s age. For example, 4-year-olds get 4 minutes of time-out.\n5 minutes should be the maximum length for a time out.\nWhere should a time-out occur?\nHave a predetermined location for the time-out. The following are some good places for time-out:\na designated room\ncrib or play pen\nchairs or corners of the room\nPlacing your child in time-out:\nExplain the reason the child is in time-out to him/her in very clear statements.\nIf the child is unwilling to go to time-out on his/her own, take him/her there.\nSpanking or yelling at the child while on the way to time-out is not needed.\nAs a parent, you control when the time-out has ended, not the child. If the child removes themselves from time-out restart the clock.\nThe child should be told when time-out is over and then resume to normal activities.\nThe child should be treated normally after time-out. Do not reprimand again."

"Written By: Shefun Jiwani-Ali\nIn many traditional classrooms, a teacher or assistant may take a disruptive or unruly child aside from the group and put them in a “time out.” Sometimes, that child is required to sit on a chair, or at a desk, facing away from the group, and is encouraged to “think about what you’ve done.” There are a thousand and one variations on the method, yet they all reduce to the same basic concept, that of being removed from participation for behaving badly.\nThe problems that arise from a “time out” are essentially the same that arise from any punitive method. In simplest terms, the child may very well learn to “behave,” yet that behaviour is tied to avoidance of a punishment, whether or not they have internalized the why of their behaviour. For those that are familiar with psychology terms, this is known as “operant conditioning.”\nTime outs and punishments are, by definition, not effective in a Montessori classroom. This is not because they are disciplinary acts, but because they focus on the behaviour and not the internal development needed to prevent misbehaviour in the future. Punishments also do not work as they do not allow the child to either develop an appreciation of the power of choice, nor do they help teach alternative, acceptable behaviours.\nBy putting the onus of discipline on the authority figure (the teacher or guide) instead on the self, creative problem solving and conflict resolution techniques are not encouraged. In many ways, the time out method can perhaps be the most damaging of all disciplinary actions, as not only does it stagnate the development of healthy resolution techniques as described above, it can engender feelings of rejection and isolation. If a child is already experiencing feelings of low self esteem, the time out method can compound those feelings.\nIn the Montessori classroom, there are no such things as time outs. In fact, unless in extreme situations, there are generally no punishments. Instead, a child displaying inappropriate behaviour is stopped, the behavior is discussed as to why it is inappropriate, and the child is them immediately placed back into the situation to practice and learn appropriate behaviour. As once a child understands that instead of being punished, they are being encouraged to find new ways of accomplishing their desired goal, they will begin to internalize methods to determine acceptable behaviours in a variety of situations.\nThe most important aspect of this non-punitive method is that instead of trying to change the child’s behaviour from a position of authority, the child is the center of the behaviour resolution. By choosing a different strategy, a different way of thinking, the child will learn conflict resolution, problem solving, and will learn to collaborate and cooperate, instead of feeling controlled and directed by external authority.\nIt should be noted that Montessori classrooms will also attempt to use rewards for good behaviour. If the expectation of a reward is engendered into a child for behaving a certain way, when they are removed from a situation where behaviour is rewarded to a situation where behaviour is expected without reward, there will be lack of external stimuli to drive the behaviour. Basically, rewarding good behaviour does not guarantee that the behaviour will occur, once the reward is removed. That is why the Montessori method focuses on personal responsibility, which ultimately lead to self-discipline. Instead of resisting control or expecting reward, the child is self-empowered and develops a much stronger sense of self, one of the core tenets of the Montessori method.\nAlthough more difficult, this can be applied at home as well. Rather than punishments, or rewards, focusing on personal responsibility allows the child to develop a sense of self discipline that serves them well in their teenage and adult years."

"How is work chosen?\nYou are looking to see how much free choice the children have.\nChoice within boundaries is another foundation of Montessori education. This means that a child can do some subtraction regrouping with the stamps (a math material), put them away correctly when they are done, and then choose to do something totally different, like drawing a time line of Ancient Greece. They are not forced to do the exact same thing at the exact same time as every other child.\nOn the other hand, playing during work time, writing on the walls, hurting other children, … are not choices and should not be tolerated. Ask the teacher directly, “So, since there is free choice in a Montessori school, is my child allowed to just stare out the window all day, or punch the child next to him if he so “chooses”? The teacher's answer will give you a lot of insight into just how Montessori the school truly is.\nI once saw a school once that placed all the work a child had to do for that day on their desk. Children came in, sat down and started working. They were not allowed to get up until recess. Teachers told me that it was Montessori since the children were working with materials and got to choose the order in which they completed their work. When I asked why the children weren't allowed to go to the shelves themselves to choose the Material, I was told that this way the children weren't running around the classroom, didn't make bad choices, and didn't wander. My response to that is, all of these traits are to be taught during work time. By not allowing the children to move from their seats, the children never had a chance learn to walk, make good choices and stay on task. Teaching a child to be responsible doesn't come from locking him up, but by TEACHING him how."

"By Cathie Perolman\nThe information is this book is based on the belief that all children are able to learn. It is our commitment to create an environment where each and every student can grow to his/her maximum potential. Such growth may require expertise and resources beyond that of classroom professionals. While Montessori teachers believe in granting children time to grow and mature naturally, we feel responsible for the maximum use of a child’s school time and his sensitive periods. Toward this end we remain aware of the developmental spectrum and the place of each child within it. Montessori programs need policies that address the situation in which a child is not working to his capacity and when we are no longer able to serve a child’s needs with our resources. Guidelines here are aimed at children whose progress appears to fall outside the norm."

"Do You Discipline Kids Like a Teacher Would or Like a Parent?\nHow Do I Discipline My Kids During Homeschool?\nI can't speak for all homeschoolers, only for myself. Just like anyone else, they will each have their own way of doing things. Personally, I use positive parenting methods both during homeschool and just in general. Positive parenting in simple terms is using methodology and strategies that somehow benefit the child positively. This does not mean there are no consequences for actions, however, as that would not result in a positive outcome. One example of a positive parenting method is reflected in \"Using Songwriting to Help Kids Relieve Stress.\" It can be used as a way to reflect on negative behaviors and consequences, but also is a positive way for a child to release any pent up feelings.\nEach situation will warrant a different type of reaction or consequence. For instance, a child who accidentally spills glue on the floor is not going to get the same treatment as one who says or does something hurtful to a sibling during class. While a teacher may send a child to the principal for the latter, a homeschool parent may instead have the child hug and apologize and possibly give a punishment, depending on the situation. Of course a teacher might also do the latter.\nShould You Discipline Kids Like a Teacher or Parent During Homeschool?\nIn retrospect, disciplining homeschooled kids like a teacher during school hours may help a child in homeschool distinguish between school time and other times. But this won't always be the case. It actually depends more on the parenting and teaching strategies being compared. Not every teacher or every parent disciplines the same. The traditional school teacher and homeschool teacher could have different teaching strategies. Although, they could be the same as well. A teacher in a traditional school might also use the positive parenting method that I mentioned. It's less about disciplining like a parent or teacher and more about figuring out which type of discipline may be needed in each unique situation.\nWhich Method for Discipline During Homeschool is Correct?\nThe correct method is the one that works best for each family. Not every family, every child, or every situation is going to be the same. There are benefits and drawbacks to disciplining a homeschooled child in certain ways, just as with any other. Knowing which discipline choice is correct in each unique situation is up to the parent to examine. This should be done, not necessarily thinking about whether it's being done as a parent or teacher, but whether the disciplinary action is what is best for the child in that situation.\nNote: The author's positive parenting method has evolved into what she calls Upstream Parenting.\nMore from Lyn:\nPositive Parenting Does Not Mean Zero Discipline\nGuide to Positive Discipline for Children\n*I originally published a version of this via Yahoo Contributor Network"

"Discipline in the Montessori Classroom\nOct 4, 2009 Classroom Management 6064 Views\nFreedom in the Montessori classroom is often misunderstood not only by the parents, but also by some teachers. What we need to remember is that from a Montessori point of view freedom is not the right to do what one wishes without thought or consideration for others. It also does not mean that the only way the child can be creative is to be allowed to do whatever he/she chooses without any consistent parameters and guidance from the adult in the room. For freedom to work creatively and constructively it has to function within the firm guidelines of discipline. Discipline does not mean being regimented and having to submit to the will of another. Freedom and discipline are two sides of the same coin.\nFreedom is the ability to stop, think and make a choice to the exclusion of any other possible given choices. Discipline is making correct choices while respecting the environment, and the rights of others to function and also make choices. Yes, to facilitate growth and correct choice making the child needs to act and be given opportunities to make choices. However, this does not mean the teacher abdicates responsibility. On the contrary it puts greater responsibility on the teacher.\nThe teacher has the responsibility of setting out firm parameters and guidelines within which the freedom may be used. This is not an easy task, especially if the teacher does not fully and correctly interpret the Montessori freedom and discipline philosophy in her own mind. Children love order, they are creatures of habit, and all the teacher needs to do is set out very clear guidelines and expectations within which the freedom may be enjoyed. Children are also expert manipulators, and till such time as the expectations have become a part of the daily routine, they will try to see how far they can push and change the rules to suit themselves. It is for this reason the expectations and rules need to be made clear early in the school year.\nAll this involves the teacher to be ever vigilant and consistent. They do not have to be labeled \"mean or hard\". They have to remember to be consistent at all times while remaining kind and loving at the same time. Some teachers find this hard. While trying to set out order some teachers forget to show loving care and concern. Others show more than necessary care and concern giving the impression to the child that there is \"wiggle room\" to break the rules. Once you get this reputation, you will be struggling with freedom and discipline all year long.\nSo how do we give freedom and maintain discipline at the same time? How do we walk the fine line to balance and maintain the correct freedom and discipline? Here are some pointers that have worked well for me over the years.\n* Foster freedom in the room in the following ways:\n* Allow freedom to move, to communicate, to choose activity, to work with others.\n* Provide Limitations that give meaning and direction to the freedom in the following ways:\n* Choices the child makes may not interfere with the rights of others, this provides harmony.\n* The child may only choose work he/she has been presented, and is able to do.\n* The child may only use material for the purpose for which it is intended, correctly with respect.\n* Limit the number of materials. Only present tried and tested materials that are beneficial to the child's development. This means no toys and unnecessary busy work.\nI have deliberately kept these guidelines brief, allowing for elaboration and discussion by the teachers themselves. None of this is news to any experienced Montessori teacher. But there is a need for constant reminder, and encouragement for all the teachers, especially those who constantly struggle with the concept of freedom and discipline, for those who give up and give too much freedom without consistency and for those who maintain discipline by being regimented and sacrifice freedom.\nRemember consistency tempered with love and caring is the key. The child needs to know YES, you do love and care very much. But he/she also needs to know and accept NO, there will be no negotiation on the parameters laid down for the use of the freedom.\nIn the beginning all of this will be challenging, but if you continue to repeat and maintain your rules, and do so with a smile on your face, love in your heart, and great deal of patience, you will be surprised with the positive results. Always remember, in the beginning, if you have to take away the child's freedom in order to maintain discipline the child will label you \"mean\" and complain to the parent.\nDo not be put off by the thought of upsetting the parent. Ultimately the parent wants what you are trying to achieve. To avoid unnecessary complaint, always try to send the child home happy, after you have had the need to discipline him/her. Don't carry a grudge and do not allow the child to nurse a grudge. Children are naturally forgiving, and if you show love while disciplining they will accept it sooner.\nIf you have had a particularly challenging day with a child, get to the parent before the child can complain. Explain your position in a caring, loving way, always coming across that you are one hundred percent on the parent's side, and show great love and care for the child. Do not get defensive, keep calm and always have an understanding smile on your face!\nFinally I would like to remind you that the prepared environment in our classrooms fosters discipline, and the child creates it with your help. He/she does it within the context of his/her freedom to choose.\nThere is a cycle and any disruption of it goes against the nature of the child. The freedom allowed in the Montessori Classroom nurtures discipline and makes it happen naturally. Dr. Montessori gave us the formula to create discipline naturally, but in order for it to work all the steps of the formula need to be followed. This is true in all areas of life; a formula is no good if any steps are omitted."

"One of the most notable differences between Montessori teachers and traditional teachers is the enormous trust Montessori teachers place in the developmental abilities of the children. It takes a tremendous amount of faith to “follow the child”. It is so much easier to say to the children, follow where I lead and no one will get lost. Nonetheless, with careful observation and planning, Montessori teachers remain constantly alert to the direction each child is heading and actively works to help them succeed.\nMontessori teachers are not the center of attention in the classroom. Their role centers on the preparation and organization of learning materials to meet the needs and interests of the Montessori children. The focus is on children learning, not on teachers teaching.\nThe Montessori Teacher and Her Role: Learning More About The Method\nWorking as a guide and facilitator, the Montessori teacher creates a well-prepared Montessori environment and an atmosphere of learning and inquisitiveness designed to move students from one activity and level to the next. A Montessori teacher often steps back while the children are working, allowing them to learn from their own discoveries and draw their own conclusions. Rather than supplying children with answers, the Montessori teacher asks them how they would solve the problem, actively engaging children in the learning process and enhancing critical thinking skills. In most cases, children learn directly from the environment and other children, rather than the teacher.\nDr. Montessori believed that the teacher should focus on the child as a person rather than on the daily lesson plans. Although the Montessori teacher plans daily lessons for each child, she must be alert to changes in the child’s interest, progress, mood, and behavior.\nSubjects are interwoven and the Montessori teacher must be facile at presenting and understanding history, art, music, math, astronomy, botany, zoology, chemistry, physical geography, language, physics, geometry, and practical life works. The Montessori teacher is trained to give one-on-one or small group lessons and spend little time giving large group lessons. Lessons are brief and precise, meant to intrigue the minds of children so that they come back to learn more on their own. Montessori lessons center around the most basic information necessary for the children to do the work: the name of the materials, where it can be found in the classroom and on the shelf, how to use the materials, and what can be done with them.\nMontessori teachers are scientific observers of children. They avoid using rewards and punishments for good or poor work. Montessori teachers never criticize or interfere in a child’s work. It is only in a trusting atmosphere that a child’s personality has room to grow. Children must have the freedom to choose their own activities and learn to behave without restriction. Dr. Montessori thought this was real work and that the child would reveal his/her true nature once he/she found work that commanded his/her full attention.\nIn The Absorbent Mind (pp. 277-81), Maria Montessori offered some general principles of behavior for teachers in the Montessori classroom.\nThe teacher becomes the keeper and custodian of the environment. She attends to this instead of being distracted by the children's restlessness... All the apparatus is to be kept meticulously in order, beautiful and shining, in perfect condition... This means that the teacher also must be...tidy and clean, calm and dignified...The teacher's first duty is therefore to watch over the environment, and this takes precedence over all the rest. Its influence is indirect, but unless it be well done there will be no effective and permanent results of any kind, physical, intellectual or spiritual.\nThe teacher must...entice the children... The teacher, in this first period, before concentration has shown itself, must be like the flame, which heartens all by its warmth, enlivens and invites. There is no need to fear that she will interrupt some important psychic process, since these have not yet begun. Before concentration occurs, the [Montessori teacher] may do more or less what she thinks best; she can interfere with the children's activities as she deems necessary... She can tell stories, have some games and singing, use nursery rhymes and poetry. The teacher who has a gift for charming the children can have them do various exercises, which, even if they have no great value educationally, are useful in calming them. Everyone knows that a lively teacher attracts more than a dull one, and we can all be lively if we try... If at this stage there is some child who persistently annoys the others, the most practical thing to do is interrupt him...to break the flow of disturbing activity. The interruption may take the form of any kind of exclamation, or in showing a special and affectionate interest in the troublesome child.\nFinally the time comes in which the children begin to take an interest in something: usually, in the exercises of Practical Life, for experience shows that it is useless and harmful to give the children Sensorial and Cultural apparatus before they are ready to benefit from it. Before introducing this kind of material, one must wait until the children have acquired the power to concentrate on something, and usually...this occurs with the exercises of Practical Life. When the child begins to show interest in one of these, the teacher must not interrupt, because this interest corresponds with natural laws and opens up a whole cycle of new activities... The teacher, now, must be most careful. Not to interfere means not to interfere in any way. This is the moment at which the teacher most often goes wrong. The child, who up to that moment has been very difficult, finally concentrates on a piece of work... Praise, help, or even a look, may be enough to interrupt him, or destroy the activity. It seems a strange thing to say, but this can happen even if the child merely becomes aware of being watched. . . . The great principle that brings success to the teacher is this: as soon as concentration has begun, act as if the child does not exist... The duty of the teacher is only to present new things when she knows that a child has exhausted all the possibilities of those he was using before.\nAnne Burke Neubert, in A Way of Learning (1973), listed the following elements in the special role of the Montessori teacher:\n- Montessori teachers are the dynamic link between children and the Prepared Environment.\n- They systematically observe their students and interpret their needs.\n- They are constantly experimenting, modifying the environment to meet their perceptions of each child's needs and interests, and objectively noting the result.\n- They prepare an environment meant to facilitate children’s independence and ability to freely select work that they find appealing, selecting activities that will appeal to their interests and keeping the environment in perfect condition, adding to it and removing materials as needed.\n- They carefully evaluate the effectiveness of their work and the design of the environment every day.\n- They observe and evaluate each child’s individual progress.\n- They respect and protect their students' independence. They must know when to step in and set limits or lend a helping hand, and when it is in a child's best interests for them to step back and not interfere.\n- They are supportive, offering warmth, security, stability, and non-judgmental acceptance to each child.\n- They facilitate communication among the children and help the children to learn how to communicate their thoughts to adults.\n- They interpret the children's progress and their work in the classroom to parents, the school staff, and the community.\n- They present clear, interesting and relevant lessons to the children. They attempt to engage the child’s interest and focus on the lessons and activities in the environment.\n- They model desirable behavior for the children, following the ground-rules of the class, exhibiting a sense of calm, consistency, grace and courtesy, and demonstrating respect for every child.\n- They are peace educators, consistently working to teach courteous behaviors and conflict.\n- They are diagnosticians who can interpret patterns of growth, development, and behavior in order to better understand the children and make necessary referrals and suggestions to parents.\n© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Saturday, September 1, 2007."

"The difference between Waldorf and Montessori\nWhat is the difference between Waldorf, also often called Steiner approach, and Montessori methodology?\nI am going to help you take a look at the two a bit closer so you can understand the philosophies and see which one is right for you.\nObviously, being a Montessori trained teacher, I am biased.\nThere are lots of Waldorf and Montessori similarities and they are both among the fastest growing education systems in the world. They both respect the child as an individual and emphasize the need to educate them as spiritual and creative beings.\nThey also both encourage the importance of a natural learning environment and limit the child's exposure to technology and television, while including lots of access to the arts.\nDiscover the Montessori Family subscription box\nA monthly box of Montessori activities for children aged 3 to 6.\nThe Difference between Waldorf and Montessori\nThere are a few key differences between the Waldorf and Montessori methodology that may affect which one you decide is right for your family.\nThe Waldorf system was created by Rudolph Steiner who was a scientist and philosopher and is based on seven year cycles of spiritual development. It delays any formal learning such as reading, writing or math until the age of seven and instead focuses on the arts and make believe.\nThe Montessori system was developed my Dr Maria Montessori by observing and supporting the child's natural development. Learning is based around real life play but is led by the child so reading or writing are introduced when they show an interest in it.\nThe children in Montessori schools are grouped in three different age ranges: 3-6, 6-12 and 12-15 but are taught individually, whereas in Waldorf schools the set up is more traditional with children kept with others of their own age and each group's activities are led by a teacher.\nA key difference between Waldorf and Montessori teaching is the focus on make-believe or real life play. Waldorf believes children are naturally imaginative and teachings are based around storytelling and fantasy.\nMontessori believes that children prefer to replicate the activities they see around them and create any imaginative play from real life experiences.\nWhy did I choose Montessori?\nI chose and feel more comfortable with Montessori as it is based on the observation of the child so it is more in line with their natural needs. Dr Montessori said:\n“It is not true that I invented what is called the Montessori Method. I have studied the child, I have taken what the child has given me and expressed it, and that is what is called the Montessori Method”\nShe had no preconceived ideas about children and education - she observed the children entrusted in her care and from those observations, designed her system.\nIf we truly observe and follow the child, some of them will eagerly read and write and count before they turn 6. Some of them will not. In Montessori, there is no need to reach a standard by the end of the year or push or delay their learning.\nI also believe that many children struggle with fantasy. They find it difficult to understand the abstract and in fact, can be quite sensitive to, or scared of it, preferring reality based stories.\nYoung children's play is influenced by their experiences and although they may take one thing and turn it into something else – a wooden block becomes a sandwich – they rarely create scenarios beyond what they know.\nAnother criticism of Steiner's philosophy, is its lack of scientific integrity. His views on science, human evolution and so on were based on his own spiritual beliefs. He believed in Karma and reincarnation. More specifically, he believed in reincarnation in a specific race according to how evolved the person is. He also argued that if human beings develop brotherliness then the concept of race would be overcome.\nEven if current Waldorf/Steiner associations claim that the modern Steiner education is inclusive and non-racist, there is compelling evidence that Steiner believed in a superior race. He said \"If the blonds and blue-eyed people die out, the human race will become\nincreasingly dense... Blond hair actually bestows intelligence... Brown- and dark-haired people drive the substances into their eyes and hair that the fair people retain in their brains.” (Rudolf Steiner, HEALTH AND ILLNESS, VOL. 1. Lectures from 1922 Anthroposophic Press, 1981, pp. 85-86.). Those views were \"mainstream\" at the time of Rudolf Steiner and doesn't reflect what the Steiner movement is nowadays.\nAs that idea is so wrong, it made me rethink some of his other ideas and I don't see them in line with what we know of the child's development. From what I read about Steiner schools, it's not clear how they present Steiner's ideas and the influence of the original ideas in today's classroom.\nThose are the reasons I have never considered a Steiner school for my children.\nHowever, using some insights from the Waldorf education at home is different.\nSteiner died in 1925, only 6 years after he had set up the first Waldorf school. It's likely that the movement has evolved greatly. He also died before the Nazi's regime was in place. I wonder if he would have make some statements about his original writing about races.\nMaria Montessori went through the 2 World Wars, flew 2 fascist regimes and it shows her pacific view all along. But don't get me wrong, she first was delighted to be financially supported by Mussolini. On the orderista blog, the author said: \"As the years went by, Dr. Montessori’s ideological viewpoints, mainly as a pacifist, clashed with the Fascist administration and her mutual relationship with Mussolini ended. The situation became particularly worse in 1931 when Maria refused to order her teachers to take the fascist loyalty oaths, as all teachers, government employees and professionals were ordered to do. Furious, Mussolini closed the Montessori schools, and by 1934 Maria fled Italy to escape political surveillance and harassment\".\nHistorically, the Waldorf movement was mainly in Europe until the 50' then started to grow and develop in the 70' in the United States. It's likely (although I cannot pinpoint you to a specific source) that the movement has evolved and has been interpreted by schools and teachers in their own way. I can imagine that parents have taken on board some principles and made Waldorf extremely appealing. I am also attracted by the beauty of Waldorf toys and celebrations (as I was attracted by the Montessori materials to start with).\nThe Montessori movement is still very similar to its original ideas as Maria Montessori supervised and developed the schools and trainings to a set of standards for nearly 50 years. Her family is still the garant of her work and that makes it a strong, scientific and evidence based method. Angeline Stoll Lillard,a Professor of psychology, wrote the book \"Montessori: the science behind the genius\". She shows that science has finally caught up with Maria Montessori.\nLearning from Waldorf and Montessori similarities and differences\nChoosing a Waldorf or Montessori approach for your child is an individual choice and both have many benefits. You might decide that one fits your child best and place them in a preschool or school that follows that methodology. Due to the fantasy-based aspect, the lack of scientific evidence and the connection with racist ideas, I chose not to send my children to a Waldorf school. When it comes to choosing an alternative method of education, it's not simply about choosing something that it's not mainstream.\nI invite you to visit schools, Montessori or Waldorf schools, and to question them about their principles, their curriculum, the way they make their school inclusive.\nWaldorf at home\nOtherwise, when it comes to learning at home, parents can choose elements from both that they think their child will benefit from.\nMany families like the beautiful wooden toys inspired by the Waldorf philosophy and others appreciate the Art activities suggested such as painting wet on wet, watercolour and modelling with wax etc.\nAnd establishing a rhythm is a positive aspect of the Steiner education but not exclusive to that philosophy.\nActually, in my opinion, these 3 positive aspects are already embedded in the Montessori philosophy.\nWhen it comes to choosing one or the other, I don't believe you have to be exclusive. It's all about respecting the individuality of the child and there is no rule saying you have to strictly follow or abstain from principles of both.\nWhat about you? Are you considering a Waldorf school? Do you integrate some elements in your family life?\nDiscover 10 Montessori Principles for parents -\nSubscribe to my newsletter and receive information about my courses, this blog and freebies including the First Lesson of the Montessori Parenting course!"

"The Montessori curriculum is well grounded in the realities of the universe. This is not to say that Maria Montessori discouraged imagination. She was a big believer in the child imagining the greater truths of the universe. Indeed, the Montessori Great Lessons curriculum first presents the creation of the universe with having children close their eyes imagine the coldest, darkest place they can think of. This, Montessori says, can’t begin to compare to how cold and dark space was before the universe was created. Montessori stated that “Reality is studied in detail, then the whole is imagined. The detail is able to grow in the imagination, and so total knowledge is attained.” (Maria Montessori, From Childhood to Adolescence, pg. 18).\nMontessori believed that the universe is a wonderful creation and the Montessori curriculum presents all its wonder to the child, from birth to six years. Children in this first plane of development are grounded in concrete reality. Their ability to discern what is real and what is not real is not yet in place.\nMontessori and Imagination: The First Plane of DevelopmentMontessori discouraged the use of fantastical play and images until the after reality is established and the child enters into the second plane of development and is capable of more abstract thought.\nMontessori states that “The true basis of the imagination is reality” (The Advanced Montessori Method, pg. 196). Further, research shows that intelligence is developed by critical analysis of perceived reality, not through fantasy and make-believe. Reality is perceived by the senses, something that is easily recognizable. Imagination is based on the senses and is firmly tied to reality. In order to construct oneself, the child must have real, multi-sensory experiences with real objects.\nThis is why Montessori refers to the activities of the child as “work” rather than play. These reality-based activities take on importance because they are respected as the work of adults rather than the fantasy play that has no grounding in reality. The materials used in the Montessori preschool classroom are also real. There is no pretend kitchen. If the children are hungry they prepare a snack using real utensils and food. Snack is served using real plates and cloth placemats. Woodworking tools are real and serve a real purpose – they cut, hammer, and pry. Plastic tools have no purpose and do not hold the child’s intent concentration for long.\nThis is not to say that there isn't dramatic or imaginative play in the Montessori preschool classroom. Think of the child who cuts a strip of zigzagged paper and turns it into a crown, now imagining that he is the king. This type of dramatic and imaginative ‘play’ occurs frequently and spontaneously. Children “conduct” the classical music being played on the Montessori classroom CD player; a real stethoscope is used to listen to heartbeats while children imagine being doctors.\nFaced with the choice of providing toys and fairy tales or serving the developmental needs of children, Montessori chose to serve a higher purpose – that of the child.\nFairy tales are very important literature. If I could I would make a collection of all the fairy tales in the world, so that grown-ups could know them better ... They are beautiful little stories for children, but not in place of this concentration on work.\" (Maria Montessori, The Child, Society and the World. p. 46)\nAs much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Tuesday, October 26, 2010."

"Parents often ask: What are the real benefits of sending a child to a Montessori school? They seek assurance that it will prepare them to survive in the ‘real world,’ by which they really question: Will Montessori prepare their children to succeed in a conventional school?\nMy favorite answer to this question is a simple No!\nNo, Montessori is not designed to prepare children to think, act, and learn the way most children do in most traditional classrooms!\nWill Montessori children succeed in a traditional classroom? The odds are that they will do just fine.\nBut, is Montessori designed to prepare children for the sort of classroom experience that they are likely to find if they transfer from Montessori to a traditional school program before they go off the college? The answer is, of course, no. If Montessori were designed to prepare children for the next rung on the conventional schooling ladder, then Montessori would be like other traditional schools, and that is precisely what Montessori schools were designed to challenge and replace!\nNow, is Montessori designed to prepare children for the ‘real world’?\nFirst we have to ask ourselves what do we mean when we think about the real world? What most people mean by this phrase is a world of people who are driven high achievers. In the real world, many so-called successful people live lives that are centered around competition instead of partnership, where relationships are structured around hierarchies of power and influence, and where people are thought of as being part of a group or outsiders. In the real world that we live in, many people, who we think of as ‘successful,’ tend to be self-centered, materialistic, and not terribly happy and balanced. Many conventional schools teach children, perhaps nonverbally, perhaps overtly, that the world is made up of ‘somebodies’ and ‘nobodies’. Sadly, these ideas tend to be woven into what many people think of as success in the ‘real world.’\nMontessori schools are generally focused on a more balanced and more spiritual approach to life. Montessori is not anti-materialistic. It does not teach children that they should not aspire to have a beautiful home or a successful career. What we do say is that there are other things that have a deeper value. If we own a home and somehow it is lost, our lives have meaning that is much greater than the things we own.\nSo, to return to the original question: “Are we oriented, as is a typical prep school, to prepare children for university and for a career?” My response would be that we prepare children to think, create, imagine, design, collaborate well with others, and to live a balanced life.\nSo then, what do children tend to get out of Montessori?\nFirstly, what children get out of their years in Montessori is an incredible sense of self-worth. They become fiercely independent. They get a sense of their own ability to learn new things, master new skills, solve problems, and to do things well.\nSecondly, children in Montessori schools learn non-violence and conflict resolution. They become spiritually alive—in the highest sense of what that means. This is not simply a fear-based approach to religion but, rather, an approach to living based on love and faith.\nMontessori was always intended to create conditions in which children, even children whose lives had been impoverished, can develop their full, unique potentials. The original group of children with whom Dr. Montessori worked were fifty street urchins, whose families lived in conditions of extreme poverty, with all the negative factors that go along with it: crime, drugs and violence. As we know, those children blossomed.\nIn Montessori education, no matter what the home conditions might be, we try to create conditions at school that give children a sense of joy, a sense of celebration, and a sense that they are part of something bigger than themselves, without taking away their sense of personal empowerment and personal responsibility. We aim to inspire in them a sense of awe and wonder. This is not done in a way that makes children feel small and powerless, but rather to say “you belong on this Earth!” Montessori creates an understanding that each life has value and each life has purpose. Our children learn that we need to honor ourselves, honor our parents, honor all life, and honor other human beings. Like all great spiritual traditions, Montessori helps children to discover their own dignity in the midst of our imperfections and personal limitations.\nMontessori children learn that their ideas have merit and that their decisions are important. They learn that people make mistakes, but that we can learn from them. It teaches that we need to take responsibility for our actions and, where appropriate, to try to re-balance the scales.\nWhat we focus on in Montessori schools around the world is helping children to grow to be more spiritual, more empowered, and more balanced in all aspects of their lives.\nMontessori teaches children how to live in a community and how to re-solve conflicts peacefully. We teach them to support one another emotionally. Our children learn how to lead and also how to be part of a team.\nThese are very powerful lessons, which go far beyond the simple memorization of facts and formulas, and far beyond the mechanics of the basic curriculum. We are engaged in teaching children to think deeply, to figure things out for themselves, and to be their own best teacher. We teach them how to bring abstract ideas, along with things that they have never seen, to life. We help them to see the real connections between things.\nThese are just some of the things that children gain from Montessori.\nAll of this comes along with Montessori children’s famous sense of humor and a tendency to not be all that impressed with authority. They learn to question everything and everyone. They, sometimes, tend to ask embarrassing questions . There is an old saying among Montessori parents that “It takes brave parents to raise a Montessori child.” These children think and speak for themselves. They don’t really see themselves as children.\nThere are all kinds of Montessori schools: big and small, public and private. Some offer a more ‘adapted’ version of Montessori than others. But there is one thing that all true Montessori schools have in common: they tend to graduate children who are very much like the ones I’ve just described. Even though, in some schools, Montessori would work better if their programs more completely followed the full Montessori model, and even though Montessori schools would be more successful if they had more enthusiastic support from parents, most Montessori schools produce incredibly bright young people, who think for themselves. Our schools tend to turn out children who have terrific self-confidence and who can be trusted to ask all the right—and, sometimes, the most embarrassing questions.\nAnd that’s why we are Montessori educators, regardless of where we trained.\nWritten by Tim Seldin, The Montessori Foundation"

"Why are Montessori schools all work and no play?\nDr. Montessori realized that children’s play is their work– their effort to master their own bodies and environment– and out of respect she used the term “work” to describe all their classroom activities. Montessori students work hard, but they don’t experience it as drudgery; rather, it’s an expression of their natural curiosity and desire to learn.\nHow can children learn if they’re free to do whatever they want?\nDr. Montessori observed that children are more motivated to learn when working on something of their own choosing. A Montessori student may choose his focus of learning on any given day, but his decision is limited by the materials and activities in each area of the curriculum that his teacher has prepared and presented to him. Beginning at the elementary level, students typically set learning goals and create personal work plans under their teacher’s guidance.\nIf children work at their own pace, don’t they fall behind?\nAlthough students are free to work at their own pace, they’re not going it alone. The Montessori teacher closely observes each child and provides materials and activities that advance his learning by building on skills and knowledge already gained. The gentle guidance helps him master the challenge at hand– and protects him form moving on before he’s ready, which is what actually causes children to “fall behind.”\nIs it true that Montessori students have the same teacher for all subjects rather than work with “specialists” in different curricular area?\nMontessori teachers are educated as “generalists,” qualified to teach all sections of the curriculum. But many schools choose to also employ specialists in certain subjects, including art, music, foreign language, physical education, and science. In Children’s World Bilingual Montessori Preschool, we have guest specialist teachers develop the children’s extracurricular interests, such as music and gymnastics.\nDo Montessori teachers follow a curriculum?\nMontessori schools teach the same basic skills as traditional schools, and offer a rigorous academic program. Most of the subject areas are familiar– math, science, history, geography, etc.– but they are presented through an integrated approach that brings separate strands of the curriculum together. While studying a map of Africa, for example, students may explore the art, history, and inventions of African nations. This may lead them to examine ancient Egypt, including hieroglyphs and their place in the history of writing. The study of the pyramids is a natural bridge to geometry. This approach to curriculum shows the inter relatedness of all things. It also allows students to become thoroughly immersed in a topic– and gives their curiosity full rein.\nWhy don’t Montessori teachers give grades?\nGrades, like other external rewards, have little lasting effect on a child’s efforts or achievements. The Montessori approach natures the motivation that comes from within, kindling the child’s natural desire to learn. A self-motivated leaner also leans to be self-sufficient, without needing reinforcement from outside. In the classroom, of course, the teacher is always available to provide students with guidance and support. Although most Montessori teachers don’t assign grades, they closely observe each student’s progress and readiness to advance to new lessons. In Children’s World Bilingual Montessori preschool, we hold parent-teacher conferences three times a year so parents can see their child’s work and hear the teacher’s assessment– and also see their child’s self-assessment.\nCan Montessori accommodate gifted children? What about children with other special learning needs?\nAn advantage of the Montessori approach– including multi-age classrooms with students of varying abilities and interests–is that it allow each child to work at her own pace. Students whose strengths and interests propel them to higher levels of learning can find intellectual challenge without being separated from their peers. The same is true for students who may need extra guidance and support. We might note that from a Montessori perspective, every child is considered gifted, each in her own way. For every child has his own unique strengths it all a matter of degree.\nHow well do Montessori students do compared to students in non-Montessori schools?\nThere is a small but growing body of well-designed research comparing Montessori students to those in traditional schools. These suggest that in academic subject, Montessori students perform as well as or better than their non-Montessori peers. In one study, children who has attended Montessori schools at the preschool and elementary levels earned higher scores in high school on standardized math and science tests. Another study found that the essays of 12-year-old Montessori students were more creative and used more complex sentence structures than those produced by the non-Montessori group. The research also shows Montessori students to have greater social and behavioral skills. By less stringent measures, too, Montessori students seem to do quite well. Most Montessori schools report that their students are typically accepted into the high schools and colleges of their choice. And many successful grads cite their years at Montessori when reflecting on Important influences in their life.\nIf you have any questions or comments, please feel free to contact us."

"Dr. Montessori observed that children are more motivated to learn when working on something of their own choosing. A Montessori student may choose his focus of learning on any given day, but his decision is limited by the materials and activities—in each area of the curriculum—that his teacher has prepared and presented to him.\nDr. Montessori realized that children’s play is their work—their effort to master their own bodies and environment—and out of respect she used the term “work” to describe all their classroom activities. Montessori students work hard, but they don’t experience it as drudgery; rather, it’s an expression of their natural curiosity and desire to learn.\nAlthough students are free to work at their own pace, they’re not going it alone. The Montessori teacher closely observes each child and provides materials and activities that advance his learning by building on skills and knowledge already gained. This gentle guidance helps him master the challenge at hand—and protects him from moving on before he’s ready, which is what actually causes children to “fall behind.”\nMontessori schools teach the same basic skills as traditional schools, and offer a rigorous academic program. Most of the subject areas are familiar—such as math, science, history, geography, and language—but they are presented through an integrated approach that brings separate strands of the curriculum together.\nWhile studying a map of Africa, for example, students may explore the art, history, and inventions of several African nations. This may lead them to examine ancient Egypt, including hieroglyphs and their place in the history of writing. The study of the pyramids, of course, is a natural bridge to geometry.\nThis approach to curriculum shows the interrelatedness of all things. It also allows students to become thoroughly immersed in a topic—and to give their curiosity full rein.\nThere is a small but growing body of well-designed research comparing Montessori students to those in traditional schools. These suggest that in academic subjects, Montessori students perform as well as or better than their non-Montessori peers.\nThe research also shows Montessori students to have greater social and behavioral skills. They demonstrate a greater sense of fairness and justice, for example, and are more likely to choose positive responses for dealing with social dilemmas.\nYes! Both Day Care and Child Care centers are focused on simply taking care of the basic needs of a child and engaging in play. Neither offers an educational environment with a focused curriculum. In addition, you will find that neither Day Care nor Child Care centers are staffed with many post High School educated Teachers.\nResearch shows that attending a quality curriculum based preschool is not only important for a child to excel in school, but also shows that preschools are ahead of child care centers and day care centers when it comes to preparing children for life. High quality preschools focus on teaching the whole child—socially, emotionally, and academically during the most formidable time of a child’s life.\nIt is recommended that children have some sort of group experience, without a parent or caregiver, before they enter kindergarten (Kanter, 2007, p. 66). Kindergarten teachers know and appreciate former preschool children, for they come to school with good social skills and behavior management skills.\nSpondeo Preschool is designed to provide the highest level of education in a caring and loving environment. Our teachers are educated individuals who have dedicated their career to the education of young children. Our students are excited about school and learning.\nMontessori preschools offer its students an individualized curriculum where precocious children are not held back due to chronological age or developmental delays such as potty training. In a traditional environment, age and potty training are the sole basis for grouping children without any regard to a child’s skill, interest or ability.\nMontessori preschools teach students social graces such as respect for self, others and the environment through daily reinforcements, follow through and teaching techniques. In a traditional environment, social interactions tend to be fragmented and conflict resolution is sparse.\nMontessori preschools offer academic development through individualized curriculum that provides students continuous challenges regardless of age. In a tradition preschool, teachers are limited to rote learning regardless of differences in a student’s ability or interest\nMontessori preschools also offer their students a plenty of opportunity for movement and outdoor time including the freedom to move safely and appropriately around the classroom, planned outdoor activities including gardening and outdoor learning environments in additions to free “recess” play time. In a traditional preschool, outdoor time is generally very sparse and limited to “recess” type play. Minimal movement is tolerated in a traditional classroom environment with students mostly seated at desks and needing to ask permission before moving around the classroom.\nSpondeo Preschool is an established preschool with rigorous hiring standards for our teachers. Our Lead Teachers have at least and Early Childhood Associates degree or are working towards achieving the degree. In addition, all of our Lead Teachers have received their AMS or AMI certification. Our teachers regularly participate in on-going training to further improve their teaching approaches. Any decision, activity or choice made by our teachers and staff is made solely for and with the children’s best interest in mind\nSpondeo Preschool is also proud to offer its students an environment that has the lowest student teacher ratios in the Gilbert and Chandler areas. By maintaining lower ratios, ours students receive the attention they deserve and that parents would want their children to have\nOur small intimate campus is a warm and welcoming environment where children flourish; mentally, physically and emotionally and families form a strong sense of community with each other and our staff.\nOne of the main Montessori Method foundations is in the child’s ability to explore and learn within boundaries. Our teachers provide structure and limits to social behavior, classroom rules and model appropriate actions expected from students.\nSpondeo Preschool uses positive discipline techniques to teach children how to respect themselves, respect others and the environment. This is a constant ongoing lesson only a truly dedicated teaching team of parents, caregivers and teachers can implement.\nLoss of privileges are implemented including, but not limited to, loss of using a toy or work, working with a friend or participating in a social setting. Children are redirected to an area to be by themselves until they are ready to return and comply with the clearly stated expectations.\nIn a Montessori program, the teacher, child, and environment create a learning triangle. The child, through individual choice, makes use of what the environment offers to him or her in order to grow and develop, interacting with the teacher when guidance is needed.\nSpondeo Preschool has the lowest student to teacher ratio in the Gilbert and Chandler area. With our superior ratios and the Montessori method we have created an environment where precious children can flourish.\nSpondeo Preschool endeavors to create the best environment to support the development of the whole child into productive and creative members of the classroom, their family and both the local and global communities."

"FREQUENTLY ASKED QUESTIONS ABOUT MONTESSORI\nHow is Montessori different from traditional schools?\nInitial differences to the observer are probably physical. There are no desks in rows facing the teacher standing at the blackboard. Indeed, there may not be a blackboard. Groups of children ranging in ages are working on joint projects. Some are more engrossed in their work than others. Some are sitting at tables or desks grouped together, while others work on the floor with multi-colored materials that draw their attention like a game. The teacher's voice is rarely heard above that of the children talking quietly to each other as they work. There is a steady hum of activity throughout the classroom.\nWhat is the Montessori Method of education?\nMaria Montessori never set out to make a system of education. Rather, her methods of teaching evolved from her observations of the children in her care. She observed that the child absorbs from the environment she is in, and using specially designed materials she was able to call to the child's inner desire to learn. These materials are presented in small groups, frequently on the floor, encouraging individual hands-on participation, and peer problem-solving dialogue. The child is allowed certain freedoms to be independent within the highly sequenced structure of the Montessori Method. Control of error is built into manipulative materials and charts, encouraging self-confidence and independence.\nWhat is the purpose of the Montessori method?\nPrimarily, the purpose of the Montessori Method is to provide an environment where the innate abilities of the child can unfold spontaneously, encouraging the development of the person within, allowing the child to achieve his greatest potential. Maria Montessori stated, \"The child is the father of the man.\" As the child develops his inner self, a love of life and learning follows naturally.\nWhy should I send my child to a Montessori school?\nConfidence and the love of learning are the two most important goals for the elementary child. Montessori developed a three-period lesson which fosters confidence. The first lesson is a gift, rather than a rhetorical guess. The second lesson is a choice, i.e. \"which of the following is correct\", often using self-correcting materials. The third lesson is the direct question, \"what is it?\" With confidence and a sense of acquiring knowledge as an adventure in lifelong learning, children can reach a greater potential personally and as citizens of the world.\nWhen should I start my child in Montessori?\nMontessori was herself amazed at the abilities of young children two and three years old. In her environments she discovered that they were able to absorb concrete materials using all their senses simultaneously, a unique ability soon lost. She called these times of special absorption \"Sensitive Periods\", and developed specific materials for that time. As the child grows these periods change, yet the continuum is set in motion for the rest of the child's life. Therefore, the early years are the most important, yet most neglected in many societies. Starting a child at 2 1/2 or 3 in a good Montessori environment with well-trained directresses can have results that will remain with the child all her life.\nHow do older students who transfer into Montessori classes adjust?\nSome Montessori schools do not allow older students to enter their classes. Most give priority to transferring students from their own or other Montessori schools. Adjustment into Montessori classes depends upon the child, his prior educational experience, innate flexibility, and attitudes toward learning and school. They frequently enter with heightened enthusiasm for the \"games\" encountered. As they adjust to the more subtle structure of the classroom and their own responsibility for their learning, they usually go through a period of trying the limits. It is not unusual for students entering from more traditional education to want to do everything in the room the first week. The idea of touching, handling, and talking as they work tends to, at first, be over stimulating for some, while intimidating for others. It usually takes 6 weeks to 6 months for students to integrate into the classroom. Once adjusted, however, students who have experienced another form of education can positively engage their peers in introspective observations.\nWhat happens when my child leaves Montessori?\nThis is the most frequently asked question of most people seeking information regarding Montessori learning. Changing from one environment to another takes self-confidence and patience. Different children respond differently to change. Most children adjust well to the transfer from Montessori to other private or public schools when their self esteems are high. Statistically, those who are in Montessori classrooms longest tend to make the adjustment more smoothly. They usually enter their new environments with a positive, flexible confidence following their experience with, and nurturing of, a real love of learning.\nTo see a Montessori classroom for yourself, call today to schedule a visit!"

"The real preparation for education is a study of one’s self. The training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of character, it is a preparation of the spirit. (Maria Montessori, The Absorbent Mind)\nOn the path to becoming a Montessori teacher, many have come across this powerful quote by Maria Montessori. Though rich with meaning and motivation, the quote can also be perplexing. What is the importance of this spiritual preparedness? Is the study of one’s self really such a key part of training to be a Montessori teacher?\nThe answer is a resounding “yes!” (Or at least it should be.) A truly authentic Montessori Teacher Training program will have a strong emphasis on the spiritual preparation of teachers-to-be.\n“Good, quality Montessori training is a very deep study of childhood development; it is a spiritual transformation; it is an analysis of everything it takes to help the child.”~Mary Ellen Maunz, M.Ed., Founder, Program Director, Age of Montessori\nMaria Montessori emphasized the spiritual preparation of the teacher, even over the academic aspects of learning. She encouraged her teachers-in-training to recognize their own personal limitations, and to acknowledge any preconceived ideas about children. She explained that the all-important relationship between teacher and child hinges on the teacher’s inner-attitude and resulting outer-approach.\nStudents from Age of Montessori’s Early Childhood Certification Program are often amazed at their own mental and spiritual transformations. Revelation becomes a common theme as they fully realize that training to become a Montessori educator is much more than learning a teaching method. To truly study the mission of Montessori is to embark upon a life-changing journey. The immense breadth and depth of Montessori’s wisdom is as applicable to adults as it is to children. Learning the Montessori method is really about learning to help life.\nThe whole concept of education changes. It becomes a matter of giving help to the child’s life, to the psychological development of man. No longer is it just an enforced task of retaining our words and ideas. This is the new path on which education has been put; to help the mind in its process of development, to aid its energies and strengthen its many powers. (Maria Montessori, The Absorbent Mind)\nA quality, authentic Montessori teacher training will offer an in-depth understanding of what Montessori really is. It is essential to understand not just the ideas, but the purpose behind the ideas. To hear real Montessori teacher training students discuss their insightful journey with Age of Montessori’s Early Childhood Certification Program, listen as they share their stories in AoM Live! 2015.\nJoin Us for a Conversation between Teachers and Students from the Age of Montessori Early Childhood Certification Program.\nDiscovering the message behind the method.\nJoin us as the online students meet the faculty and each other face-to-face for the first time at the summer practicum. Listen to some great stories as they share and reflect on their experiences. See why they have such a profound commitment to educating children with the Montessori method today.\nMary Ellen Maunz, M.Ed. and Team, Age of Montessori"

"What is Montessori Method of Education - Full guide\nWe discuss the Montessori education system its history and philosophy, core components, props and cons, method of implementation, and some case studies of implemented Montessori education system\nDo you have similar website/ Product?\nShow in this page just for $5 (for a month)\nThe essence of learning lies in the learning method, especially when it’s about children. Spontaneously, a child would want to take something in while the thing actually interests it. In today’s time, the method of Montessori Education is leading the globe towards such a child-centered practical approach to teaching and learning.\nThe Montessori Method of learning is not a novel phenomenon. It’s just gaining more and more popularity each advancing year. It’s the method’s practical and constructive approaches that people are searching and exploring it more and more throughout the world.\nWhat Is the Montessori Method of Education?\n“The child looks for his independence first, not because he does not desire to be dependent on the adult. But because he has in himself some fire, some urge, to do certain things and not other things.” – Maria Montessori\nMontessori Method of Education is a learning method for children of varied and all age groups, which considers the free and independent natural spirit of the children as the foremost requirement. Emphasizing children’s all-round development, this method is based on completely student-centered teaching principles. From a very tender age, children here are taught to be self-reliant and are practically prepared to confront the life ahead, heading towards making true human beings out of themselves.\nIn this method of learning, the students are headed towards a process of natural development. They obtain practical learning to make themselves capable of understanding the self and the surrounding. Age-based learning is provided to develop social interaction.\nTurning from mechanical learning, this education system gives importance to a child’s all-round development including intellectual, perceptional, spiritual, moral, disciplinary, sensory, linguistic, and numerical growth. This Educational method seeks a child to be creative growing the faculty of creative imagination. As well as its physical growth, a child’s social, emotional, and cognitive development is also equally significant according to Montessori education.\nThe teacher has to obtain proper training to “follow the child”, – as it is said. Dr. Montessori founded the Association Montessori Internationale (AMI) in 1929 to ensure the quality and integrity of what was being handed down in her training courses throughout different places of the world.\nThe Beginnings: Maria Montessori\nThe term Montessori Education is after the Italian physician, educator and anthropologist Dr. Maria Montessori (1870-1952). The trajectory of Montessori Education started on January 6, 1907; when Dr. Montessori initiated her Casa dei Bambini – Italian for Children’s House. This child-care center was opened in San Lorenzo, a poor, inner-city district of Rome, where she had to care for the most disadvantaged children of working parents from low-income families.\nDr. Montessori previously had the chance of observing mentally disabled children as a part of her research work at the psychiatric clinic of the University of Rome. She was greatly influenced by the principles of Itard and Seguin – two French physicians and educators. Later in 1900, she was made the co-director of the Orthophrenic School opened by the National League, where she served two years. During those years, Montessori developed her fundamentals regarding the philosophy and teaching equipment that she used with retarded children, and that brought her positive results.\nBut she wanted to go ahead by applying her philosophy of education and teaching materials with mainstream (normal) children. And the Casa dei Bambini was the beginning of it. And there was transition. There she intensely observed the behavior of the children, made the classroom environment and the materials finer, more refined, and more child-friendly.\nMethod and Philosophy of Montessori Education:\nThe visionary attempted to spread her scientific pedagogy globally by continuously traveling, lecturing in different parts of the globe, and writing many articles and books. Possibly it will not be an exaggeration if I say that her whole life was the essence of her educational principles that focused only on the requirement of children, not on the theory itself.\nIn accordance with the teaching method of Montessori, each child is considered a unique individual free of any kind of obligation, who, by the use of his natural curiosities, will lead himself to learn things independently with the aid of a guide (the teacher). Rather than focusing on rewards, it focuses on the inner motivation of a child to learn things.\nWhen explaining the philosophy of her pedagogy, Dr. Montessori says in her book The Montessori Method about a child learning to spell, at the same time comparing mechanical learning with natural learning, – “We must, instead, make of them worshippers and interpreters of the spirit of nature. They must be like him who, having learned to spell, finds himself, one day, able to read behind the written symbols the thought of Shakespeare, or Goethe, or Dante. As may be seen, the difference is great, and the road long.”\nAnd for that, the method advocates natural self-learning on the part of the students, where the teacher guides and challenges them.\nIn the “Conclusion” part of the same book, Montessori says, “The children work by themselves, and, in doing so, make a conquest of active discipline, and independence in all the acts of daily life, just as through daily conquests they progress in intellectual development. …children are able with our methods to arrive at a splendid physical development, and, in addition to this, there unfolds within them, in all its perfection, the soul, which distinguishes the human being.”\nRight from the birth of a child to the adolescence (the adolescence period was not included in Montessori schools till the death of Maria Montessori; - but now many Montessori schools have enrolled adolescents too within the Montessori framework) the Montessori education method guides it through its childhood days so that the child can develop itself in all aspects of human life.\nThe child is considered as a respected unique individual who is going to further influence the society. To grow itself into that “soul, which distinguishes the human being”, the child would be needing to develop its physical, perceptional, intellectual, social, interactional, cognitive, and moral aspects. Except for those, in the Montessori education system, children are taught basic linguistic and arithmetic skills. And for both of these developmental and skill-oriented purposes, Montessori developed specially designed learning tools that would lead the child towards a practical as well as a spontaneous approach to learning.\nTo ensure all-round development of the children, Montessori included lessons like gymnastics; made a healthy diet plan for them; and left them to their own choice while working. I’ve kept the word ‘working’ in italics to demonstrate its significance; – as in a Montessori classroom, children do not read or study, and neither they play; they just work. And it’s through that work that they have their lessons.\nThe environment of a Montessori classroom is quite child-friendly with easily movable furniture, learning materials, and enough space for the children to work individually, in pairs or groups. Rather than mechanical learning, the education system allows children to learn from their own understanding of the environment, where the teacher works as an aid.\nFor instance, in the aforementioned book, Dr. Montessori highlights a little boy who at first colored a tree trunk with red, and how, by exploring into the garden with his fellow students, he gradually develops his perception of color and finally becomes able to color different parts of the tree with different and appropriate colors.\nInside a Montessori classroom, the whole scene is totally distinguished from a traditional classroom. You won’t see any central pair of table and chair meant for the teacher. This shows that the teacher is one of the students who will guide them and work together with them. This is the pivotal point to show the student-centeredness approach of this educational principle.\nAgain, the classroom is stuffed with learning materials that are kept inside cabinets or shelves from where the children can draw whatever they want. They are left to choose what they want to do, and they choose whatever interests them. And this is the key point behind fruitful learning; – as their tasks involve their instinct, curiosity, and interest.\nTo develop leadership quality among the children, Montessori education allows multi-age classrooms. Each class has a three-year age span. This allows the children to work in a group with children of different ages, making the learning process easy, self-directed, observational, collaborative, and experiential.\nAnother crucial point regarding this education system is that Maria Montessori didn’t believe in the traditional evaluation system of conducting examinations that leads to certification. Rather, she believed in independent self-learning that can spontaneously lead a child from one stage to the next.\nCore Components of Montessori Education:\nMontessori education is already regarded as an exceptional education method. Certain core components make it distinguished from other traditional or formal forms of education. The American Montessori Society considers five aspects of Montessori education as core components of it, – trained Montessori teachers, the multi-age classroom, using Montessori materials, child-directed work, and uninterrupted work periods. Let’s have a more distinct overview regarding the overall core components and characteristics of Montessori education –\n1. Psychological Ground:\nIt is a teaching method that is based upon the psychological aspects of childhood years. Naturally, children don’t like to sit for hours listening to their teacher. They want to move about and do things practically. Maria Montessori believed that a child can have optimal learning and can make use of its optimum potential only when he is allowed to learn spontaneously in his preferred way.\nDr. Montessori referred to the classroom as a prepared environment. A Montessori classroom is also organized upon psychological grounds. Each and every material kept within the classroom is specially designed child-sized material. They are kept in a disciplined way in order of difficulty, – so that the child’s constructed norms are not hindered. And they are kept within the convenient reach of the children.\n2. Self-directed Learning:\nIn this method, children are provided a learning community consisting of their fellow students of varied age groups. The children are instructed and encouraged to approach self-directed learning at their own pace by interaction within this community and its surrounding environment. They are left to their own choice in a convenient surrounding within set limitations. And thereby, they can lead themselves independently towards their goal. Spoon-feeding or parrot learning is not encouraged. Instead, experiential learning is facilitated.\n3. Trained Montessori teacher:\nAlthough it is an inevitable component of the Montessori education system, I have kept it in third. There is a reason behind it. Montessori education is completely a student-centered teaching approach, not teacher-centered. A teacher here does not teach the children directly, although she has to be with them continuously for the whole day long. I already mentioned that the teacher is one of the students, who guides and instructs the children. The teacher shows the path, through which the children draw themselves.\nBut the role of the teacher here brings utmost importance. She is a trained personality who observes each and every child’s individual traits and needs, according to which she leads each one towards their natural development in every facet of life. She is the moulder of the tender blooming hearts.\nMaria Montessori says about the teacher, “she may remain for a whole day among children in the most varying stages of development, just as the mother remains in the house with children of all ages, without becoming tired.”\n4. Montessori Materials:\nAs mentioned previously, Dr. Montessori developed specially designed materials so that the children can have a proper understanding of everything surrounding them. As children do not immediately develop an understanding of abstractions, they need concrete objects to comprehend abstract ideas.\nMontessori developed different equipment and tools for different experiences. There are different materials for children to develop every kind of sensory perception including visual, auditory, olfactory, gustatory, and tactile. Sometimes, the senses themselves are used as learning tools. Different materials are there to teach them linguistic, numerical, geographical, or other skills.\nCertain noteworthy materials used are charts, painting materials including colors, blocks, sandpaper letters, flashcards, child-sized furniture, maps, puzzles, specially designed toys, geometrical shapes, colored bead stairs, work folders, etc.\n5. Hands-on Learning:\n“The hand is the instrument of intelligence. The child needs to manipulate objects and to gain experience by touching and handling. ” – Maria Montessori.\nMontessori education principles do not make a child sit together for hours listening to the teacher lecturing or reading, or trying to memorize a lesson or a poem. Children are not passive learners in this method. Rather, they actively participate throughout the whole process of learning. They learn practically using their hands within an environment governed by limited freedom. They are not bound only to the classroom.\nFor knowing the surrounding natural environment, they have routine outdoor activities. Moreover, they obtain basic life skills including dressing, cooking, cleaning, gardening, etc. within a disciplined dimension under the guidance and instruction of their teacher. Rather than theory, age-based practical activities are given utmost importance in this educational philosophy.\n6. Multi-age Organized Classroom:\nA classroom containing children having a three-year age span is particularly distinguished from a traditional classroom. It makes them a little community within their own limits and comfort. As for the older students, they develop leadership qualities as a result of this system. With the younger ones, it develops an observant mindset, thereby inducing intellectual development.\nIn both the older and younger students, this system develops social interaction skills and social-behavioral norms along with experiential education learned with coordination. These classrooms are organized according to the requirements of the children so that they can have uninterrupted learning in their field of interest.\n7. Uninterrupted Work Period:\nEvery child is a unique individual. Hence, one child’s working pace will differ from another one. Montessori education respects it. Therefore, it encourages a time-frame called an uninterrupted working period, that allows the children to maintain their complete focus until they finish one task without any hindrance, and then start a new one. As children will do something as long as it interests them.\nTechnology-use in Montessori Classrooms:\nThis question must be intriguing you, – that being so distinguished from the mainstream education, does Montessori Method encourage the use of technology?\nThe answer is yes, but not like the mainstream educational institutes. Still, it’s a fact that with mainstream education also, the topic of screen time for kids has become a matter of much research.\nWell, with the advancing time, things get changed. This age is digital. From a very tender age, children get acquainted with technological devices like smartphones, computers, iPad, etc. Now the education sector is also getting more and more involved in technology, as it makes the pace of learning faster and more convenient.\nBut the Montessori way of thinking is different. When Maria Montessori died, the world was far away from the internet and technology. She emphasized hands-on learning for the cognitive and intellectual development of the children. The essence of her principles is that whatever activity the children perform, it must add meaning and value to their life. Taking this principle at the forefront, now many Montessori educators are considering the use of technology in Montessori classrooms.\nAs the era demands it, educators cannot altogether avoid the use of technology. But, they always make sure that whenever there is use of technology for learning purposes, it should be meaningful to the children. They often try to keep the use of technological devices minimal, and avoid certain devices like digital flashcards, while manual flashcards can also do the job.\nIt’s a reality that computer and computer skills are considered mandatory practical skills that are essential for life as well as for job purposes. Hence, the senior students are taught practical things like Google Suite, but with minimal use of technological devices if possible alternative ways are available.\nIn this respect, another considerable factor is the current global situation with the prevailing Covid-19 protocols. It has further advanced digitalization even in the education sector. And Montessori education, too, is not an exception. Still, educators always prefer hands-on learning for children rather than technological learning. Whenever technology is involved, it is only with the purpose to add value and meaning to the present and future life of a child. Technology learning is considered here as a form of practical learning.\nPros and Cons of Montessori Education:\nAre you exploring web searching which educational method is best suited for your child?\nAre you searching for an answer to the question of whether Montessori education is the best method of learning for your child?\nWell, it’s a fact that nothing can be 100% perfect except for nature. Anyway, researches have been done on the topic. But there is no such research that can prove that the Montessori Method is the best method of learning.\nStill, before you enroll your child in a Montessori institute, it is important to have some knowledge about the pros and cons underneath the system.\nPositive Aspects of Montessori Education:\nIf you have gone through the whole article, you must already have formed an idea about the benefits of Montessori learning principles. Here is a detailed discussion of it –\n- Child-led education system: As you already know, Montessori is a child-led education system that allows them limited freedom. There is no pressure upon the child related to learning a lesson. You would see your child doing homework rarely. It advocates a process of spontaneous learning on the part of the child, directed by his or her own interest. Although different subjects are introduced to the children, it is not mandatory to learn a subject that a child is not interested in. It fosters a natural flow of learning leading a child to his or her best potential.\n- Collaborative learning and teacher as a guide: Montessori Method does not allow a focal point for the teacher. The teacher here is a guide who moves throughout the whole classroom helping the children perform their chosen task. It breaks the traditional myth of a teacher being someone different and superior. That can encourage collaborative and seamless learning.\n- Prepares the children for lifelong self-reliance in all aspects of life: Montessori Method is not just an educational method; – it’s a way of living. It prepares the children for lifelong self-reliance in all aspects of life and society. They learn here every kind of practical knowledge and skills that can promise a secure future. They become both individually and socially aware and active within their small society constructed with the teacher and the children of different age groups.\n- Clean, systematic, and well-organized classrooms: You will see kind of stability in a Montessori classroom in its clean, systematic, and ordered organization. It makes the children form strict disciplinary norms for their lifetime, along with allowing them to follow their choices without any interruption.\n- Continuous development of cognitive aspects: Children are in a continuous process of developing their cognitive aspects. In such a state, practical knowledge and experience add more value to a child’s learning system rather than theoretical knowledge. Experiential education collaborated with hands-on learning is a strong positive aspect of the Montessori education system.\n- Education by understanding child psychology: When we attempt to educate a child, understanding his or her psychological faculties is very important. A child won’t listen to you if you continuously direct it to do something or not to do something. They will continuously exhaust you with questions about why and what. They want to move around collecting practical experiences regarding their curious fields. Montessori Education “follow the child” in its actual meaning. It respects this child-psychology. This psychological ground actually fosters a better and joyful learning experience in the child. It encourages the child’s love for learning.\n- Care for children with special needs: Another remarkable strong point of Montessori Education is that it fosters care for children with special needs. A century ago, Maria Montessori applied her educational principles to some mentally handicapped children; and the result was positive. She could even transform the lives of Rome’s slum-based children from her first casa with her teaching method. Now also, Montessori institutes care for such children.\nDrawbacks of Montessori Education:\nWhen we look at it as a whole, the Montessori method of education is a practical and universal phenomenon that truly cares about children. But it too is not free from hindrances. Let’s go through it –\n- Montessori Education is expensive: First and foremost, Montessori Education is expensive. The high-quality teaching aids do not allow the system to keep its prices low. It’s expensive for both students and trained teachers, as the institutions providing complete and extensive Montessori education are private. Because of its cost, it’s not accessible for the economically weak sector of society. Sometimes students are partially benefitted by stands taken by certain business tycoons, – just as Jeff Bezos pledged $1 billion to fund low-income Montessori preschools in 2018. But teachers are not benefitted from such steps. They have to cost a considerable amount of money for getting trained to “follow the child”.\n- Montessori schools are not trademarked institutes: Some Montessori schools do not follow complete Montessori guidelines although they claim as following. They just try to add certain Montessori traits to their classrooms. Hence, whenever you consider enrolling your children in a Montessori preschool or kindergarten, always make some research about the institute beforehand, so that your children get actual quality education.\n- Freedom of learning sometimes causes problems: Freedom of learning (although limited) without any strictness can sometimes cause problems. All children cannot handle it and make it on their own without proper instructions. In this case, some children can end up learning only the subjects of their interest and leaving the others that are equally important in their overall growth.\n- Difficult to adjust to the outside environment of the classroom: The set environment of a Montessori classroom has a great impact on the psychology of a child. Although it is having benefits for a child, still it makes the child accustomed to this strict organization, sometimes making it incapable of reacting to altered environments that the child will always face outside the classroom.\n- Difficult to adjust to other classroom environments: Being continuously for three years in the same classroom environment and with the same teacher will shape a child’s psychology in a particular way, which may later make it difficult for the child to get accustomed to other social or classroom environments with ease.\n- Looseness of the curriculum: Another issue comes regarding the looseness of the curriculum. In fact, there is not any strict curriculum for Montessori students. Some parents think that it might affect their children in learning practical academic subjects.\nHow to Implement Montessori Education:\nBeing an educational method based upon practical psychological norms, Montessori education is worth approaching for your child. Some public schools also follow certain guidelines of Montessori education. But you won’t find abundant purely Montessori-based preschools for your children. There are approximately 20,000 Montessori schools globally. But if you wish, you can apply these philosophical norms at your home too for the use of your children. For this, just follow these simplified tips –\n- Always respect your children. They need it the most, although they don’t know how to say it.\n- Instead of strict restrictions, allow them some amount of freedom with a set limitation to follow their interests.\n- Don’t directly instruct them, but guide them and be with them throughout their activities. They want it.\n- Let them work (not just play) with meaningful objects that can add value to their lives.\n- Don’t try to sound superior to them; behave as if you are one of them who want to help them.\n- Let them pursue their interests actively.\n- Make the surrounding environment clean, disciplined, and organized.\n- Make sure that their food habits, their activities, and their surrounding environment lead them towards an all-around development.\nCase Studies of Implementation of Montessori Education:\nAlthough Montessori education is not found in abundance, still a considerable number of people are being fascinated by this philosophy from the very beginning of it. Maria Montessori traveled throughout Europe, India, and the United States spreading her pedagogy and philosophy within it. She was associated with great personalities like Anna Freud, Erik Erikson, Mahatma Gandhi, Alexander Graham Bell, and Jean Piaget.\nCurrently, around 110 countries worldwide include Montessori Method in their education system. Some instances of case studies will make it clearer –\nA research published in the International Journal of Education titled “Implementing Autonomy Support: Insights from a Montessori Classroom” presents a case study exploring “teachers’ strategies for autonomy support, and student intrinsic motivation in an upper-elementary Montessori classroom in the state of Indiana, USA.” This research offers five guidelines regarding the implementation of classroom autonomy support; that includes the use of cognitive autonomy support, fostering student-to-student cooperation with organizational autonomy support, establishing teacher-to-student cooperation by using organizational autonomy support, and suppressing criticism and providing rationales when setting limits for children.\n“Peace Education: A Case Study of a Montessori School in Lebanon”, published in Millennium Journal of Humanities and Social Sciences, is another case study research I want to cite. Civil war-ridden Lebanon is still not free from the clutches of misfortunes caused by the war. This research is a case study regarding “the Peace Education Program at the first Montessori School in Lebanon and the teachers’ level of awareness of implementing it through their teaching practices.”\nThe study is based upon the four pillars of Montessori’s Peace Education Philosophy: self-awareness, community awareness, cultural awareness, and environmental awareness. The study ends with a positive note stating the compatibility of this Peace Education Program based on Montessori principles to the Lebanese national curriculum.\nNow, to conclude, the method of child education is a very sensitive issue. Since the surrounding environment takes a great role to mould a child’s whole spirit. Children are the fastest learners. Whatever they experience in their surrounding environment, they absorb it quickly. Hence it’s really important that they are provided a healthy environment so that their environment feeds them positive experiences. These experiences work as the basic factor to shape their psychology, which will direct their whole life.\nMontessori education provides a child with a healthy environment by creating a convenient community around them. Such is the strength of her philosophy that Dr. Montessori was nominated for the Nobel Peace Prize continuously for three times – in 1949, 1950, and 1951. This proves that this child-supportive education system is worth obtaining for your child.\nMethod of Montessori Education\nProps and cons of Montessori Education\nMethod of implementation of Montessori Education"

"What is Montessori?\nWho was Maria Montessori and what is Montessori education?\nDr Maria Montessori (1870-1952) was one of the first woman to study medicine at the University of Rome and to qualify as a doctor. Montessori’s approach to the education of children is based upon the principle that schooling should work with the nature of the child, instead of against it. Montessori felt that her greatest discovery was that children like to work as well as play. In fact, children have a natural drive to work in order to develop. The child’s great task is to create an adult. As a result, children are not content unless they have an opportunity to develop and learn. Therefore, education should be based upon scientific study of the child and a resulting understanding of the processes of development and learning.\nDr. Montessori felt that education should no longer consist only of imparting knowledge, but must instead take a new path seeking the release of human potentialities. However, it must not be forgotten that, “If education is to be an aid to civilization, it cannot be carried out by emptying the schools of knowledge, of character, of discipline, of social harmony, and above all, of freedom” (Montessori, What you should know about your child, 1963, p. 130).\nThe Montessori educational system is unique in that it has successfully undergone continued development for over one hundred years, and has been used effectively with children with all levels and abilities, include diverse and additional needs, in different countries around the world. Perhaps the most significant reason for its success is that it is a comprehensive method of education, resulting from an integration of research on development, learning, curriculum, and teaching.\nHow does Montessori’s understanding of the child influence her view of education?\nSince Montessori schools are based upon the principle that “…the child, not the teacher, is the constructor of man, and so of society…” (Montessori, Education for a New World, 1946, p. 1), it is felt that the, “teachers can only help the great work that is being done…” (Montessori, Education for a New World, 1946, p. 3). “Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual, and is acquired not by listening to words, but by experiences upon the environment” (Montessori, Education for a New World, 1946, pp. 3-4). Therefore, the teacher’s job is to provide the materials and environment which will aid development, and to be ready to respond when help is needed.\nHow is a Montessori programme different from other programmes?\nA Montessori programme is different from other educational programmes in a number of ways.\n- It teaches to individuals instead of to groups. In many other classrooms, lessons are presented to the whole class and sometimes to small groups. In Montessori schools the general rule is reversed. Most of the time the teacher presents lessons to individuals. Other children can watch if they are interested. In this way, the teacher can address the specific needs of a child and can respond to that individual child’s interest and level of understanding. The child does not have to sit through something that he or she is not ready for. This individual attention also helps the teacher to understand the child more fully, and better provide for that child.\n- Children learn through practising tasks rather than through listening and having to remember. In many non-Montessori classrooms, children are expected to learn by listening to the teacher. Work is usually with paper and pencil. In a Montessori classroom, on the other hand, children learn by practising with apparatus which embodies the concept to be mastered. For example, when learning about shapes such as triangles, squares, circles, etc., instead of listening to a teacher talk about the shapes and watching them drawn on the chalk board, the children trace real figures and make designs. They fit different shapes together to make patterns. They fit shapes into the correct corresponding holes to develop fine visual discrimination.\n- The Montessori curriculum is much broader than many other programmes. The Montessori programme teaches more than just the basics. First of all, it has exercises to develop the child’s basic capacities – his or her ability to control movement (motor development), to use senses (perceptual development), to think (cognitive development), to decide (volitional development), and to feel and have emotions (affective or emotional development). In this way, the programme helps the child become a competent learner. This develops independence and responsibility. In addition, the curriculum also helps the child develop a strong foundation in language and maths, and an in-depth study of physical and cultural geography, zoology, botany, physical science, history and art. Children further learn practical skills for everyday life such as cooking, carpentry, and sewing. But more than this, they learn how to be contributing members of a social community.\n- With regard to discipline, in a Montessori programme the emphasis is on self-discipline developed through helping a child learn how to appropriately meet needs, rather than disciplining through the use of rewards and punishments.\n- In a Montessori classroom the organisation of the room allows children easy access to a variety of learning experiences. The room is specifically organised to appear attractive and orderly. Materials are displayed on shelves at the child’s height.\n- The materials in a Montessori classroom are carefully designed and thoroughly researched to fit the developmental needs and characteristics of children.\n- Montessori teachers are trained to teach respect and positive values through their modelling as well as through the way they teach.\n- The Montessori method of helping a child is through a process of showing a child what to do in a positive manner. Montessori teachers attempt to avoid “put downs” or sarcastic comments, and try not to humiliate or embarrass the child.\n- The Montessori programme is systematic and carefully sequenced according to principles of development. Every activity is carefully thought out to build upon previous preparation and to lead the intelligence on to a higher activity.\n- The Montessori programme is designed to develop independence and responsibility. The organisation of the classroom, the method of teaching, and the practical life lessons are oriented toward helping the child become a self-sufficient and disciplined individual.\n- The routine of the Montessori programme is based upon the principle of freedom of choice rather than on set times for prescribed activities. Since everything in the Montessori environment is something planned that is worthwhile and educational, the child can be free to choose.\n- In Montessori programmes, children are viewed as positive beings whose primary aim is the work of constructing an adult. Rewards and punishments, therefore, can only get in the way. Development and learning by themselves are adequate motivators. Likewise children do not need to be appealed to through fantasy, bright colours, or gimmicks, as these things come between the child and real learning. Therefore, joy is discovered and experienced in the real world through the study of nature, science, maths, music, reading, history, and geography, rather than in a world of comics, cartoons, and fantasy.\nHow does a Montessori education benefit children?\nExperience and research both indicate that children attending Montessori schools tend to be competent, self-disciplined, socially well adjusted and happy.\nCompetence: Children in Montessori schools are often several years above grade level in their basic skills. Also, since the Montessori education is comprehensive, children are often exceptionally knowledgeable in a number of other areas as well.\nSelf-discipline: Montessori schools are well known for children’s development of self-discipline. Children choose to work long and hard. They treat materials and others with respect. They display the ability to concentrate for long periods, patience and resistance to temptation.\nSocial Adjustment: Montessori school children usually impress a visitor as friendly, empathetic, and co-operative. The classroom is a cheerful, social community where children happily help each other. It is not uncommon to see a child offer to help another child. Also, learning social graces and courtesy is a part of the Montessori curriculum.\nHappiness: Most parents of children in a Montessori school comment on how much their children love school.\nThrough her research, Dr Montessori discovered that children possessed different and higher qualities than those we usually attribute to them. Among these qualities are:\nAmazing Mental Concentration: Previously it was believed that children had short attention spans. Dr. Montessori was amazed to observe the length of time that very young children would choose to work on tasks which interested them.\nLove of Repetition: On their own, children would choose to practise things they were trying to master over and over again. For example, once a child decides to learn how to tie shoes, the child may tie and untie shoes many times, continuing the repetition until the task is mastered.\nLove of Order: Whereas we normally think of children as messy, Dr. Montessori found that children have a natural inclination for organisation and orderliness. This natural inclination can be helped and developed if provision is made to foster it.\nFreedom of Choice: Children like to choose things they do. If materials are set out for children so that they have easy access to them, children will choose, take, and replace them without the need of assistance from an adult.\nChildren Prefer Work to Play: One of the greatest surprises for Dr. Montessori was the discovery that children preferred work to play. Sometimes adults tend to think children only want to play and not to work. However, Dr. Montessori found that play was a substitute for what the children really wanted to do, but couldn’t. For example, children like to play “house”. They may pretend to cook, to bake pies, to clean house, etc. However, if given a choice, the children prefer to be in the real kitchen with their mother (or father) learning how to prepare ‘real’ food.\nNo Need for Rewards and Punishment: Montessori discovered that children are intrinsically motivated to work. No one wants to be a problem. So, they do not need external rewards and punishments. What they do need is help. The adult can help by showing the child how to do what he or she is trying to accomplish. Accomplishment, competence and being a contributing member of a society are rewarding in themselves. That is reward enough.\nThe Children Refuse Rewards: Children often show an indifference to the allure of rewards when placed in conflict with the interests of the mind.\nLovers of Silence: Whereas it is easy to think of children as noisy, Montessori discovered that children enjoy finding out how quiet they can be. The children like to listen to silence and to soft sounds. It is like a game to see if they can move a chair without making a sound.\nDesire to Read and Write: In the beginning, Dr. Montessori didn’t believe that young children of four and five years of age should be involved in reading and writing. However, the children showed such interest that she provided some beginning materials. She was astonished by how the children seemed to “burst spontaneously” into writing and then reading if provided with the right materials.\nWhat is a Montessori early childhood centre like?\nChildren love a Montessori school. They like the opportunity to be with other children of their own age and they like having so many interesting things to do. The room is attractive, with many carefully designed materials and activities for the children to choose from. The children are free to engage themselves in activities that interest them. They can work by themselves, or with a friend, or a group of friends. They can spend as much time as needed in any activity. They have opportunities to do things they see their parents do at home. They can prepare food such as grating carrots, peeling potatoes, cutting bananas, cracking nuts, or squeezing oranges. They can do carpentry such as hammering, nailing, and sawing. They can learn to tie shoes, use a zip, press-studs and buttons. They can listen to music, sing, dance, and learn to play an instrument. They can paint, draw, work with clay, learn to sew, make masks or puppets. They can learn to count or make words. They can look at books about all the wondrous things in the world around them. They can look at a globe and look at pictures taken of different parts of the world. They can run, climb, play games, and have fun with their friends.\nIs the Montessori approach being used in public schools?\nThe Montessori approach is now being used in many public, as well as private schools. An increasing number of public school teachers are discovering the Montessori approach to education. Many teachers find that Montessori provides support for what they have intuitively been attempting or wanting to do. These teachers are excited about Montessori because it gives them specific materials and techniques which make it easier to work with children in the way they want.\nWhat is a Montessori primary classroom like?\nA Montessori classroom is an exciting place to be. There are many interesting and beautiful resources for children to work with. There are many interesting books on a wide assortment of topics. Books on insects, plants, animals, different countries, history, etc. However, textbooks and workbooks are not always used. Instead, children work with many different concrete materials which help them to learn through an active process. In using these materials the children may make their own books, draw their own maps or time lines, and develop their own projects. As a result, the classroom is a busy, happy place to be. Since the classroom is well organised, with the intention of making all the materials visible and accessible for the children, the children can find what they want and work without having to wait for the teacher.\nSome children may be reading while others are doing maths. Some people may be studying about ants while others are listening to classical music on headphones. The children are all engaged in purposeful activity which leads and develops the intelligence.\nThe materials set out in the room have been carefully designed with an educational purpose in mind. Because of this, the children are free to move from activity to activity. They don’t need to wait for assignments from the teacher. Meanwhile, the teacher is free to help individuals or small groups. The teacher is not tied to a routine of having to present a series of large group lessons to the whole class. The classroom is activity-centred rather than teacher-centred. The teacher’s job is to prepare the classroom, set out the materials, and then observe the children and determine how to help. The teacher does not need to test the children because it is easy to see how the children are doing by observing their activities. In this way the teacher can have immediate, up-to-date information about any child without time being taken away from learning and without threat of failure being imposed upon the child. Without the threat of failure, and with so many intriguing things to do, discipline problems disappear and a friendly, co-operative social community forms. Co-operation rather than competition becomes the tone of the room and adversary relationships fade away, becoming friendships.\nUp to what age is the Montessori programme designed?\nThere are Montessori materials which are designed for use of children up to around 12 years of age. Whereas most Montessori schools are for those under 6, there is an increasing number of Montessori primary schools which work with children through all primary grades. There are a few Montessori junior and senior high school programmes. Dr. Montessori did discuss the education of children up to the college level. However, she specifically designed materials only for the early and primary years. This was because she felt specially designed materials were only needed for the younger children since the older children would have the competence to learn with materials commonly available.\nWhat is taught in a Montessori programme?\nIn a Montessori programme, children have the opportunity to learn the same subjects they would learn in any other programme. At the pre-school level children develop social, emotional, motor, and perceptual skills, and begin to learn how to read and do maths. They become more involved with history, geography, and science. They learn some handwork as well as practical life skills. In primary school, the curriculum is comprehensive. Parents are usually impressed with both the depth and breadth of the curriculum. Children master the basics early and can therefore spend more time developing skills and learning other subject areas.\nIs a Montessori programme expensive to set up and run?\nNot really. The Montessori materials look expensive, and some individual items do seem expensive. However, all the materials needed for a programme don’t really cost much more than what is required to set up any other programme. It does cost money to set up a programme from scratch. However, a significant difference between receiving Montessori materials and other goods is that the Montessori materials generally don’t need to be replaced. Quality in design, purpose, and craftsmanship make a material that should last indefinitely if it is not abused. There are Montessori materials, made in the 1920s and used every day by the children, which have passed through three generations of teachers and are still beautiful and in use today.\nHow are children disciplined in a Montessori programme?\nMost visitors to a Montessori programme are amazed at how peaceful, pleasant, and well behaved the children are. Montessori programmes are noted for the self-discipline of their children. The particularly interesting thing about this is that the method does not involve techniques of coercion or manipulation. The children do not think of their teachers as being strict or mean. Techniques of force or power are not used.\nBasically, what happens is that the children find that their needs are being met. They like the teacher and the classroom. They sense the teacher cares about them and is a source of help. The teacher realizes that children want to be liked: they want to be accepted members of the group: no one wants to be a problem. Therefore, a child having difficulty needs help. The child simply needs to be shown in a positive way how to meet his needs. Through this process, non-acceptable behaviour lessens and finally disappears. This makes the classroom a very pleasant place for both the children and the teacher. The keys to this process are:\n- An environment prepared to meet the children’s needs.\n- A teacher trained in positive, constructive methods of helping children.\nHow do children from a Montessori programme compare with children from other programmes?\nChildren from a Montessori programme are often several years ahead of grade level. They like school and are usually interested in everything. Typically, they are friendly, generous, co-operative, and respectful of both property and others\nWhat happens to children when they leave a Montessori programme?\nChildren from a Montessori programme usually fit in well wherever they go after attending a Montessori programme. Because they are respectful, co-operative, self-disciplined, and independent learners, they are well prepared to get along successfully in any programme. Competence is a firm foundation for success.\nAre Montessori programmes recognised?\nThe Montessori approach to education is well known. There are thousands of Montessori schools throughout the world. An increasing number of public school teachers and administrators are becoming interested in the Montessori method of education, and many new textbooks on child development and education are referring to the important contributions of Dr. Montessori to the field of children’s education.\nWhy should parents consider a Montessori education for their child?\nThe educational advantages a child receives in life are very important. The child’s personality, outlook, and intelligence are in the process of being formed. For the child to actualise fully his or her potential, it is critical that the child be provided the resources and assistance necessary for learning and development. This help can only be provided if based upon an adequate understanding of the child and the processes of growth and development. This information, and the necessary tools for helping development, are given to teachers in Montessori teacher training programmes.\nHow are Montessori teachers trained?\nMontessori teachers are trained through demonstration and the provision of opportunity to practise. The Montessori curriculum is organised around specific teaching materials which are developmentally sequenced. Each curriculum area is taught to teacher trainees by careful demonstration of the presentation and use of each curriculum material in sequence. Students then practice the techniques they have seen demonstrated until they have mastered the material well enough to use it with the children. The students absorb an understanding of child development and education through observation, and explanation of the practice they see demonstrated. Further in-depth study of theory is provided through a tutorial programme of guided readings, lessons, and assignments. In this way, teachers learn the use of specific materials and techniques for helping children learn and develop. At the same time they develop a theory of learning, development, curriculum, and teaching which supports, and is consistent with, the practice they are learning.\nMontessori teachers are specifically shown how to help children become independent, responsible, self-disciplined and co-operative. They are taught how to teach children the various subject areas; Mathematics, English, Sciences such as Botany, Zoology, and Astronomy; the Social Sciences of History and Geography; Arts as Music, Dance and Visual and Media Arts; Health and Physical Education, as well as practical skills such as gardening and sewing. The teachers are also taught techniques and materials for helping development of such basic capacities as control over movement and development of the senses of sight, sound, touch, taste, and smell.\nWhy is the Montessori Method of education different from other methods?\nThe Montessori method of education is based upon careful research, which is passed on to teachers through training. It is a dynamic system of education in which each generation of teachers has the opportunity to pass on the knowledge gained through training and experience to future generations. It is a system of education where the best is kept and improvements are added and passed on. It has been used in different cultures and countries around the world. But beyond this, the Montessori method of education is more than just a set of nicely designed materials, and it is more than a few useful techniques. It is a comprehensive approach to working with children, based upon research and careful training.\nAre all Montessori programmes the same?\nNot every Montessori programme is the same. Each reflects the personalities of the adults running the programme, so no two Montessori programmes are exactly alike and each should be judged individually. In addition, as the Montessori method has grown in popularity, there has been an increasing number of people offering teacher training. Each Montessori teacher training organisation is somewhat different.\nThe Montessori World Educational Institute (the Montessori Institute) is a non-profit corporation founded for the purpose of promoting quality education through research and the making of information, training, and educational materials available to educators and parents. The Institute provides training for persons interested in working with early childhood, primary, junior primary, and upper primary aged children. Course work is offered leading to a Montessori diploma for the different age ranges, and is designed to enable teachers and others to study while continuing their regular work.\nThe Montessori Institute attempts to pass on specific information and techniques representing the best that has been learned, while at the same time instilling a respect and understanding of children and their development, which will give the adult the flexibility and spontaneity necessary to meet each unique situation and each child’s needs."

"Well, but don’t you think…?\n…preschool children need fantasy play?\n…children need to be taught to be competitive?\n…children need to know how the measure up against their peers?\n…grades and standardized tests are important assessments of children’s progress?\n…Montessori’s methods are antiquated given all the current educational research?\nMy answer to all of these is a profound No. Not if you believe that the Montessori method of education works and is the best method for educating children.\nTrust in the Montessori Method - Why We Believe in MontessoriMontessori teacher training students may sometimes experience the feeling that what they know from their own experience opposes what they are learning in their Montessori training. They ask me about this, hoping I will tell them that it is alright to pick and choose those pieces of Montessori that they feel most comfortable with and leave the rest behind. Montessori observed this, too, and determined that it is because many adults see children as lacking knowledge and experience. We feel it is our job to ‘fill up’ these little empty humans with what we have learned and experienced.\nThe adult has become egocentric in relation to the child, not egotistic, but egocentric. Thus he considers everything from the standpoint of its reference to himself, and so misunderstands the child. It is this point of view that leads to a consideration of the child as an empty being, which the adult must fill by his own endeavors, as an inert and incapable being from whom everything must be done, as a being without an inner guide, whom the adults must guide step by step from without. Finally, the adult acts as though he were the child’s creator, and considers good and evil in the child’s actions from the standpoint of himself….And in adopting such an attitude, which unconsciously cancels the child’s personality, the adult feels a conviction of zeal, love, and sacrifice. (Montessori, The secret of childhood)\nBecoming a Montessori teacher is much more than just learning the content of the curriculum. Montessori said that “The real preparation for education is the study of one’s self; the training of the teacher who is to help life is something far more than the learning of ideas. It includes the training of the character; it is the preparation of the spirit.” (Montessori, The absorbent mind)\nMontessori wanted teachers to find a “different starting point” from which to work with children. (Montessori, The secret of childhood) She made it very clear that in order to understand and support the development of the child, the teacher must humbly put her own preconceived ideas about education aside - for the good of the child.\nSo firmly did Maria Montessori believe this philosophical tenet that she worried about how a conventionally-trained teacher could transform herself into a Montessori teacher. “An ordinary teacher cannot be transformed into a Montessori teacher, but must be created anew, having rid herself of pedagogical prejudices.” (Montessori, Education for a new world) She called her teachers to put the needs of the child first. “We must master and control our own wills.” (Montessori, Spontaneous activity in education: The advanced Montessori method) She called teachers to examine what, within themselves, would impede children from developing naturally and peacefully.\nI use all of these citations from Dr. Montessori’s own works to show that in order to become a Montessori teacher we must look within ourselves and let go of our preconceived notions of raising and educating children. We must look to the scientific research and lifetime of observations of Dr. Maria Montessori and focus on our own internal and spiritual preparation. If we truly believe that the Montessori method is the best way to educate children, we must trust in the method and practice it to its fullest, not manipulate it to suit our needs.\nMontessori, Maria. Education for a new world. Madras: Kalakshetra, 1946/1963.\n—. Spontaneous activity in education: The advanced Montessori method. New York: Schocken, 1917/1965.\n—. The absorbent mind. Wheaton: Theosphical Press, 1964.\n—. The secret of childhood. Calcutta: Longmans, Ltd., 1963.\nRelated NAMC blogs:\n- Montessori and Imagination: The First Plane of Development\n- Montessori and Imagination: the Second Plane of Development\n- Academic and Social Competition in the Montessori Environment\n- Measuring Student Achievement in the Montessori Classroom: Grading\n- Elementary Standardized Testing and Montessori Education - Is Testing Right for Your Classroom?\n- The Montessori Method and Philosophy Explained - Why Choose Montessori?\n- The Subtraction Snake Game - How Montessori Materials Help Students Learn to Love Learning\n- The Montessori Movement: A US Historical Perspective\n- STEM Educational Initiatives and The Montessori Method\n- NAMC Elementary Mastery Checklists: Blending Montessori with State Standards\n- Montessori and Brain Research: Moving Forward\nAs much as possible, NAMC’s web blog reflects the Montessori curriculum as provided in its teacher training programs. We realize and respect that Montessori schools are unique and may vary their schedules and offerings in accordance with the needs of their individual communities. We hope that our readers will find our articles useful and inspiring as a contribution to the global Montessori community. © the North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Wednesday, June 13, 2012."

"How to Teach Replacement Behaviors\nDo you have any students in which certain problem behaviors are occurring in class? Is it a struggle to manage each day? Do you want to learn how to teach replacement behaviors to ease these daily problem behavior occurrences? Let's look at 5 tips for how to teach replacement behaviors to students.\nWhat are Replacement Skills?\nA replacement skill or behavior is the behavior that you WANT students to exhibit in place of the behavior you are trying to eliminate. For example, if every time a student leaves the cafeteria, they elope out of the building, you would want to teach them to replace this problem behavior with maybe running to class instead of out of the building or running to the gym if they need movement and are able to. Reinforcing the new replacement skill plays a HUGE part in this!\nTip 1: Identify the Behavior Problem that Needs to Be Replaced\nFirst, when beginning the journey of teaching replacement behaviors, you must identify what kind of problem behavior is occurring. Is the student having an attention-seeking behavior, talking out too much in class, or using a repetitive behavior? Check out 4 different strategies to collect data based on what problem behavior is occurring. Read about 8 common challenging behaviors in Autism and remember that sometimes autistic students are using behavior as a form of communication! This can be different than a problem behavior.\nTip 2: Make a Plan\nNext, to understand how to teach replacement behaviors, the IEP team should decide how to handle the behavior. Will you ignore the attention seeking behavior? You might ignore an attention seeking behavior if you know that the student is doing it solely to gain attention. It is best to collect ABC data to understand when and why the problem behavior is occurring. Will you teach a new skill to replace this problem behavior? For example, could you teach a student to chew gum instead of splitting if they are looking for oral sensory input?\nTip 3: Model the Replacement Behavior\nNext, when teaching replacement behaviors, the teacher and staff MUST model how to do it. You must also realize that this change will NOT happen overnight. It may take a few weeks of practice and modeling the replacement skill in order for the student to understand what you want them to do. I like to think of this part the same way as creating a lesson plan. You will decide when and how to teach the replacement behavior (as the behavior occurs) and set aside time each day to practice.\nTip 4: Allow Independent Practice\nObviously, you want the student to practice the replacement behavior. You will spend a lot of time at the beginning modeling the replacement skill and then you will want to give an opportunity to the student for independent practice. Sometimes I like to create pretend scenarios in which the problem behavior would typically occur and use those to practice the replacement behavior taught. The more we do this, the better chance of the student using the behavior we WANT them to when a real-life situation occurs.\nTip 5: Provide Positive Reinforcement\nFinally, make sure you provide positive reinforcement every single time the child uses the replacement behavior. This is actually a form of shaping. If you aren't sure what shaping is or how to use it, check out this blog post. Positive reinforcement is NOT to be confused with bribery. Positive reinforcement helps increase compliance, motivation, and all the expected behaviors that we want with the student."

"“If a child doesn’t know how to read, we teach.”\n“If a child doesn’t know how to swim, we teach.”\n“If a child doesn’t know how to multiply, we teach.”\n“If a child doesn’t know how to behave, we…..Punish.\"\nJohn Herner, National Association of State Directors of Special Education President 1998-1999\nI recently had the opportunity to conduct a teacher training. Staff training is my favorite part of my job, but particularly when I get to speak to teachers. I believe that all educators (not just special ed teachers) can benefit from an understanding of ABA and behavior management in order to effectively run their classrooms.\nEvery time I get to train or consult with educators, I get to spread the word about ABA. I get to emphasize that those annoying, frustrating, \"nonsense\" behaviors are functional for the child. Simply punishing behavior will not bring about true success. Problem behaviors are opportunities to teach, and impart wisdom to the child that they may use for the rest of their lives.\nInstead of looking at problem behaviors and thinking about what you want the child to STOP doing, try looking at problem behaviors and thinking about what skill you could teach to replace those disruptive and challenging behaviors happening in your classroom."

"WHAT IS EARLY CHILDHOOD EDUCATION? | Early childhood education can be readily assumed to bеgin аt birth. Many experts assert that the process may begin еvеn bеfоrе birth. Early Childhood Education mау be defined fоr the рurроѕеѕ of thiѕ article аѕ the еduсаtіоn provided for children bеfоrе thеу enter a formal system of соmрulѕоrу еduсаtіоn. In mоѕt саѕеѕ of раrеntѕ who attempt to provide their children with formal сhildhood еduсаtіоn from home have little professional training in how to conduct early childhood еduсаtiоn.\nOnе оf thе mоѕt imроrtаnt аѕресtѕ in thе livеѕ оf most реорlе iѕ the development of the family unit. When a new child enters the family the parents are given a responsibility to lead that child to the best routes of education, social, and cognitive development. Early childhood education has been proven to be most effective when carried our by the all the adult members that care for the child and when parents collaborate with professional early education specialists like A Child’s Academy. ACA helps simplify the process of early childhood education and pushes your child to reach healthy milestones throughout their younger years.\nSpeech Development | What is Early Childhood Education?\nBy the аgе оf twо or three mоѕt children have learned to speak quite еffесtivеlу. Thiѕ iѕ thе grеаtеѕt intеllесtuаl fеаt thаt they will ассоmрliѕh in their lives аnd iѕ аn оutсоmе of early сhildhооd education. Speech development invоlvеѕ the ability tо аррlу соmрliсаtеd grаmmаtiсаl rulеѕ to your sentences. Proper early childhood education encourages speech and social development. One great way to help encourage your child to begin engagement with more effective speaking patterns is to cut out the excessive baby talk. Keep your voice warm and soothing, but speak to your child intelligently and assume they can understand you even if they can’t respond effectively quite yet.\nNoam Chomsky | Theory Of Universal Grammar\nWhat is Early Childhood Education?\nPаrеntѕ whо tаlk gently, intelligently, and sympathetically to their children аrе engaging in one of the main principles of early сhildhооd education. Human beings have an innate ability to figure out and use language. This assertion is what Chоmѕkу described with his “Theory Of Universal Grammar” which describes that:\n“The ability to learn language is innate, distinctly human and distinct from all other aspects of human cognition.”\nA Child’s learning рrосеѕѕ is grеаtlу еnhаnсеd when parents are actively helping their children learn new words through conversation, reading, and practicing letters.\nStudies and noted observations have demonstrated the following: Thоѕе who took the trоublе to rеаѕоn gеntlу with tоddlеrѕ аnd answered all quеѕtiоnѕ asked by the children with due diligence рrоduсе educated and prepared students. Those who ignored their tоddlеrѕ or told thеm to kеер quiet, tеndеd tо рrоduсе ѕсhоlаѕtiс fаilurеѕ for the children in their care. Children need attention, guidance, respect, and an example of leadership/positivity in order to thrive and succeed.\nWe hope after reading this article you feel as though you have a deeper understanding of what early childhood education is and some of the aspects that the concept entails. A Child’s Academy has been serving Alachua County as one of the top preschools and child care facilities for nearly forty years. We have the experience and training to help your child succeed both socially and in their education. If you are looking for a quality preschool in Gainesville Florida don’t hesitate to contact ACA today.\nWhat is Early Childhood Education; Do You Now Better Understand?"

"In Montessori education, we have the luxury and requirement of individualizing the lessons for each child’s needs through our lens of education as “a help to life.” We are not burdened by individualizing our lessons only for those children who have a formal diagnosis and legal paperwork which demands when and how to provide their education. Every child claims this birthright to be cared for and to freely express themselves. Early intervention is key – if a child is showing deviations or any developmental delay, it is up to us as the adults to provide the necessary support to allow them to express freely, and the time and supportive environment in which to practice those skills.\nI am thinking mostly of functional communication here. For example, when a very young child has been unable to speak beyond what is expected for their developmental milestones but has been given what he wants only by the adults around him interpreting his sounds and guessing what they mean, that is helpful only in that moment to serve the child’s immediate survival needs.\nHowever, as the child grows from infant to toddler to preschool age, and the adults around him notice he is still unable to communicate with words, they will need to spend extra time and focus to help the child learn those skills. Though not all children are able to naturally acquire language in the same way as described in our Montessori albums, all children will need to speak or otherwise communicate to get their needs met beyond survival, as our needs become more complex as we grow older.\nIt is our responsibility as Montessori educators and child development experts to observe and intervene in support of the child when necessary. In Montessori, we acknowledge the Sensitive Periods for such things as language. This is why early intervention is crucial to a child’s later development. There are speech and language professionals as well as occupational therapists who are experts in collaborating with families and schools to help a child reach these targeted skills.\nMany people mistakenly believe ABA is compliance training, while sometimes compliance is an important skill for some situations such as school readiness, blind compliance does not teach skills. I saw a post this morning and it captured most of my personal experience around obedience and compliance, and the reason I chose Montessori education for my own children. It showed a handwritten note that read,\n“I wondered why I was so afraid of conflict\nuntil I remembered I grew up with one rule as a kid: OBEY\n(and zero skills on how to safely disagree).\n“Compliant and obedient children seem great in childhood, but all of those years of obeying, not being allowed to ‘answer back’ to get their point across and eventually being too scared to confide in you, for fear of reprimand, does not make for an emotionally healthy adult. Disagreements, debates, and healthy conflict may be harder on us as parents – but it makes for a much more positive future for our children. – @notesfromyourtherapist” Sarah Ockwell-Smith\nIn Montessori, our Grace & Courtesy lessons are like the targeted lessons we use in ABA to teach individual skills. We are all learning different skills in life, and some of us catch on to some more quickly or slowly than others. That is key in Montessori and in ABA – that the targeted skills to teach are relevant to that person in order to improve their quality of life. Sometimes, these skills include self-advocacy, such as “how to safely disagree” by using an individualized and targeted approach. When viewed in this way, and implemented correctly, both Montessori and ABA approaches are an aid to life.\nJust as we protect the children’s work as adults, my work is to protect your work as a Guide. My aim is to provide Montessori Guides, assistants, admin, and staff, with collaborative strategies, training, coaching, and 1:1 support within the overarching framework of Montessori – it’s already built in! I work from a strength-based model and I emphasize what you are doing right and build from there. Please reach out to me with your questions, comments, or concerns: calendly.com/tier3montessori\nErin Lopez-Brooks, AMI, M.Ed., BCBA, IBA, LBA"

"Check out this list of every Montessori myth, misunderstanding, and complaint that’s out there. (At least every one I could find.) There are answers, and room for discussion, too. Come join in!\nThe infamous myths. Below I hope to dispel the confusion and shine a little light on the beauty and truth of the Montessori method of education.\nBut first, an important note: No Montessori classroom is perfect. No Montessori guide is perfect. Some schools and guides are less perfect than others. If you had a bad Montessori experience, don’t take it out against the whole method. Please. There is value in the Montessori philosophy. Take a second look.\nMyth #1: Kids in Montessori classrooms do whatever they want.\nTruth: “To let the child do as he likes when he has not yet developed any powers of control is to betray the idea of freedom.” – Maria Montessori\nThe Montessori method is designed to give children freedom within limits. For example, children are allowed to choose what they will work on each day, but they have to choose work that has been already been presented to them.\nMyth #2: Kids in Montessori classrooms never learn to do the necessary things that they don’t want to do.\nTruth: Kids in Montessori classrooms have to clean up even if they don’t feel like it. They wait their turn even if they don’t feel like it. They finish one activity before moving on to the next. They receive lessons from the guide and learn to obey. This combination of free choice and obedience helps them develop both initiative and discipline.\nMyth #3: Montessori guides aren’t supposed to tell children what to do.\nTruth: Montessori guides do give commands to children. Maria Montessori wrote about the three levels of obedience, and encouraged parents and teachers to help cultivate true obedience in children. Read more about that here.\nMyth #4: Montessori discourages the imagination.\nTruth: Maria Montessori believed that the imagination has a foundation in reality, and so young kids need rich experiences in reality first to prepare their imaginations. This is why you won’t find fantasy books in Montessori classrooms for children ages 0-6. You might wonder what this means for fairy tales. Get my take on that here.\nMyth #5: Montessori discourages creativity.\nTruth: Creativity flourishes in the Montessori environment, because of the balance of freedom and limits. While you won’t find Montessori guides doing many group crafts, you will find them teaching artistic techniques. Read more about creativity in the Montessori method here.\nMyth #6: The Montessori method is too rigid and structured and not enough fun.\nTruth: There is a structure to the Montessori method, but the words of Maria Montessori, “follow the child,” take priority. A good Montessori guide will carefully observe each child to know which lessons he is ready for, and which activities might interest her. The guide sees where in the structure each child is at each moment.\nThis structure is important for young children especially, as they are still getting to know the world and their place in it. External order leads to internal order, and a structured environment allows children to order the many impressions absorbed into their minds.\nThe Montessori method can be implemented too harshly, but this would not be to follow the core philosophy. Music, movement, dance, funny rhymes, laughter, and everything that children truly love and that respects their development has a place in the Montessori classroom. Respect for the child lies at the heart of the Montessori method, and this respect is often lacking in dumbed-down kid activities and songs. The Montessori method looks deep into the heart of the child and offers real excitement, wonder, discovery, and joy.\nMyth #7: The Montessori method is not structured enough.\nTruth: “Order is one of the needs of life which, when satisfied, produces real happiness.” – Maria Montessori\nSometimes a Montessori classroom can seen unstructured, because of the emphasis on following the child, and the fact that children can choose their work. However, the lessons that the guide gives the children follow a carefully planned structure. The classroom itself is very structured as well, and each material is carefully kept in the exact same place for the whole year. The children do have a three-hour work period where they can choose their work, but a routine exists around and through this work-period. The children have a morning routine, a snack routine, a routine for using the bathroom, a lunch routine, etc.\nMyth #8: Montessori classrooms are too chaotic.\nTruth: At the beginning of the school year, things can seem chaotic as children learn the routines and build up their repertoire’s of lessons. However, a good Montessori classroom will calm down, getting closer to and maybe achieving “normalization” within a few months. The goal is a classroom where the children know the routines, choose work that captures their attention, and are disciplined to clean up after themselves and obey the guide. The classroom itself remains orderly from the beginning, as the guide and assistant prepare it perfectly before the kids arrive each morning and make sure that the kids put things away as they found them.\nMyth #9: Montessori education is not strong in math.\nTruth: One study suggests that Montessori better prepares young students for math than do traditional schools. When followed correctly, the Montessori method lays an amazing mathematical foundation. The mathematical materials provide the kids with sensorial, concrete representations of mathematical realities, such as number, the relationships between sizes, binomial and trinomial patterns, geometric patterns, etc. When kids are still in the stage of the absorbent mind (0-6) they unconsciously absorb these realities by working with the material. At first all math work is done concretely, by adding and subtracting with beads, for example, and gradually the kids learn to abstract at higher and higher levels.\nMyth #10: Montessori education is not balanced because the children just work in the areas they prefer.\nTruth: While children do have the choice on which work they will do each day, each child receives each lesson. It is up to the guide to make that lesson interesting to the individual child. So every child in a Primary Montessori classroom learn the basics in math and language, just as he would in a traditional classroom. The difference is that children also have the freedom to dive deeper into the areas of their interests and strengths.\nMyth #11: Kids in Montessori classrooms have to do everything by themselves.\nTruth: Montessori guides empower children and teach them responsibility by showing them how to do things by themselves, e.g. get their own snack, put on their own shoes, clean up after themselves etc. When given the opportunity, children love to do things by themselves. They show themselves that they are capable, and each step towards independence is a step toward fullness. There are many times, though, when a task really is beyond the abilities of the child. Kids are encouraged to ask for help whenever they need it, and Montessori guides should observe each child’s abilities and never place a responsibility on someone who isn’t ready for it.\nMyth #12: Kids in Montessori classrooms play all day, they don’t do enough worksheets or real work.\nTruth: “Play is the work of the child.” – Maria Montessori\nThe emphasis in Montessori classrooms is on purposeful activity. If a child is concentrating on coloring a picture carefully, this is seen as work. Montessori seeks to help children develop the power of concretion because of the power and work ethic this gives them for their whole life. When a child is interested in his activity, and finds joy in it, he will develop this concentration as well as a love of learning.\nThe guide presents each Montessori material to the child, showing her the right way to use it. If the guide later sees the child using this material in a way that is not purposeful, or that is harmful, the child is told to put it away.\nThere are also plenty of lessons and extensions that involve a pencil and paper and what we often think of as “real work”.\nMyth #13: Kids in Montessori classrooms do too much work and don’t have enough time for free play.\nTruth: The Montessori method includes a three-hour work cycle, in which each child chooses work to do and the guide chooses which lessons to give the child. Children usually find their work enjoyable, since they chose it, and acceptable works include painting at the easel, working outside, and reading books in the reading nook. There is always a recess period after the work period in which children play to their heart’s content.\nMyth #14: Kids in Montessori classrooms are treated too much like adults, they don’t get to just be kids.\nTruth: The emphasis in the Montessori method is on respect for the child and the amazing powers he has during childhood. There is a fine balance between disrespecting the child, (e.g. double standards, using manners that would be unacceptable with adults, etc.) and treating him too much like an adult. The Montessori method seeks to find the middle ground, by encouraging independence, finding joy, respecting their abilities and limitations, and having fun.\nMyth #15: Montessori doesn’t prepare kids well for traditional schools.\nTruth: A Montessori education prepares a child well for traditional education. Through Montessori, the child learns self-discipline, obedience, work ethic, concentration, courtesy, and social skills, and most importantly, a love of learning. One study suggests that young Montessori students are well prepared for language and math, and show superior social skills and executive functioning.\nMyth #16: A Montessori education only works for certain children.\nTruth: The Montessori method has been successful in many different countries, cultures, social classes and generations. How? It addresses themes that we all hold in common: love, independence, community, work – yet it recognizes the uniqueness of each person.\nThe Montessori method is based off of observation, not just ideas. Maria Montessori began developing the method to help intellectually disabled children, and achieved internationally recognized success. She went on to use the same principles working with many different children of varying abilities. Maria Montessori spent years caring for children in both Italy and India, and she studied what actions and materials helped them thrive. She observed children and fine-tuned her work for the rest of her life.\nA common complaint is that the Montessori method doesn’t work for high-energy children, because they can’t sit still and concentrate. A good Montessori guide would give a high-energy child all the outlets he or she needs. Montessori classrooms are supposed to include an outdoor environment, which can be helpful for high-energy children who need to hammer nails, bang on drums, dance, etc. Through these outlets, even high-energy children can learn to concentrate.\nMyth #17: The Montessori method doesn’t allow for social development.\nTruth: The Montessori method teaches grace and courtesy lessons, such as how to ask for help, how to excuse oneself, how to apologize, how to welcome someone, how to wait and when it is acceptable to interrupt, etc. Any social situation that arises is addressed with a grace and courtesy lesson. And because each Montessori class includes children of mixed ages (e.g. 3-6, 6-9 etc.) the children learn to interact with other ages. They learn to help those who are younger than them, and respect those who are older.\nDuring the morning work period they are encouraged to work independently to focus on concentration, but this does not preclude interactions between children, not to mention the collaboration involved in setting up for lunch, and the time spent on the playground or during the afternoon. The reason for the independent work in Primary (3-6) rooms is because for the first 5-ish years of life, the child’s main, though unconscious, goal is to build himself, to develop his mental powers and personality. Around the age of 6 he becomes more social and social interactions become more of a developmental focus for him. This does not mean that children aren’t social before the age of 6. It just means that they have a different focus.\nMyth #18: Won’t the older kids intimidate the younger kids in a mixed-age classroom?\nTruth: No. It’s natural for children to be around people of different ages. The introduction of single age grades is relatively new in human history. By sheltering young children from slightly older children, they might learn to be intimidated, but by mixing the ages younger children learn from the older ones, and the older ones grow in responsibility. It’s a win for both.\nMyth #19: Aren’t the three-hour work periods too much for kids?\nTruth: If the children were made to work at one thing the whole time that did not interest them, then it would be too much. As it is, though, children are allowed to move from one work to another, but the three-hour work period gives them time to stay with a work as long as they are interested and develop a deep concentration. At first, the children might not be used to having that much time, but it is good for them.\nMyth #20: Montessori is just for preschool.\nTruth: While the “magic,” so to speak, of Montessori does take place during early childhood, Maria Montessori studied the development of older children, too. Montessori elementary classrooms are wonderful, and there are Montessori middle schools, and even a few high schools. They don’t all look like each other, each level meets the children at their current level of development.\nMyth #21: Montessori is just a trend.\nTruth: The Montessori method was developed over one-hundred years ago, at the beginning of the 20th century. It has since been found successful all. over. the. world, with a current estimate of 20,000 schools worldwide. It was introduced in the United States in the early 20th century, and came back for good in the 1960’s. While the popularity of Montessori education in the United States may be increasing, it has lasting principles that will outlive any trend.\nMyth #22: Montessori education is outdated.\nTruth: The Montessori method was developed based on observation, and it is continued to be taught based on observation. The truths of human nature and development are not outdated, and the Montessori method is at the service of these truths.\nMyth #23: The Montessori method is religious.\nTruth: While the Montessori method is compatible with the Christian faith in particular, and other faiths as well, the method itself has no religious affiliations. For example, Maria Montessori writes about working with Hindu, Christian, and Muslim children, and many Montessori schools are completely secular.\nMyth #24: Montessori classrooms are not safe.\nTruth: The Montessori method seeks to give children a safe environment to learn the skills to live confidently in an unsafe world. For example, children are allowed to handle breakable objects, and they learn to treat them with care. However, the guide and assistant are responsible for cleaning up any broken glass or dangerous pieces.\nMyth #25: The Montessori method is all about expensive, special materials.\nTruth: While the Montessori materials were carefully designed by Maria Montessori with the child’s development in mind, these materials are not at the heart of her method. The role of the guide is to connect the child with the world, and if she has access to the Montessori materials to help with this, that’s awesome. Even without the expensive materials, the guide can implement the Montessori philosophy to help children grow towards independence and fulness.\nMyth #26: A Montessori education is just for the wealthy.\nTruth: The Montessori method was developed in the slums of Rome. It is certainly not intended for just the wealthy.\nWhile many private Montessori schools currently charge a large tuition, Montessori schools are catching on in the public sphere as well. The Montessori method can be used in homeschool and co-op settings. Remember, it’s not about the fancy materials. It’s about the philosophy, the attitude towards the child, and observation.\nAnd I will do my part as well. If you cannot afford my Montessori services, let me know. We will work together to find a price that is affordable to you.\nAm I missing any Montessori myths? Let me know your objections in the comments! Is there anything you’d like to hear more about? Let’s chat!\nIf you found this post interesting or helpful, please share it!"

"- State Standards\n- Test Scores\n- Selecting a School\n- Education Articles\n- Montessori Articles\n- Montessori Videos\n- Trainings and Certifications\n- Scientifically Based Research\n- Learning Styles Quiz\n- Contact Me\n- After Montessori\nMisconception: Montessori teachers don't believe in discipline\nMontessorians believe in natural and logical consequences as opposed to punishment. Conflict resolution and respect for the environment, (both physical and environmental), are also important aspects of our approach. For it is one of our ultimate goals that our students do the right thing, not because they will be punished if they don’t, but because they don’t want to adversely affect the people and world around them.\nIn a true Montessori environment the teaching of these concepts take years to impart through developmentally appropriate experiences and methods.\nSince very young pre-school age children have problems understanding the ramifications of his behavior, we use diversion. (Diversion is when you divert the child’s attention from the thing that is causing them problems.) If diversion doesn’t work, we promptly remove the child from the problem, (unless danger is present and then we remove the child immediately).\nOnce the child is old enough to understand the ramifications of his behavior. We teach them to think about how they are behaving and how that behavior will affect others and the things around them. To do this the teacher tells the child that a certain behavior is not appropriate because...(it will hurt, others, break things, ...)\nIf the child continues the behavior. The Teacher will say, “If you continue to … (yell, throw,...), you will lose the privilege to continue with that activity, because we don’t ...(someone to get hurt, something to get broken,...)\nIf the child still continues the behavior. The teacher will then say, “You have lost the privilege to …. , because even though I have asked you to stop, you have not respected my wishes and the needs of your friends.\"\nThe child is then removed from the situation.\nOf course, this is only in non-dangerous situations, if a child is in immediate danger, the behavior needs to be stopped immediately.\nNotice that young children are not forced to say, “sorry”. That is because all too often children get the idea that “sorry” is like a “get out of jail free card”. For example:\nChildren are playing and Johnny hits Jose.\nJohnny is told, “Say sorry!”\nJohnny says, “Sorry”, and then is told that he is a good boy.\nWhat has Johnny learned? Mainly that saying, “Sorry” gets him out of trouble. He doesn’t learn compassion or responsibility for his actions. So in Montessori schools (and many other programs) teaching a child to say that he is “sorry” is reserved for when the child really does feel badly for his actions.\nAn important thing about not forcing a child into saying, “sorry” is that the behavior CANNOT be allowed to continue. Just because a child may be too young to understand the consequences of his actions, does not mean that UNDER ANY CIRCUMSTANCES they should they be allowed to continue the hurtful or destructive behavior.\nAfter a child knows the rules, they aren’t given chances over and over again. If a child can say something along the lines of, “You’ve only given me two chances, I can’t lose the privilege until I’ve abused it three times.” The child doesn’t need any more chances, he’s just trying to get away with things he knows he is not supposed to do.\nAround 6 years old, children start to become very aware of “truth and justice”. The Montessori classroom uses their desire for fairness by teaching them to think before they act and to look at the big picture. Children who, when they were younger, were told, “I won’t let you throw the materials because they will break.” Are now asked, “Why don’t we throw materials?”. In this way we help them learn to think about the ramifications of their behavior. Now natural and logical consequences are used whenever possible. IE,. Cleaning up messes they made, fixing or working to replace materials they have broken, not being able to play or work with children with whom they have been hurtful or mean, having to work during recess because they played during work time, ...\nNotice that we shy away from punishment. Punishment would be alone the lines of forcing a child to write sentences or copy out of the dictionary because they didn't complete their homework, or said mean things. It is the Montessorians believe that punishment only teaches children to not do something out of fear of punishment, not out of the greater good. Additionally, using something like extra work or the dictionary as punishment makes the child associate such things as being punishment instead of the wonderful and exciting tools and activities that they actually are.\nAdditionally, Montessorians do not believe in rewarding appropriate behavior with stickers and stars.We believe that outside rewards such as these create external motivation that can lead to passive adults dependent on others for everything from their self-image to the permission to follow their dreams. Instead of rewards, we teach children to reflect upon their behavior and its influence on the world around them. By teaching children be proud of their accomplishments, instead of the praise and approval of others, they learn to find their rewards within themselves.\nAt this point in their development children are also taught “Active Listening”. Done at a “Peace Table” the adults in the classroom help the children to take turns listening, and explaining their conflict and feelings. After all sides have not only explained their take on a conflict, but have explained how the other side(s) perceives the conflict, the children are guided though solving the problem together. Besides learning to work together, children learn to look at the “big picture” before making judgments. Through this process they discover that most conflicts are do, not to the actual“meanness” of others, but to “misunderstanding”.\nBy about age 9, Montessori children are now taught to use all the skills and knowledge they have acquired over the years by becoming Peace Keepers for the classroom, and if appropriate, the school. In this case the children, under the guidance of an adult, learn to be mediators for their peers, helping them to voice their needs and opinions while also listening to and respecting the needs and opinions of others."

"The Power of Self-Correction\nMaria Montessori meticulously designed the materials and spaces that she created for young children. She considered all aspects of the environment and how they would support the child. Through her observations, she found one component to be particularly important, creating materials and environments that were self-correcting.\nWhat is a self-correcting material? These materials allow the child to receive feedback from the work itself, rather than from another person. In other words, if the child has made a mistake, the material itself will let them know.\nWhy is this important? When children constantly hear outside feedback about their work, a few undesirable things can happen. They may begin to develop an inner dialogue which tells them that they aren’t good enough, that there will always be other people who are smarter or more capable. Another thing that can happen, is that the child begins to rely on this outside feedback or correction, rather than continuing to pursue and explore new challenges themselves. This young person may begin to only complete tasks in order to receive positive feedback or they may begin to not attempt to complete tasks at all because they want to avoid the negative feedback. Receiving feedback about your work is of course, very important. However, when we can give the child the power to discover this feedback themselves and to work on the corrections right in the moment, we have removed the extrinsic motivations or negative impacts created when all of their feedback comes from adults.\nAt Fiore, materials and environments are designed to give the child this type of feedback. The child is then given the time, space, and freedom to work through the feedback and master the material. One example of a self-correcting material in the primary environment, is the Spindle Boxes (pictured above). This material is an early math lesson that offers the child the experience of creating the quantities 0-9. The child identifies a number symbol on the box and counts out that number of spindles, placing them into the corresponding compartment. If the child counts correctly, they will have just enough spindles. If they have counted too many or too few spindles along the way, they will end up with extra spindles or will run out before their counting is complete. The child then receives the feedback that something has been miscounted. They then may choose to go back and recount the spindles. Other times, the child may decide to put the material away for now, but even then, an impression has been made. Next time, when they work with the Spindle Boxes, they will be more aware of their counting in the hopes of having just enough spindles this time."

"I have been thinking about this article for months and I was waiting for my head to finally feel ready for it. Praise versus acknowledgement is an important subject when it comes to self-esteem and confidence.\nWe went from one extreme to another, in the past, people were expected to work hard, and no praise was given or expected and on the contrary, negative criticism would be given to fix mistakes. A few decades later, we reached the other side of the spectrum, people are scared of hurting children’s self-esteem so they started to praise and “GOOD JOB!” and “GOOD GIRL/BOY!” were heard all over schools, homes, stores, everywhere.\nBut the irony is that none of these did any good to children’s self-esteem or confidence. They were both focusing on giving an opinion of the result of what a child or an adult would do. The old times created people with low self-esteem and the latter created a generation expecting constant external validation without which they cannot feel confident.\nPsychology studies seem to find that an in-between is best. Montessori falls into this category.\nWhat we want is to have children happy and proud of the work they did and the process they used, we don’t want to focus as much on the result. Why? Because the result can be depreciative when a lot of work has been put into it but what we want is not to discourage people (child or adult). Being discouraged will make the child stop trying. However, an acknowledgement of the process keeps the child making effort until she can realize she succeeded. Montessori activities provide a control of error that helps the child see if she reached the result that is expected. Be patient, the child will get there by herself.\nWhat can we say instead of “Good job!… Amazing!… Good girl/boy”\nIn Montessori we :\n- Acknowledge the result (« You did build the tower”, “You helped me put the dishes away, thank you!”, “You read that word all by yourself…)\n- Encourage the effort or the process (« You put a lot of effort into this work”, “I see you used a lot of blue, do you like blue?”)\nIt is more about showing the child we have noticed what she is showing us. If it is the first time they do something, you could comment on the result but you don’t have to, especially if the child still seems very focused and is not asking for external validation. We also acknowledge (but not praise) when the child seems to want us to notice what she did.\nThis is why we think our activities through, what is offered to the child has a meaning to us, the child needs to work at it and she might feel frustrated at first because it is not easy but with acknowledgement of the effort, she can keep on going until she is satisfied and happy of the result herself. What we want is to avoid the NEED for external validation that is very present nowadays. A friend told me recently that her partner has been praised constantly as a child and later on. He is now constantly frustrated because his boss does not seem to care about his work. How is he going to overcome this ingrained feeling that he does not need someone else to feel validated.\nMy final word would be : “Let yourself be proud as a caregiver/parent but let the child be proud without you, in all independence.”\nAs a parent/teacher, I do feel proud of my child/students and when I do, I pat myself on the back because it took some work to prepare the right environment for them and I reward myself at time (your choice of glass of favourite drink, little sweet indulgence such as a croissant for example) but I let the child build her confidence. I also watch for these satisfied, inner happiness smiles children have when they feel proud of themselves: they did it by themselves and for themselves."

"How do you know you’ve performed a task correctly? What does it take to be able to say, “That went well”, or “I could have done better”?\nAs adults, we self-correct constantly and pretty much unconsciously: speeding up our work so we can be ready for that 3pm meeting, putting some broccoli back into the bag if we accidentally take out too much, stabilizing our overfull mug of coffee as we walk across the room. We’re good at self-correction; we’ve had a lot of practice.\nThe ability to accurately evaluate one’s performance is critical to self-correction, and we foster this ability in Montessori. The feedback loop of performance – self-evaluation – self-correction is built into the environment, the materials, and the atmosphere. We offer plenty of opportunities for children to know if they did something correctly or incorrectly, and in either case, it’s no big deal. You got it right? Great. You got it wrong? Great. If it’s the former, you move on. If it’s the latter, you try again. Either way, learning will occur.\nEven very young children in Montessori environments work with materials that provide clear yet neutral feedback. We call this control of error. It’s the material that says, “Hey, it looks like you made a mistake. Want to try again?” This liberates the relationship between the child and the teacher, relieving the guide of having to be the finger-wagging voice of correction. Neutrality’s important; we all know the resentful feeling we get when someone says, “See? I told you so!”, or “I told you to do it the other way! That’s what you get!” The Montessori materials, so simple and elegant and lovely, give feedback without blame, allowing children to know right away if a correction is needed. If friendliness with error has been fostered, children will joyfully persevere with an activity until they get it right.\nThe Cylinder Blocks are a Montessori material with very obvious control of error. Essentially, each Cylinder Block is a puzzle: a narrow wooden block with precisely-cut apertures drilled along its length into which fit corresponding wooden cylinders, each with a knob on top. There are four kinds of Cylinder Block, which increase in difficulty, but they are all played the same way: you remove the knobbed cylinders one by one, mix them up, and then put them back in the correct holes again. Easy for an adult, harder if you’re two and a half.\nLittle children who do this for the first time almost always get it wrong, and in this case “wrong” means that one or more cylinders don’t fit. What we hope to see is the child pulling them out and trying again. And again, and again. Wrong… right… we don’t care. What’s important is an atmosphere that sanctifies error as an invaluable learning tool, rather than as a reason to feel ashamed. “Error is my friend” we say in Montessori, and we really mean it.\nWhat would drive a child want to repeat the Cylinder Block puzzle until they get it right? Well, we know that humans have a tendency to want to get things right. It’s just there, inside us. In the Montessori theory we call it the Human Tendency for Exactness and Precision. Regardless of what you call it, in the end it boils down to the fact that humans, in general, just like to get things right. Children do, too. At least they do if they’ve grown up without blame and guilt attached to making mistakes.\nThis video, taken at MINW in mid-2012, shows how a toddler reacts to his mistakes when friendliness with error has been encouraged. Malaika, a MINW Primary graduate, visited the training center with her little guy, Edison, then almost 17 months old. At this point in the video, Edison has been playing with the Cylinder Block for about ten minutes already, but he’s gotten to the point where he can’t fit all the cylinders into the block. This means that he’s misplaced one or more of the cylinders (which you can see in the video). Patiently, without frustration and without any adult encouragement or intervention, he fixes the puzzle until it’s correct. This kind of patient, dogged persistence is only possible if the child knows how to self-correct, be it with the Cylinder Blocks, or a written word, or a math problem.\nOutside of a formal Montessori setting, adults can help children learn self-correction by giving neutral, useful feedback. Here’s an example: a child carries full a glass of water by herself without spilling any. Instead of saying “Good job carrying the glass!” which doesn’t give any specifically useful feedback, the adult could say, “You carried that glass so carefully, without spilling a single drop!” Spilling, in this case, would indicate a less-than-successful performance. By not spilling, the performance was successful. In the future the child can use that piece of information – not spilling as an indicator of success – to evaluate her own performance.\nAnother advantage of this kind of feedback is that it allows the child to rely on herself for good feelings about her performance, rather than on external praise from an adult. She concentrates and tries because it makes her feel good, because she wants to feel that satisfaction that comes from within. This is where real, deep self-esteem is born. Intrinsic motivation is a much more powerful driving force than extrinsic motivations such as praise, rewards, and so on. As Former Education Secretary Terrel Bell stated, “There are three things to remember about education. The first is motivation. The second one is motivation. The third one is motivation.”\nWhen a learner can't accurately assess his or her own performance, motivation goes down. It's hard to feel motivated to correct a mistake if you don't know what you did wrong. In a similar vein, inaccurate feedback from the adult can lead a child to believe they are capable and knowledgeable, when in fact the reverse is true. This has led to the recent backlash against the omnipresent “Good job!” culture that pervades modern parenting and child care. If a child gets continual praise indicating that they’re doing a good job regardless of their actual performance, then they will develop an inflated and inaccurate sense of their own abilities. What an awful shock to discover that, quite contrary to all the praise and feedback you’ve gotten throughout life, that your abilities are in fact quite run of the mill. What immense disillusionment must result when children or young adults come to realize they’re not as capable as adults have led them to believe. This is why accurate feedback – rather than blanket praise – is actually better for a child’s self-esteem in the long run. It allows them to really know if they’re doing something well or not. This requires more work from us adults. It forces us to choose our words with more care and consider the long-term consequences of giving a child constant and inflated praise.\nIn environments where friendliness with error is encouraged, children are able to fine-tune their ability to accurately evaluate their own performance: I carried that glass of water without spilling a drop; I didn’t fit all the Cylinders into the correct holes; I wrote so clearly that others could easily read my handwriting. This feedback loop ofperformance – self-evaluation – self-correction\ncan be assisted by adults giving the right kind of feedback, and then only when necessary. If the motivation to persevere comes from within the child, and not from a desire to please the adult or receive a reward, then real self-esteem is built, along with the ability to self-correct without shame. In a complicated world full of inaccurate and often conflicting messages, the Montessori approach is one way to ensure that the child’s internal compass is the most sure and steady of all their guides."

"2.Explain the fundamental requirements of Montessori tools? Ans- The fundamental requirements of Montessori tools are: A).The control of error\na)THE CONTROL OF ERROR:\nA child notices a mistake in the use of materials ,so every effort should be made to see that the materials offered to a child contains themselves a control of error .We can take an example of wooden bases with holes to receive cylinder of graduated dimensions, from thin to thick , short to tall, or small to large. The holes in the wooden base corresponds exactly to the cylinders, and all this letter cannot be wrongly replaced. At least one will be left over, so this will betray the fact that an error has been made. The same remains buttoning. If the button is forgotten or buttoned in wrong hole, the mistake is shown in the end of the hole. Same remains in all the other materials, three series of blocks, size and colours, etc, mistakes are noticed in all materials and that a child becomes use to it in spotting errors himself. The control of error through the material makes a child use his reason, critical faculty, and increasing capacity of drawing attentions. A child’s mind is conditioned to correct his mistakes this way even when this are not material or apparent to the senses. The whole environment, everything in the room from the furniture to the special material for t he children is designed to make it easy to correct mistakes, and not objects just to use for the training of the sense and development. The whole environment becomes a kind of instructor or sentinel on the alert, and each child..."

"How does it feel when you try something new and someone you know and trust comes by and tells you, “You did that wrong”? Or maybe you tried a new recipe and put forth your best effort, only to have your loved ones tell you that you should have done it differently. Even when it is well-intentioned, criticism hurts. Dr. Laurence C. Smith, a developmental clinical psychologist, suggests that, along with rejection and abandonment, criticism is one of the three most traumatizing psychological effects on an individual. Smith goes on to say that the repetitive nature of criticism “continuously reinforces the negative self-image of the individual being criticized.” (Laurence C. Smith, 2009)\nSo firmly did Dr. Montessori believe in this that she said the teacher must “give her lesson, plant the seed and then disappear; observing and waiting, but not touching.” (Montessori, 2005)\nControl of Error: Why It is Such an Important Part of the Montessori Environment\nWhether to offer approval or correction, the teacher should not intervene in the work of a child. “She can destroy the good impulse of children by intervening; or at least her intervention will cause the real ‘ego’ of the child to withdraw within himself as a snail into its shell.” (Montessori, 2005)\nDr. Montessori designed her materials so that while working with the material, the child receives instant feedback on his progress. In addition to developing independence, working with self-correcting materials helps the child learn to recognize, understand, correct, and learn from any mistakes that he makes. Having a control of error in the materials liberates the child to take control of his learning and not rely on adult judgment. As well, it boosts his self-esteem and motivation. Rather than being reluctant to try something new and make mistakes, the child feels free to take risks, knowing there is a control in place.\nIn the Montessori 3–6 environment, control of error is readily visible. Spills happen in practical life and need to be cleaned up. Many sensorial works — the Cylinder Blocks, Red Rods, Brown Stair, and Pink Tower to name a few — just do not ‘fit’ if they are built incorrectly. Once the child is shown how to use the materials, he is left free to work with them on his own, without teacher intervention.\nAs children learn to read, write, and compute abstractly, the control of error may not be so apparent. For example, the controls of error for math and language cards are the answer keys. Sometimes teachers consider removing the answer keys from the shelf so their students do not “cheat.” However, if the students cannot access the control, they must find the teacher to correct their work. Instead of figuring out their errors themselves, the children are told what their mistakes are and are asked to fix them. A kinder, more respectful approach is for the teacher to model the appropriate use of the answer keys and to trust the children to correct and learn from their own mistakes.\nWhen they are constantly corrected, children learn to be afraid of making mistakes. They begin to limit their exploration and cease to try new or challenging work. By allowing children to self-correct and learn from their mistakes, we teach them that the purpose of work is not just about getting the right answers. It is about the process of learning to learn.\n© North American Montessori Center - originally posted in its entirety at Montessori Teacher Training on Friday, September 13, 2013."

"This post contains affiliate links. See our disclosure for details.\nOnce toddlers have left the baby stage behind, a whole new world opens up to them. They are now zooming around, trying to make sense of the world.\nWith all that zooming comes curiosity, and this is the perfect time to start teaching small life lessons about responsibility. Toddlers don’t need big lessons; just small, everyday things they can do with repetition until they learn them.\nAge appropriate chores for toddlers\n1) Use manners\nAs they grow, now is the time to start teaching little tikes the proper time to say please, thank you, and all the proper manners we use in everyday interactions with others. They won’t do it perfectly every time at first, but with repetition, it will start to become habit.\n2) Put away toys\nKids as young as one and two can start to put away their toys. Yes, it will require you as the parent to actually help them walk the toy to the toy box and possibly remove it from your toddlers hand and show them that this is the place to put it away. But that’s okay! The goal at this age is not to have independent kids that can follow commands and require no oversight. The goal is to start teaching them small tasks so that they gradually learn how to do things themselves.\nAfter a few weeks of hand holding, you might be surprised at how they have picked on what you do, and can start to put away toys when it’s time to clean up.\n3) Wipe up small spills\nIf your toddler spills water from her cup, no biggie. That’s the perfect time to show her how to grab a small towel and wipe up the mess. Of course she may not gt it all completely up, but the point is to start to train her to take responsibility for her actions.\nThis would be a gentle introduction to that life lesson.\n4) Put own cup and plate on table\nOne thing we’ve done in our house is make a kid drawer at the level of all the children. That way they can be more independent with getting the things they need on their own.\nTry creating a drawer for your toddler that is at her height, and only keep a bowl, plate, cup and eating utensils in it. When it’s time to set the table, show her how to get her place setting and carry it to her spot at the table. She will soon learn that at meal time, she is to get her setting to the table to be served food.\nBy having the drawer at her level, you are making it easy for her to do it herself when the time comes. You’ll be instilling independence and responsibility in your toddler.\nRecommended: Ikea 36-peice dinnerware set for kids\nThings to consider about toddlers and chores\nEven at this young stage in life, it’s good to start to show toddlers that they are an important part of the family and that they can help. Direct their energy to meaningful tasks so that they are always learning and absorbing useful information.\nOften times they want to mimic what they see others doing, so be sure to perform your daily chores when they are around. However, don’t force them to do tasks they don’t want to do yet. Try to make their chores fun, and if they resist, it could be that they are just not ready yet. Let it go and try again in a month. You may be surprised at how much they mature in that time frame.\nDon’t get frustrated if you find yourself having to constantly help your toddler with these simple tasks even after you’ve modeled them time and time again. Remember, they are still learning how everything works and certain things that come as second nature to you won’t necessarily be the same for them.\nShow patience, and keep working with them. Before you know it, they’ll be old enough to do things without you having to ask and you’ll wonder where the time has gone."

"One of the many goals we hope to achieve when working with these amazing children is to develop independence. If you have lived with a toddler, one of their favorite things to say is \"I do it myself!\" Dr. Montessori felt children need to be independent and are mostly so by the age of three. Without independence, we cannot feel dignity. In The Discovery of the Child (1967, pg. 67), Dr. Montessori wrote, \"If teaching is to be effective with young children, it must assist them to advance on the way to independence. It must initiate them into those kids of activities which they can perform themselves... We must help them to learn how to walk without assistance, to run, to go up and down stairs, to pick up fallen objects, to dress and undress, to wash themselves, to express their needs in a way that is clearly understood, and to attempt to satisify their desires through their own efforts. All this is part of an education to independence.\"\nIf you have extra time, try to let your child zip their own coat, put on their own shoes (even if on the wrong feet!), carry their own bag etc... In our busy lives it is often difficult to do this but try to give yourself 5, or okay, maybe 10 extra minutes. If your child spills something on the floor, show them how to clean it up, and let them do it. They could even help make lunch! The child will feel such a sense of pride and dignity!"

"How to Teach Independence?\nYou’ve probably become more patient since you started this whole parenthood thing. And you’re going to have to practice patience even more as your toddler learns to become more independent.\nFor example, she tells you she can’t finish the puzzle she’s doing. Instead of jumping right in and telling her which piece goes where, you’re going to have to tell her you’ll help a little. Go ahead and help, but let her do a lot of it herself, and make sure she’s the one to finish the job. That will give her a sense of accomplishment and the confidence to try again next time.\nRemember that children each progress at their own rate. It’s not always fast — and there will be setbacks along the way. But the more you can allow them to do on their own without stepping in, the more they’ll be likely to try for themselves again and again.\nPlus, More from The Bump:"

"Here are my top Montessori principles that may be used whether you own traditional Montessori materials. These principles are important for practically any preschooler. To me, they match with natural learning since they fulfill youthful children’s natural needs without requiring a special substance.\nSUPPORT AND rESPECT YOUR CHILD’S ABSORBENT HEAD AND SENSITIVE PERIODS.\nSENSORIAL AND aCCENTUATE PRACTICAL LIFE ACTIVITIES IN THE PRESCHOOL YEARS.\nPractical life activities for care of self, care of the environment, control of movement, and grace and courtesy help your youngster acquire concentration, sequence, coordination, and independence. Actions to refine the perceptions give indirect training for academic learning.\nSUPPLY CHILD-SIZE STUFF (AND REAL KID-SIZE TOOLS) WHEREVER POSSIBLE.\nPlace materials on trays on low shelves, allowing your child the chance to select their own work and to duplicate actions as often as needed.\nDON’T INTERRUPT YOUR KID’S WORK. LET YOUR SON OR DAUGHTER DEVELOP AN EVER-INCREASING ABILITY TO FOCUS.\nTests, competition, rewards, and punishments aren’t mandatory. Your child will develop a feeling of satisfaction over work nicely done.\nWHEN YOU OFFER A ACTIVITY, CHECK THAT ONE QUALITY IS ISOLATED (FOR INSTANCE, IT HELPS IF JUST THE COLOUR – AND NOT THE CONTOUR – CHANGES IF YOU’RE INTRODUCING YOUR CHILD TO COLORS), AND THERE IS A CONTROL OF ERROR (INSTANT FEEDBACK DEVELOPED INTO THE TASK) WHENEVER POSSIBLE.\nIf you follow Montessori principles, you are going to help your kid naturally acquire many positive abilities and characteristics that provide a strong basis in life – abilities and traits such as independence, self-discipline, and love of learning.\nMAKE APPEALING AND YOUR CHILD’S ENVIRONMENT AS ORDERLY AS POTENTIAL.\nAn orderly surroundings assists your child in developing brains and mental arrangement.\nGIVE YOUR CHILD AS MANY CHANCES FOR HANDS-ON LEARNING AS POTENTIAL.\nIt’s important that your preschooler has definite, hands on experiences before learning abstract notions."

"TOP Principles of practical life exercises in Montessori\nHere are my top Montessori principles which can be used whether or not you own conventional Montessori stuff. These principles are important for any preschooler. To me, they fit with natural learning since they satisfy natural needs are ’sed by youthful kids without needing a particular stuff.\nWHEN YOU OFFER An ACTION, CHECK THAT ONE QUALITY IS ISOLATED (FOR EXAMPLE, IT HELPS IF ONLY THE COLOUR – AND NOT THE CONTOUR – VARIES IF YOU’RE INTRODUCING YOUR SON OR DAUGHTER TO SHADES), AND THERE IS A CONTROL OF ERROR (INSTANT FEEDBACK DEVELOPED INTO THE ACTION) WHENEVER POSSIBLE.\nIf you follow Montessori principles, you will help your child naturally develop characteristics and many positive skills that provide a solid basis in life – abilities and traits such as autonomy, self-discipline, and love of education.\nDEMO HOW EXACTLY TO DO A ACTIVITY.\nDon’t expect your son or daughter to know the suitable behavior without having it exhibited first or to automatically understand just how to do something.\nDON’T INTERRUPT YOUR CHILD’S WORK. LET YOUR SON OR DAUGHTER DEVELOP AN EVER-INCREASING ABILITY TO FOCUS.\nCompetition, evaluations, benefits, and punishments aren’t required. Your kid will acquire a sense of satisfaction over work nicely done.\nGIVE YOUR CHILD AS MANY CHANCES FOR HANDS ON LEARNING AS POSSIBLE.\nIt’s significant that your preschooler has concrete, hands on experiences before learning abstract concepts.\nRESPECT AND ENCOURAGE YOUR CHILD’S ABSORBENT MIND AND SENSITIVE PERIODS."

"As parents, one of our primary roles is to prepare our children for the world. A big part of this preparation involves fostering independence and responsibility. Here are three invaluable tips that can help you in raising independent, responsible kids.\nTip 1: Let them make decisions\nOne of the best ways to foster independence in your child is to let them make their own decisions. This is crucial because decision-making is a skill that needs to be developed over time. Start with small things like letting them choose their clothes or what they want for breakfast. Gradually, you can allow them to make bigger decisions. Remember, it's okay for them to make mistakes. After all, learning from mistakes is an essential part of growth.\nTip 2: Teach them the value of responsibility\nEncouraging responsibility in kids involves teaching them the value of doing their tasks. Start by giving them chores that are appropriate for their age. This might include tidying up their room or helping out with the dishes. It's also important to teach them the consequences of not doing their tasks. By doing so, you're teaching them that actions have consequences - a valuable lesson they'll carry with them into adulthood.\nTip 3: Encourage problem-solving skills\nTo raise independent kids, it's important to encourage them to solve problems on their own. Instead of always rushing to their rescue, allow them to figure out solutions on their own. This encourages critical thinking and promotes independence. But remember, it's okay to guide them and provide support when they need it.\nTable: Age-Appropriate Chores for Kids\nFostering independence and teaching responsibility can be a challenging task. But with patience, consistency, and these tips, you can raise children who are prepared to face the world independently and responsibly."

"Today’s parents are more hands-off when it comes to raising their children. They want their kids to be independent and self-sufficient. A recent Pew Research Center study reveals that 64 percent of adults believe children should be financially independent of their parents by age 22.\nHowever, while the benefits of encouraging independence in children are clear, it’s not always easy to do. If you’re struggling to encourage your kids to be more independent, here are some tips that may help.\nEncourage Them To Try New Things\nOne of the best ways to raise an independent child is to encourage them to try new things. They must learn to venture out of their comfort zone and explore the world around them. Doing so will not only build their confidence, but it will also help them better understand who they are and what they’re capable of.\nYou can encourage your child to try new things by enrolling them in extracurricular activities, like sports or dance classes. You can also take them on trips to new places near and far. The more experiences they have, the more independent they’ll become. By gradually easing them into new situations, you’ll help them build the confidence they need to tackle anything that comes their way.\nSo, make sure to expose them to new experiences whenever you can. It’s an integral part of raising independent children.\nTeach Them How To Solve Problems On Their Own\nAnother important way to raise an independent child is to teach them how to solve problems on their own. It is a valuable skill that will benefit them throughout their lives.\nThe Montessori method is a great way to teach kids how to solve problems independently. This educational approach emphasizes hands-on learning and encourages children to think for themselves. If you’re interested in this method, plenty of resources are available online to help you get started.\nOf course, you can’t expect your child to be able to resolve all their problems on their own all the time. But, you can teach them how to look for answers by themselves. Show them how to research solutions and think critically about the best course of action. Doing so will equip them with the skills they need to navigate through life’s challenges, both big and small.\nShow Them How To Be Self-Reliant\nEncourage your child to be self-reliant by giving them opportunities to care for themselves and their belongings. When your child can take care of themselves, it boosts their confidence and helps them feel more independent.\nOne way to show your child how to be self-reliant is by teaching them how to perform basic chores around the house. It will not only instill a sense of responsibility in them, but it will also give them a sense of accomplishment.\nThese could include doing their laundry, cooking their meals, or even caring for a pet. These activities will teach them responsibility and help them develop a sense of pride in their accomplishments.\nBesides, taking care of themselves will also free up your time to do other things. It’s a win-win for everyone involved!\nEnroll Them In A Technical-vocational Course\nOne way to ensure your child’s independence is by enrolling them in a technical-vocational-livelihood (TVL) course or tech-voc. Tech-voc courses allow students to learn practical skills they can use in the real world.\nThe focus of this type of education is typically on manual or trade-based skills. These could include carpentry, plumbing, welding, and more. But, some of these courses also focus on computer-based skills, like web development or graphic design, and livelihood or entrepreneurial skills.\nWith this type of education, your child will be able to acquire the skills they need to get a job and be self-sufficient. They’ll also have the opportunity to start their own business if they choose. So, consider enrolling your child in a TVL course to help them become more independent.\nLet Them Decide For Themselves\nAs your child grows older, you’ll need to start giving them more responsibility and letting them make their own decisions. It can be challenging to let go, but it’s crucial if you want them to be ready for the real world.\nTo start, you can give them small tasks or decisions to make, like what to wear or what to eat. You can give them more responsibility as they get older, like letting them choose their extracurricular activities or what subjects they want to study.\nOf course, you’ll still need to be there to guide them and offer advice when needed. But ultimately, it’s essential to let them make their own decisions and learn from their mistakes. This way, they’ll be better prepared to handle challenges independently when they’re out on their own.\nWhen your child is independent, they’ll be able to care for themselves even when you’re not around. They’ll also be better equipped to navigate through life’s challenges. So, encourage your child’s independence using the tips above. It’ll benefit them in the long run."

"Are you looking for new ways to improve your toddler's development? You're in the right place.\nIt can be hard to know whether you're doing the right things to help your toddler grow and develop. But we've got six ideas in today's post to get you started:\n1. Embrace messy play\nYou may have already introduced some messy play sessions when your child was an infant. But the benefits extend into toddlerhood too.\nNot only does making a mess provide a sensory experience for your toddler, it also provides opportunities for you both to get creative.\nThis is important. As a society, we place so much emphasis on academic development and hitting milestones. It's easy to forget the importance of creativity along the way.\nA regular messy play session will help your toddler develop their motor skills, imagination, and have fun in the process.\n2. Let them get involved with chores around the house\nMany parents assume that it's too soon to get their toddlers involved in chores around the house. But that's not true.\nEncouraging your toddler to help around the house is great for their development.\nIt helps them start to understand their role in the family, as well as teaching them how everything works.\nOf course, tasks should be age-appropriate. Think about your child's motor skills — what do they have the capacity to help with at this stage?\nHere are a few ideas to get you started:\n- Loading clothes into the washing machine.\n- Sorting socks into pairs.\n- Tidying away their own toys.\nRemember to slow down and take everything at your toddler's pace. They won't do everything the same way you would, and that's okay.\n3. Spend lots of time in nature\nIs there anything better for a child's development than time in nature? We don't think so.\nChildren can learn so much from being outdoors:\n- Gross motor skills, like walking on different types of terrain.\n- Imagination skills, using items found in nature for play.\n- Physical activity — and the importance of regular exercise.\nStudies have also linked time in nature to a variety of mental health benefits. Reduced stress and anxiety may help your toddler adapt to some of the changes they're experiencing. You may find this especially useful if you're looking for new ways to handle toddler tantrums.\n4. Feed them a healthy diet\nA healthy diet has many benefits for your child. Most importantly, it provides them with energy to fuel their experiences.\nBut there's more to it than that. Research suggests nutrition plays a role in everything from cognitive development to building a strong immune system.\nLooking for some ideas? Check out our blog post on the best foods to keep your toddler healthy.\n5. Play games to help them reach their milestones\nIt's important to be mindful of the milestones your toddler should be reaching. Although all children develop at a different rate, this can help you plan activities to help them learn. Remember not to panic if your child is not at a certain milestone yet. Just keep working with them, and keep encouraging them.\nAt this age, the best way to learn is through play. Create games to play with your toddler, focusing on building a range of skills to help them hit those milestones.\n6. Make sure they're getting enough sleep\nOne of the hardest things to prioritise as a parent is sleep.\nYou might not feel like you're getting enough. But it's important to ensure you provide your toddler with opportunities to get the rest they need, including a daytime nap.\nWe hope this article has given you some new ideas for activities with your toddler. The most important thing to remember is all children are different. They all develop at their own rate and, as long as we're providing them with opportunities to grow, they will all get there in their own time."

"As an Amazon affiliate, I earn from qualifying purchases.\nAs a parent of a toddler, some days it feels like we spend all our time picking up after them. Toys all over the floor. Food mess on the table…or the floor. Clothes, shoes, and anything else they can get their hands on scattered everywhere. They leave a trail of mess everywhere they go.\nYou can save yourself a lot of time, and start encouraging responsibility in your toddler from an early age, by encouraging them to tidy up. In fact, toddlers love to learn new things, especially when it helps them to feel like a big kid!\nHere are some simple ways to help teach your toddler to tidy up after themselves, and to get them into good habits early:\nModel Target Behaviors\nWhen teaching toddlers new habits, the best way to get started is by demonstrating those behaviours ourselves. Show your toddler what you want them to do by doing it first yourself.\nTo make this most effective, talk your toddler through what you are doing so they are actively aware. “Look, mummy is putting her dirty socks in the laundry basket. This is where your dirty socks go too”.\nWhen encouraging a new habit, keep in mind the fact that your toddler is very new to helping out and may become overwhelmed easily. This means starting with a few very small habits to get them started.\nIt may be as simple as asking your toddler to bring you their cup after they finish a drink. As this habit becomes more automatic, you may start asking them to put their cup on a bench if they can easily reach. Prompting is expected with younger children who need a lot more reminders to help.\nMake It Fun\nToddlers are more likely to repeat a behaviour if it is fun. This is no different for older children. We are all more willing to do something we enjoy, so make tidying up fun.\nDo this by making a game out of it with your toddler. For example, say to them ‘Let’s see how fast we can pack up these blocks together.’ By working together, you are demonstrating the behaviours you want them to learn and having fun together.\nIt may feel like you are getting no-where in teaching your toddler to tidy after themselves. New habits take time, especially when toddlers are so emotionally driven and easily distracted.\nDon’t give up, even when you feel like it’s faster to do everything yourself. The habit will stick if you are consistent with your toddler. Keep them focused with plenty of positive feedback and praise.\nInitially, teaching toddlers to tidy up is mostly involving them in helping you, however, as they get older and more capable, their ability to tidy up on their own will improve.\nWhile it may not feel like a lot of help yet, as your toddler becomes more confident with these simple tasks, it will become routine and mean less picking up for you to do. Building these good habits early also means less resistance compared to starting when they are older."

"Your child beginning preschool is an exciting time of transition. Attending Montessori preschool may be an easier adjustment than most since Montessori schools are deliberately designed to be calm environments where children are encouraged to engage in their natural independence and creativity. When you take the time to prepare your child in these ways so they know what to expect, the transition will be even easier.\n- Incorporate Montessori at Home\nIt’s simple yet helpful to incorporate Montessori classroom principles at home, especially in your child’s bedroom. In a Montessori classroom, anything your child plays with or uses on a daily basis is designed to be child-sized and placed where your child can see it, reach it, or easily use it.\nFor example, your child should have a table and chair in their size, as well as artwork hung on the walls where they can actually see and enjoy it. Toys and books should go in bins or baskets that are neatly organized but also easy for your child to access. In Montessori, everything has its place, and tidiness is emphasized to promote a feeling of calmness.\n- Practice Independence\nNurturing your child’s independence is one of the key facets of Montessori education. You can help your child get a head start by finding ways to encourage their independence at home. Instead of doing everything for your child, find ways to teach them how to do things for themselves.\nThis step can be as simple as letting them pick out their outfit for the day or the pajamas they’re going to sleep in at night. Teach them to put their toys away when they’re done playing, and praise them for being so responsible. Have them help you make dinner, and let them make decisions — with some guidance — about ingredients. These small steps toward independence will increase their confidence and sense of self.\n- Give Your Child Breaks From Mom and Dad\nFor some children, the hardest thing about transitioning to preschool is that they are away from Mom and Dad on a regular basis for the first time. You can help prevent separation anxiety and make spending time with other children, as well as teachers, feel natural by practicing before preschool starts.\nThis practice may mean enrolling your child in drop-off toddler art, tumbling, or music classes, or bringing them to a playgroup once or twice a week. Be sure to keep the experience positive and cheerful. Let your child know they are going to have fun and learn new things and that you will be back to pick them up as soon as the class is over. By the time preschool starts, they will know it is nothing to be afraid of.\n- Create a Predictable Routine\nMontessori classrooms allow for a lot of imaginative, play-based learning but within a predictable and structured routine and environment that small children find reassuring. You can do the same thing at home by creating a routine for your child that remains the same day after day, even if the specific daily outings and activities change.\nFor example, create a bedtime ritual that your child can count on, perhaps involving brushing their teeth, then changing into pajamas, then reading a story together, and finally listening to soothing music as they get comfy in their bed. During the day, consider having set times for meals, naps, playing outside, and outings. This schedule will make settling into the preschool routine much easier.\nBy taking the time to make sure your child is prepared for preschool in these ways, you’ll help them have a fun, easy, and low-stress start to their Montessori education. Contact us at Miniapple International Montessori Schools to learn more."

"Let’s look at a day in the life of a toddler. Typically they will get up, have breakfast and then play. Next it is lunch and a nap and more playing. They’ll play until supper, eat and then play again. Bath time, which is more playing, is probably the last thing they will do before they go off to bed for the night. Some will say “what is so hard about that?”\nLet’s take a look at it. A toddler doesn’t have a lot of knowledge. All they have is what they learned as an infant. As a toddler they will learn how to walk better and then even run. Their communication skills will develop more, and they will also learn about cause and effect.\nFor adults it is common knowledge that hitting, biting, etc. is not a good thing to do. That is not the case with a toddler. They will hit or bite a few times and be corrected on it before they learn that it is something they shouldn’t do. Building blocks would be another example of what toddlers could learn about on a daily basis. They have no idea that one block will stay on top of another when you place it there. They also don’t know that as you pile them up you can only go so high before they fall. This is all something they learn through trial and error.\nI know if you tried to imagine yourself constantly learning all day, every day, it would probably give you a headache. Well that is the life of a toddler! So the next time your toddler does something wrong remember it is part of their learning process. Work with them and help them learn everything they can. What you do with them now contributes to who and what they are as adults. Above all else remember to always have fun with them!"

"This stage of your child’s development is when they soak everything up like a sponge, develop personalities and begin to learn right from wrong. It can be a handful with just one child and having two or more can seem like a nightmare. These hacks for parents are meant to make the journey a little easier for the whole family.\nI have just one child at the moment, but I was born in a big (and happy) family. I was the oldest one and I watched my mom handling all of us, so I gathered her best hacks for parents and decided to share them here!\nHacks for Parents\nCreate Feelings of Sufficiency For Everyone\nYou can create a conscious awareness of the infant by including the toddler in activities such as feeding time or changing the diaper. Make it exciting for them by creating a song they can partake in or have your toddler tell the baby a story as the diaper is being changed. A sense of unity will be accomplished and your toddler will feel like part of the process.\nMake your toddler feel important after they have gone to school or a relative’s house. Pay attention to them. Put your baby down somewhere and have some baby-free time with your toddler. Listen to their stories, ask them questions about their day and do this every time they come home.\nEventually, it will be necessary for our children to be independent. Be proud of your child when they do something by themselves and acknowledge the act. I like how you did that all by yourself. Let them explore and discover things on their own. The less they ask if they can do something, the more independent they are becoming. Use No for only the most serious cases (sticking things in electrical outlets, running into the street, etc.).\nStop using the word “share“. It’s abstract and not as easy to understand as taking turns. Teach your child to take turns when engaging in an activity. That is something they can see in everyday life and you can use examples to teach them about cooperation and taking turns. You can say things like: “See how everyone is waiting to take their turn to see the cashier?”\nToddlers can get frustrated if they try an activity and is unsuccessful. Without the proper teaching on perseverance, they can develop the mindset that any activity that is difficult isn’t worth trying. That is something we all know will not help them succeed in life. Remember the saying: “If at first you don’t succeed, try, try again” and say that to your child daily. Make a song about it so that every time they come to a difficult task you both can sing it together.\nThese hacks for parents can make life at home with an infant and toddler a little easier. The older child can even teach the younger one. You can tell them that the baby is smiling because the toddler has taught them something. It makes them feel special and confident that they can do things with the baby too. You all work as a team and create a sense of unity in the family.\nI hope these hacks for parents will help someone. You can find more great tips on Quora!\nDo you have some hacks for parents with infants and toddlers?"

"Toddlers – one to three year olds are balls of energy, vitality and curiosity.\nThey’re busy trying to master so many skills all at once like talking, walking and climbing. For most toddlers the biggest challenge is becoming their very own person. When your little one starts trying to assert her independence you’re likely to hear a lot of “NO” and “I DO IT MYSELF\".\nREJOICE – although this behavior may be difficult to tolerate, this means that she is developing her own identity. Of course, with independence comes the gradual separateness from parents but nurturing that independence is one of the most vital gifts you will ever give your child.\nTODDLERHOOD - DEFIANCE OR ASSERTION?\nThe meaning we ascribe to a word fuels our perception of the behavior or intent behind it. During toddler years it is tempting to describe a toddler as defiant. However, as parents if we can observe the behavior as a manifestation of self-development and assertion we’re far less likely to view it as negative, or behavior in need of fixing and more likely to adopt a flexible approach. In the long run this will benefit both parent’s and toddler’ mental health – believe me.\nRather than reacting to toddler behavior as disrespectful, see it for what it is – an attempt to assert herself as an individual. After all, that’s our job as parents – raising, independent individuals that will contribute in their own way to the world.\nPICKING YOUR BATTLES\nWhen your toddler is resolute and determined to do things her way, it is so easy to fall into the trap of issuing edicts, threats and ultimatums. There are two problems with this\n- Your Toddler feels cornered – either she does something she absolutely doesn’t want to do or, she suffers the consequences of your threat. Now you have a very unhappy toddler.\n- It puts you in a position of having to follow through on a threat made in the haste of irrationality, something you will probably struggle with later when you’ve cooled your jets.\nThe single most effective way to encourage your toddler to be independent is to love her unconditionally, support her and have a truck load of patience – yes, I know – that leads to self-care – that’s for another day. Here are some tips:\n- Time; remember, she’s only learning. If she can do it – let her. Realize though, that it will take her longer to dress herself, brush her hair or feed herself. Resist the temptation to step in and speed things up – you will not be doing her or yourself any favours in the long run.\n- Believe in her; there is no greater boost for a child’s confidence and self-esteem than her parent’s belief in her ability.\n- Choice; Offer choice but not too much – e.g. “would you like your green sweater or your red sweater?” Too many choices can become overwhelming for toddlers.\n- Encourage curiosity; Make your surroundings as toddler-proof as possible. Store the breakables and fragile objects so that she can get on with her job of play through exploration and you won’t have to be like a broken record, policing her and saying “No”.\n- Widen the Social Circle; Get your toddler used to spending time with other children and adults in different settings. Schedule short periods of time when you are away from her so that she learns to stand on her own two feet.\n- Use Humour; Work with your toddler through humour and clowning around – you will still get where you want to go and you will both be the better for it. It’s a lot more memorable learning through entertainment.\n- Focus on the behavior that you want; Highlight and praise what you like. If you’ve ever said to a small child “don’t run” it is almost a guarantee it’s the first thing they will do.\nKeep your own sense of humour and remember these are just growing pains!"

"Introduction. Teaching your kids independence is one of the hardest aspects of raising toddlers. That’s because most parents fear the moment their children will no longer need them to do necessary activities. That sense of losing control causes grief in so many parents of toddlers. However, it’s very critical to teach your kids independence. That’s because at one point, they will need to live alone and be able to take care of themselves. Here are some activities for toddlers to nurture independence in pre-schoolers.\n- Getting Themselves Dressed. Teaching them how to get dressed is pretty difficult. However, this is more a question of habit rather than skill. Most kids get distracted when they have to dress up. One of the ways of going about this is to incentivise the process. Let them know that they will get a reward if they dress themselves up. Along with this, you have to teach them to pick after themselves, especially when it comes to gloves and socks.\n- Fixing breakfast or lunch. When it comes to breakfast, there are necessary skills that don’t need your help or supervision. You can teach them how to make waffles in the toaster oven or even prepare their cereal on their own. You can also teach them how to spread butter on their toast. The major issue will be how to teach them that certain foods are not for breakfast e.g. sweets. This is really helpful, given that most mornings are very busy in many households.\nIII. Preparing toothbrush and brushing teeth. Kids who have older siblings have an easier time learning this activity. That’s because the older sibling can easily guide them. You have to teach them how to squeeze the tube and place the paste onto the brush. You also have to teach them how to brush their teeth and how to clean up after. This can be a very long and messy teaching process.\n- Putting Away Toys. Misplaced and poorly stored toys are a hazard in the house. One can step on them and slip or get a fracture. They can also be easily swallowed. That’s why you have to teach a toddler how to put them away after playing with them. You have to do it many times until they internalize the process. This is often made harder by the fact that most kids lose interest fast and simply shift to something else after playing with the toy.\n- Setting/Cleaning Up Table. This training not only builds a sense of independence in them, but also enables them to learn to partner up during chores. It could begin with simple tasks such as taking their own plates to the sink. This could be followed by teaching them how to wipe the table. You could also show them how to arrange plates and cutlery on the table. Soon enough, you can teach them how to clean the utensils.\nAs a children educator, I pride myself in acquiring various knowledge and methods in order to cultivate the next generation of leaders for our society. As such, I enjoy writing to share my expertise with parents and guardians that are concerned about the development of their children. This platform records my sharing and love for the little ones around me. Hope you enjoy reading!"

"It is sometimes easy to underestimate the abilities of our children, especially when they are toddlers. It is easy to just to everything for them. I get that. Letting them do stuff themselves is definitely the hard way but it is not the best way to raise responsible and independent people. Getting your toddler involved in chores can be an important step in developing responsible and independent behaviour. It’s also a good way to help your child build positive self-esteem knowing they have not only contributed to the family and household, but that you also trust them to do a good job. That’s why I’ve come with a few chores your toddler can do all by themselves.\nKeep in mind that your toddler is not an adult. Do not expect perfection and remember to praise and encourage your child as they are working rather than waiting for them to finish.\n11 Chores Toddlers Can Do On Their Own\nPick Up Toys\nYour toddler is definitely capable of picking up their own toys each day. Because your toddler is the one making the mess, it’s important that they are also the ones to pick up those toys, making picking up toys a great chore to start your toddler with. This will help your toddler become more organized and you’ll love not stepping on Legos on your way to the bathroom.\nSit your toddler at the sink and have them rinse off your produce as you prep your meals. This is a fun way to keep them occupied while you cook .\nDo you have pets in your home? If so, your toddler can help you feed your pets! Show your child how much food your pet needs, such as 1 scoop from the food bag, and then let your child do this themselves. Since your toddler is still young and apt to forget things, it’s important that you check that the chore has be completed. You can use a sticker chart to help track the days that your child completes this chore without being reminded.\nWipe Door Handles\nYour toddler is the perfect height for this fun chore! If this chore is on your toddler’s to-do list, then hand them a Clorox wipe and let them run around wiping all of the door knobs off. Not only will your child be responsible for a weekly chore, they’ll also be ridding your home of a lot of germs. It’s a win-win for any mom.\nMake their Bed\nDon’t forget to add your child’s bed to the chore list. This is a great daily chore that you can assign to your toddler. Simply have your toddler make their own bed before leaving the bedroom. To do this, your toddler will need to straighten the pillows and pull the blanket up over the pillows. Not only is this a good chore to teach your child responsibility, it’s also a great habit to learn.\nPick up Dirty Laundry\nYour child can easily be shown how to pick up their dirty laundry and put it in the hamper for you.\nIf you want your toddler to help with laundry, you might want to start with socks! They can look for two socks that are the same and not only will you get a little help with laundry duty, but your toddler will also learn important matching skills as they compare socks trying to find ones that are the same. Once they have mastered this you can move them on to other items that are easy to fold like cloths and tea towels.\nPut away Clean Laundry\nThis one can get a bit frustrating as some pieces will become unfolded in the process but it is a great way for your toddler to learn how to sort objects and it is definitely one of the more fun chores for toddlers.\nClean up Spills\nThis one is huge since they are typically the ones causing the spills in the first place. Little ones absolutely love cleaning up spills so this one won’t require too much convincing on your part.\nThis is similar to cleaning up spills and something toddlers can absolutely love doing.\nWash Dirty Dishes\nYour toddler will love this job between the bubbles and the water. Get them to wash up and dry any non-breakable dishes such as plastic cups, spoons, pots etc..\nYour toddler is old enough participate in household chores. What chores do you assign to your toddler?\nYou are also going to love:\nIf you liked this post, you will like these too!\nYou Might Like...\nLatest posts by Elizabeth (see all)\n- Disney Princess Classic Films Now Airing on TV - September 17, 2018\n- The Nightmare Before Christmas 25th Anniversary Edition - September 12, 2018\n- Hocus Pocus 25th Anniversary Edition Blu-Ray - September 12, 2018"

"Every mum and dad wants their kids to be fit and energetic. Raising fit kids starts from an early age. It is our duty as mums to provide our children with a healthy lifestyle that combines between a healthy diet and regular physical activity. Starting to work out with your toddler is the first of achieving this healthy lifestyle. Not only does it build up good foundations for physical activities. But since you are also working out with your toddler, it helps you stay fit and energetic. So, how to start working out with toddlers, how does it benefit you and your child, and what exercise can you both do together?\nHow to start working out with toddlers?\nMums might find it difficult to start working out with their toddlers. They believe that they are still young and cannot fully understand the idea of working out and its benefits. But toddlers tend to imitate and copy everything their parents do. And while conversations are important to help children understand the benefits of it, actions speak louder.\nStart by taking your toddler out to parks for quick jogs. Stay slow and keep an eye on your toddler – you need to make sure not to over do it with them, especially at the beginning. Make it into a daily habit for you and your toddler to go out and walk around. Trust us, you will see your toddler eagerly waiting for this time of day to spend walking around with you.\nGradually start doing extra activities to get your toddler moving around more. For example, start stretching and doing floor exercises while your toddler plays with a ball. You can turn it into a family activity and have your kids play tag while you do your own work out. Remember to keep an eye on them.\nAlso, keep in mind not to over do it. Your toddler is still young and cannot keep up with adult movement. Have a snack or light lunch packed, and drink a lot of water.\nWhat are the benefits of working out with toddlers?\n- -It creates a strong and beautiful relationship between you and your toddler.\n- – Working out with toddlers keeps mums fit and energetic.\n- – Helps you get back to shape after childbirth and lose baby weight.\n- – Builds up your toddler’s physical strength and muscles\n- – Reducing risks of becoming overweight for both you and your children.\n- – Helps children adapt to a healthy lifestyle as they grow. This will help their bodies to be healthy and have lower blood pressure and blood cholesterol levels.\n- – Lowers the mum’s blood pressure and cholesterol levels and protects her against diabetes.\n- – Makes sleep time a lot easier and smoother as your toddler has used up all of his or her energy.\nWhat exercise mums can do with their toddlers?\nThere are plenty of activities that you can do with your toddler to help build up their physical strength while also keeping you fit and help you lose weight. Here are 5 suggestions, but keep in mind that the sky’s the limit when it comes to working out with toddlers.\nJogging and walking are the best exercises you can do with toddlers. Jogging helps maintain bone health for you. And it builds up your child’s bone strength. All toddlers love to walk around because they just learnt how. So this is the best workout a mum can do with her toddler. And it can be easily done daily.\nYou need to pick the right time to go jogging with your toddler. Especially if you live in Dubai where the climate is warm all year round. Morning jogs are the best. Have breakfast, get dressed and go for a 30 minute jog with your toddler. You might need to take a stroller with you in case your toddler gets tired. And this is a plus for you as pushing your toddler’s stroller can strengthen your muscles and make them more flexible.\n2| Riding bicycles\nThere are many ride ons that are great for toddlers. Whether it was a simple push ride-on or a 3 wheeled bicycle. Get your toddler’s bike and yours and start riding around the park. Cycling is great for mums as it increases your metabolic rate and helps you lose weight. Cycling moves all your body’s muscles, so it is basically a great full workout that you can do with your toddler.\nHowever, it can be a little hard to grab two bikes, a stroller, and a couple bags. So you can do this during the weekend with your husband, family, or friends.\nTeaching toddlers how to ride a bike at this age is really good for the long run. They will grow into loving it and doing it all the time. Which will keep their bodies fit and healthy.\nTeaching children to swim at an early age has great benefits. Sign up for swimming lessons with your toddler a couple times a week and enjoy this experience. According to the American Academy of Pediatrics, it is best to start teaching children to swim at the age of one. And aside from the many benefits of swimming for toddlers, it is super fun for them to splash water around.\nAs for mums, there are many benefits for swimming including:\n- – Muscle toning\n- – Burning calories and losing weight\n- – Reducing stress and anxiety\n- – A great way to cool down in the summer\nIn addition to that, it is a great bonding activity for you and your toddler. Trust us, your child will be so grateful to know how to swim at an early age. As it will keep their bodies fit, healthy, and they will have no fears of water. As they grow, they will have more confidence in themselves as well – if they can swim, they can do anything.\n4| Ball tossing\nThis is another exercise that you can do easily on a daily basis. Get a small ball and toss it around with your toddler. It will build up both your muscle strength and make your bodies more flexible and healthy.\nBall tossing boosts your toddler’s eye-hand coordination, motor skills, and physical strength. It can also be a great indoor activity when you cannot go out.\n5| Hula Hooping\nLast, but definitely not least, is hula hooping. While toddlers might not be able to do it, they will have plenty of fun and watching you do it will motivate them a lot. As for you, mum, hula hooping is a great way to tone your waste. It helps reduce the fat surrounding your core and it will build up the muscles there. Building core muscles is a healthy and normal way of gaining healthy body weight. All it takes is a lot of practice and consistency. To make this activity more fun for you and your toddler, put on some energetic and fun music to get you both going."

"Encourage your child to be independent from a very early age by teaching them to take care of their simple, daily activities by themselves. Here we tell you how\nBy Kavitha Ravi\nChildren can learn basic life skills from a very young age, so that they become self-reliant adults. Doing little things on their own, develops their confidence and helps boost their self-image in the long run. You might think of your children as small, defenseless creatures, who can't take care of themselves. But with a little bit of love and encouragement, you would be surprised at how much your preschoolers can actually get done.\nIf you really want to help your children, you need to coddle them less and teach them how to be independent. And true independence can only come when they don't depend on you to get things done for them.\nSo here are ten basic life skills that every parent should teach her --\nHaving good manners will go a long way in helping your toddlers through out their lifetime. Children with good manners grow up to be adults with good manners. As a parent you have to set an example for your children, so practise what you preach. If you expect them to be polite in their interactions, be gentle and polite with them. Preschoolers often learn through imitation, so parents need to lead the way. This will influence their interactions with the rest of the world.\nThis is one of the most useful skills to teach your toddler. Teaching her to wear her clothes neatly and to be well-presented will free you from the daily chore of helping your preschooler dress every day. The sooner you teach this skill the better, as it also lays the foundation for doing other daily chores by herself. Small children might require some help getting in and out of clothes for a while but teaching them young will set them on the right path.\nThis could be a little tricky to do for a young child but it's one of the most necessary skills you have to teach them by the time they are in preschool. You can make it a fun activity for them and not make it just an exercise to tie their shoe laces. If you can make a game out of it, your child will pick up the skill faster.\nWatch this video to teach children to tie shoes with the bunny ears method:\nA whole host of illnesses can be prevented if your children know that clean hands are essential before eating food. Take them through all the steps involved in washing their hands such as opening a tap, using soap, rubbing their hands together to get the dirt off and rinsing their hands thoroughly. Once this becomes a habit, they will automatically do it before every meal without being told.\nTeach hand washing with this fun song:\nParents, sometimes, let their preschoolers indulge themselves, be it going overboard with sweet treats or playing with toys past their bed time. These instincts can be controlled from an early age, if you want your preschooler to grow up to be a fuss-free adult. You can do this without being too strict about it. So sit your little one down and teach him the importance of self control. Teach them through the concept of delayed gratification.\nEncouraging your child to put things back where they belong, will teach them the importance of cleanliness and order. Show them how they can put the toys away after they are done playing and put their plates and other cutlery in the sink when they are done eating. This will help them to pick up after themselves which will hold them in good stead when they become adults. You can also teach them to put dirty laundry where it belongs.\nThis has to done under your supervision till your become a little older because they could poke their eyes with the comb. Let your preschooler try combing her hair first and then you can fix it if you aren't satisfied with the results.\nHere's a nice video you can show your preschooler to teach combing their hair:\nThis is an important life skill and a fun activity as well. It is essential that your preschooler knows how to swim. It is a life saving skill and it is best to learn it when young as it will help your preschooler overcome the fear of water.\nYou can give your preschooler small amounts of money for the chores they do around the house. By doing so, you will teach them the importance of money. Also, teach them how to budget the money that they have earned. This will help them grow up into adults who are able to handle money.\nChildren should be taught this skill from the time they reach the preschool age. They can start small and plan their play time and what toys they intend to play with. Then, they can graduate to other activities that make up their day. It will teach them the importance of planning and execution, which is a very important skill to have as an adult.\nTeach these skills with gentleness and loving care. Children learn most things easily when it is shown to them in a positive way and when they are taught by example.\nBeing punctual is important to achieve success. Here’s how you can teach punctuality to your chil...\nGetting your children involved in household chores can be a challenge. Here are some great tips a...\nMeera Mathews Marrate\nLet your little one get some colour on the cheeks and feel the breeze in her hair. Here are some..."

"One of the hardest things as a parent is to step back and allow a child to learn on their own. As parents (especially moms, because of our nurturing natures) we want to step in and force them to learn it right the first time they try. We want to pick them up the instant that they fall down, we want to show them exactly how a puzzle fits together, we want to give them the answers to their math problems. It can be so hard to watch our children struggle as they try so hard to learn something new.\nAlthough it is hard to step back, one of the most important things we can do for our children is to let them learn on their own. Like the butterfly who cannot survive if helped out of the chrysalis, our children will struggle in adulthood if they have not learned how to solve problems without the aid of their parents. That is not to say that as parents we should not help and offer guidance through our children’s struggles, but we also need to know when to let them learn on their own.\nI have always enjoyed watching while my children worked hard to find a solution to a problem. This may seem a bit cruel, but I can see them learning and growing a little bit each time they solve a problem. I have watched my two year old realize he couldn’t reach the light switch that his daddy had asked him to turn off, and grab a step stool (that was almost as big as him), push it all the way to the light, then proudly switch off the light. Sure, he struggled to push the step stool, but his feeling of accomplishment was so much greater when he was done, than if I had simply gone in and switched off the light.\nThere are certainly times when it is important that we step in. When our children are in danger, we should always keep them from harm. But, when there is no danger, the best thing we can do is allow them to learn on their own.\nPosted by Christine of Sticky Fingerprints"

"Toddlers and preschoolers see their grown-ups and older siblings doing everything so easily. It can be frustrating and discouraging for these little ones to try and try, and not be able to do what they see everyone else doing. Knowing that self-esteem can come from being competent at something, there are several ways we can empower our toddlers and preschoolers and give them opportunities to feel capable and competent:\nLet them do things for themselves.\nSometimes it’s hard for a parent not to step in and quickly do something a child is trying to do. Especially if the child is taking a long time to, say, figure out how all of the chalk pieces will go back into the box. (Sometimes I want to pull my hair out when I’m watching my own four-year-old meticulously try to fix the Velcro fastener on the back of his hat so that it’s “not too tight and not too loosed.”) But our kids need these experiences, and by letting them complete tasks by themselves, we not only give them chances to learn the lessons associated with that task, but to find out how much they can do on their own. And that’s power.\nLet them struggle.\nAs parents, we love seeing our kids succeed, and it’s often difficult to watch them struggle. But resist the temptation to rescue your child when she’s having a hard time with a task. Give her opportunities to face problems and solve them themselves. Think about the kind of lesson a child learns when she keeps working on a challenge and figures it out! She learns that she doesn’t have to give up, and that tolerating a bit of frustration allows her to reach a goal. Of course we don’t want our children to have so much frustration that it’s overwhelming to them, but a little bit of it builds resilience. Then, when you see that it’s necessary to step in and help out, try to do so without taking over. Just give a little nudge – “Looks like that piece might go in this area of the puzzle” – rather than solving the problem for them. When kids are NOT given opportunities to struggle and then succeed, they’ll feel powerless when difficult situations arise.\nAsk for their help.\nAlmost nothing feels better to a two- to four-year-old than being asked for their assistance. “Can you help mommy put this lid on? I can’t seem to get it on.” Or “Would you help me decide about where we should eat? Outside? Or at the dinner table?” Or give them a job that lets them really help: “Will you put the napkins on the table?” Simply by making kids feel like they’re contributing to whatever’s going on around them, you can help them see that they are capable of pitching in, helping, and making decisions.\nPlay the boob.\nThis phrase belongs to renowned pediatrician Harvey Karp. He talks about playing the boob with young children, where we are purposefully incompetent so that they can jump in and help. We might say something like, “I don’t know where this puzzle piece goes. Hmmm.” Or, we can let them observe us struggling with something that they can easily accomplish, like stacking blocks. Stepping in to help rescue a seemingly inept adult can help children feel strong, and show them that they have the power to master tasks set before them.\nNot only can young kids handle some responsibility, but it’s great for them. Try to elicit their help or opinion at least once a day so they feel like they’re a contributing member of the family, and that their abilities are important. This will reduce their frustration while also building both competence and confidence."