The nutrition your child receives from infancy through his or her formative years is essential not only to building a strong body, but also to achieving optimal mental and intellectual ability as well as emotional health. This is why the way you feed your child is generally considered an important part of good parenting.

Recent advances in nutritional neuroscience show that particular nutrients have certain affects on the development of the human brain, which influence intelligence, mood, and behavior.

The brain of a human fetus grows rapidly from the 10th to 18th week of pregnancy. During this time the fetus develops thousands of brain cells, called neurons, every minute. Moreover, these neurons begin to develop into a system of interlocking connections, forming essentially a network of specialized nerve cells that can have long-term effects on the child?s development. Therefore, it is important for the mother to eat nutritious foods during this time.

This process of rapid growth and development of the brain continues for about 2 years after birth. Just as a car needs fuel, proper nutrition during this important developmental stage is essential. As a matter of fact, malnutrition, or shortages of essential nutrients, during this period can have devastating effects on the nervous system and neurological development as well as physical growth.

Although the total number of neurons doesn’t increase much beyond the age of two, the number of connections that take place between them continues to develop dramatically over time. When a baby is born, every neuron in the cerebral cortex ? the outermost layer of the brain ? can connect with about 2,500 other neurons. By the time the child reaches the age of two or three, that number has increased to 15,000.

The connections formed within a child’s brain are vital to memory, cognition, and learning. These connections are the conduits along which the electrical impulses that make up our thoughts travel. During the most prominent learning years, children are literally hard-wiring the ways in which their brains work every minute.

For example, as very young children develop language skills repeating words again and again, they literally hard-wire the images they see in the world around them with the sounds they make. Every thought a young child has is represented by a ‘ripple’ of activity across the network of neurons within his or her brain. Repeated thoughts and actions, whether related to speech or movement, reinforce and strengthen neurological pathways. Moreover, as the child develops more advanced skills, like crawling and walking, the connections from infancy that are no longer needed weaken dramatically. Unlike other organs in the body, the brain is constantly renewing and restructuring itself.

The connections that form within the brain, called dendrites, are very important to a child?s physical, mental, and emotional development. The places where one dendrite meets another are similar to the gaps in a spark plug. As dendrites bridge these gaps, synapses are created. In other words, as dendrites ?spark? across these gaps in synapses, messages are sent from one neuron to another. The way in which these synapses traffic information?a process called neurotransmission?within the brain is crucial to the healthy functioning of the body as well as the development of the intellect.

The parts of the brain that send and receive messages are made up of essential fats, such as those found in fish and seeds; the phospholipids present in eggs and organ meats; and amino acids, which make up the raw material of protein. The message itself, known as a neurotransmitter, is in most cases made up of amino acids. Different amino acids make different neurotransmitters. For example, the neurotransmitter serotonin, which helps a child to feel happy, is made from tryptophan. Adrenalin and dopamine, which keep children motivated, are made from phenylalanine. However, turning an amino acid into a neurotransmitter is no simple task. Enzymes in the brain, which depend on vitamins, minerals, and special amino acids work to accomplish this task. These vitamins and minerals also control the steady supply of fuel? blood sugar or glucose?that powers each neuron. From all this, you can see how the food your children eat does more than build their bodies. It also helps to develop their brains, from the neurons themselves to the synapses that transmit information throughout the mind and body. Thus, food plays a vital role in determining how your children think and feel. Although the basic structure of your child’s brain is determined by genetics, the nutrition they receive and what they learn helps develop that structure, and ultimately their intelligence and ability to learn. It also affects how they adapt, and whether they have happy and fulfilling lives. While you can’t change genes, you can control your child’s nutrition and learning environment. For this reason, one of your main tasks, as a parent, is to ensure that your child receives optimum nutrition and a stimulating environment that encourages his or her capacity for learning. In the context of the development of your child’s brain, optimum nutrition is all about ensuring that your child gets sufficient quantities of five essential foods, while avoiding some others.

This Guide

As the parents are gradually getting cautious about Autism, one must understand the symptoms of this disease. As the doctors explain, as early the disease is diagnosed the more are the chances of cure. Following below is a list of symptoms of Autism. In case you find any of these in your child, you’re advised to consult your child’s doctor immediately. A simple evaluation & check up can save your child in time.

1. The child does not meet the development stages on time.

While some children start crawling at a tender age of 4 months, some do not reach this achievement until several months. Both ways, it is fine. Similarly, there are many stages that a child reaches in his growth process. Though there is no fixed time span for all these stages, if the child is showing a delayed response in every step, you must check with the doctor.

2. Your child is not able to talk.

As children get aware of the environment around them they show responses in several ways. They start blurting a few words at a very young age and suddenly some day you realize that they are able to speak full sentences. The usual age when the child starts babbling some words is 16 months. In case your child does not react with words even after 16 months, it can surely be a matter of concern. The doctor might call for some evaluation tests that are necessary.

3. Your child does not make any eye contact.

Babies & children usually look at you while you talk to them. Children suffering with Autism avoid all sorts of eye contact. They seem to be lost elsewhere rather than looking at you. Try pointing out an object to them and they would look past the object, reacting nothing to what you tell them.

4. Your does not emote.

Children suffering with Autism do not emote at all. They do not smile back to some one passing them a smile. Normally children start crying if they see another kid crying. An Autistic child won’t react to any such situation. Unlike the normal kids, an Autistic child does not like to be cuddled or held in the arms. They would not approach their parents to be hugged or cuddled.

5. Your child likes to be alone.

Children suffering with Autism normally do not play with the kids around them. They rather like to be left alone and play all by themselves. They make very few friends or may be none. They can not differentiate jokes. As a result, they would follow each and every word told to them literally.

6. The child keeps forgetting anything taught to him.

You taught him to make the bed today and just 4 days later he behaves as if he never knew anything about it. Autistic children can not retain anything you teach them. They need to be told about the very basic chores & skills time & again.

These are very few symptoms of Autism. Also we must understand that all children suffering with Autism won’t show all the signs together. They might show one or some of them. If you note any of these in your child consult your doctor and get the essential evaluations done within time. Remember, the earlier you diagnose the ailment, the sooner you can initiate the treatment. You might find that there was nothing wrong with the child, but its always safer to re-assure in case of any doubts.

Abhishek has got some great Autism Treatment Secrets up his sleeves! Download his FREE 41 Pages Ebook, “Understanding And Treating Autism” from his website http://www.Health-Whiz.com/555/index.htm . Only limited Free Copies available.

Introduction

“And when the female infant (Al-Maw\’udah) buried alive is questioned, for what sin she was killed!” (Surah 81, al takwir: 8-9). On judgmental day, fathers will be asked for which reason they abused their daughters. Islamic teachings ended those cruel pre-Islamic practices of female infanticide “wa\’d” which was common in dark ages. However, child abuse has for a long time been recorded in literature, art and science in many parts of the world. The historical record is also filled with reports of unkempt, weak and malnourished children cast out by families to fend for themselves and of children who have been physically, sexually, and emotional abused. In recent years, countries witnessed a movement towards child abuse addressing and prevention.

This concept paper aims at portraying the different types of child abuse, manifestations and consequences. Different types of child abuse are caused by many factors; those factors will be discussed also. The prevention approaches by family and health service providers will by highlighted at the end of this paper with the therapeutic approaches. Most of the available studies are concerned with aspects of physical, sexual, and/or emotional abuse, and therefore the discussion and recommendations would have the most validity when applied to such situations.

Anyone under age 18 who\’s been neglected or abused by a parent or someone responsible for his care is considered a victim of child abuse. In statistics for 2002, the Department of Health and Human Services revealed that: about 896,000 American children were victims of abuse and neglect. Of all abused children, 60.5% suffered neglect; 18.6%, physical abuse; and 9.9%, sexual abuse. Some experienced more than one type. An estimated 1,400 children died from abuse or neglect; 76.1% of them were under age 4. Parents were the most common abusers. Although these numbers on child abuse are appalling, many authorities believe they\’re conservative. Because abuse occurs within the family and often involves young preverbal children, many cases are never discovered or reported. Particularly, 63% of the participants were identified as victims of domestic violence on Karachi Domestic Violence Screening Scale. 36% of the victims were males and 64% of the victims were females. 35% of the victims reported facing physical abuse, 52% of the victims reported psychological abuse and 30% of the victims reported sexual abuse from their relatives. 60% of the victims had depression and 67% of the victims had anxiety. Another Study by medical students of AKU (class of 1996) in a sample of 176 children, it showed that 27% of them had suffered physical abuse.

Child abuse crosses all ethnic, racial, cultural, and socioeconomic lines. There is clear evidence that child abuse is a global problem. “It occurs in a variety of forms and is deeply rooted in cultural, economic and social practices” (Bethea, L, 1999). Many parents who abuse their children are immature and impulsive, with low self-esteem. Sometimes family is isolated within the community and one or both parents may be a substance abuser. Environmental stressors that can trigger abuse include work problems, poverty, unemployment, illness of family members, marital tensions, and domestic violence between adults. The child consequences lead to consider child prevention as the priority in primary health care system. “The short-term consequences of abuse are the physical and behavioral indicators that led to suspect abuse in the first place in health care system”.

The role of the community, religious leaders and school teachers is vital in countering the exploitation of children, but, unfortunately, there is often ambivalence among people regarding such issues. So that there is a need to nurses to sensitize parents and teachers on the crucial issues around child abuse and mobilize them to form networks to protect children. Typically, neglect comes to light when a teacher reports a child who has poor hygiene and inappropriate clothing, appears listless, frequently complains of hunger, or frequently misses school without explanation. Neighbors may report a child being left unsupervised, or a health care provider may report that a child is missing appointments for medical care. As a health care professional, nurse role is reporting child abuse and neglect, especially when a nurse discovers it during home visitation. “Nurses who work with children and families in various health care, education, and social service settings can play a key role in stopping neglect and abuse before they begin, by promoting primary prevention procedures”. ( Kathleen ,2004)

Body

The International Society for the Prevention of Child Abuse and Neglect recently compared definitions of abuse from 58 countries and found some commonality in what was considered abusive. In 1999, the WHO Consultation on Child Abuse Prevention drafted the following definition: ‘‘Child abuse or maltreatment constitutes all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.’’

The definition given above covers a broad spectrum of abuse. This paragraph focuses primarily on manifestations and consequences of three types of child maltreatment, namely: physical abuse; sexual abuse; emotional abuse and the neglect.

Physical abuse of a child is defined as those acts that cause actual physical harm or have the potential for harm. Injuries inflicted by a caregiver on a child can take many forms. Serious damage or death in abused children is most often the consequence of a head injury or injury to the internal organs. Head trauma as a result of abuse is the most common cause of death in young children, with children in the first 2 years of life being the most vulnerable. Because force applied to the body passes through the skin, patterns of injury to the skin can provide clear signs of abuse. The skeletal manifestations of abuse include multiple fractures at different stages of healing, fractures of bones that are very rarely broken under normal circumstances, and characteristic fractures of the ribs and long bones.

Sexual abuse is defined as those acts where a caregiver uses a child for sexual gratification. Children may be brought to professional attention because of physical or behavioral concerns that, on further investigation, turn out to result from sexual abuse. It is not uncommon for children who have been sexually abused to exhibit symptoms of infection, genital injury, abdominal pain, constipation, chronic or recurrent urinary tract infections or behavioral problems. To be able to detect child sexual abuse requires a high index of suspicion and familiarity with the verbal, behavioral and physical indicators of abuse. Many children will disclose abuse to caregivers or others spontaneously, though there may also be indirect physical or behavioral signs.

Emotional abuse includes the failure to provide an appropriate and supportive environment, and includes acts that have an adverse effect on the emotional health and development of a child. Such acts include restricting a child’s activities, ridicule, threats and intimidation, discrimination, rejection. Neglect refers to the failure of a parent to provide for the development of the child – where the parent is in a position to do so – in one or more of the following areas: health, education, emotional development, nutrition, shelter and safe living conditions. Neglect is thus distinguished from circumstances of poverty in that neglect can occur only in cases where reasonable resources are available to the family or caregiver.

Many risk factors are responsible on child abuse phenomena, among which: community and social factors, age and sex. Numerous studies across many countries have shown a strong association between poverty and child maltreatment. Rates of abuse are higher in communities with high levels of unemployment and concentrated poverty. Such communities are also characterized by high levels of population turnover and overcrowded housing. Research shows that “chronic poverty adversely affects children through its impact on parental behavior and the availability of community resources”. Community correlation represents the degree of cohesion and solidarity that exists within communities. “Children living in areas with less ‘‘social capital’’ or social investment in the community appear to be at greater risk of abuse and have more psychological or behavioral problems” (Macmillan, 1994). On the other hand, “social networks and neighborhood connections have been shown to be protective of children” (Macmillan, 1994). This is true even for children with a number of risk factors – such as poverty, violence, substance abuse and parents with low levels of educational achievement – who appear to be protected by high levels of community correlation.

Vulnerability to child abuse – whether physical, sexual or through neglect – depends in part on a child’s age. Fatal cases of physical abuse are found largely among young infants. In reviews of infant deaths in Fiji, Finland, Germany and Senegal, for instance, the majority of victims were less than 2 years of age Kathleen,M(2004). Young children are also at risk for non-fatal physical abuse, though the peak ages for such abuse vary from country to country. For example, “rates of non-fatal physical abuse peak for children at 3–6 years of age in China, at 6–11 years of age in India and between 6 and 12 years of age in the United States” (Kathleen,M(2004) ). Sexual abuse rates, on the other hand, tend to rise after the onset of puberty, with the highest rates occurring during adolescence ( ). Sexual abuse, however, can also be directed at young children.

Sex is another vulnerability to child abuse. In most countries, girls are at higher risk than boys for infanticide, sexual abuse, educational and nutritional neglect, and forced prostitution. Findings from several international studies show rates of sexual abuse to be 1.5–3 times higher among girls than boys. Globally, more than 130 million children between the ages of 6 and 11 years are not in school, 60% of whom are girls (Macmillan, 1994). In some countries, girls are either not allowed to receive schooling or else are kept at home to help look after their siblings or to assist the family economically by working. Male children appear to be at greater risk of harsh physical punishment in many countries. Although girls are at increased risk for infanticide in many places, it is not clear why boys are subjected to harsher physical punishment. It may be that such punishment is seen as a preparation for adult roles and responsibilities, or else that boys are considered to need more physical discipline. Clearly, the wide cultural gaps that exist between different societies with respect to the role of women and the values attached to male and female children could account for many of these differences.

The majority of programmers focus on prevention of child abuse. Very few emphasize primary prevention approaches in the first place. Family support approaches, health service approaches, therapeutic approaches are described below.

A number of interventions for improving parenting practices and providing family support have been developed. These types of programmers generally educate parents on child development and help them improve their skills in managing their children’s behavior. As an example, Wolfe et al. evaluated a behavioral intervention to provide training in parenting, specifically designed for families considered at risk. Mother–child pairs were randomly assigned to either the intervention or a comparison group. Mothers who received the training in parenting reported fewer behavioral problems with their children and fewer adjustment problems associated with potential maltreatment compared with mothers in the comparison group. Furthermore, a follow-up evaluation by the caseworkers showed that there was a lower risk of maltreatment by the mothers who had received the training in parenting.

A number of health care organizations have developed training programmers to improve both the detection and reporting of abuse and neglect, and the knowledge among health care workers of available community services. In the United States, for example, the “American Medical Association has produced diagnostic and treatment guidelines for child maltreatment and sexual abuse”. (Kempe,1962) The detection of child abuse and neglect, however, is not always simple. Specific interview techniques and types of physical examination are generally required. I have conducted a presentation about ethical dilemma on domestic abuse last year. It was emphasized on nursing role in helping child by solving that dilemma according to teleological and deontological methods.

A review of treatment programmers for physically abused children found that “therapeutic day care with an emphasis on improving cognitive and developmental skills – was the most popular approach” ( ). Therapeutic day care has been advocated for a range of conditions related to abuse, such as emotional, behavioral or attachment related problems and cognitive or developmental delays. The approach incorporates therapy and specific treatment methods in the course of the child’s daily activities at a child care facility. Most programmers of this type also include therapy and education for the parents.

Ill health caused by child abuse forms a significant portion of the global burden of disease. While some of the health consequences have been researched, others have only recently been given attention, including psychiatric disorders and suicidal behavior. Importantly, there is now evidence that major adult forms of illness – including ischemic heart disease, cancer, chronic lung disease, irritable bowel syndrome and fibromyalgia – are related to experiences of abuse during childhood (99– 01). Similarly, there are many studies demonstrating short-term and long-term psychological damage. Such as depression, anxiety, substance abuse, aggression, shame or cognitive impairments. The financial costs associated with both the short term and long-term care of victims form a significant proportion of the overall burden created by child abuse and neglect. Included in the calculation are the direct costs associated with treatment, visits to the hospital and doctor, and other health services. In 1996, “the financial cost associated with child abuse and neglect in the United States was estimated at some US$12.4 billion.” (Kempe,1962)

From my point of view, child abuse is serious hidden problem, which I had already suffered in my childhood in side home. But the role of professionals at that age 1990 was not effective. Otherwise, I could have been protected. I believe that health care professionals have a key part to play in identifying, treating and referring cases of abuse and neglect and in reporting suspected cases of maltreatment to the appropriate authorities. It is vital that cases of child maltreatment are detected early on, so as to minimize the consequences for the child and to launch the necessary services as soon as possible.

As I mentioned above, I can conclude that child abuse is a serious global health problem. It has different types, and every type leads to different short and long term consequences. Many factors were responsible to increase voluntarily of child abuse. Prevention methods can be applicable on known cases which reach the clinical levels; however, we can’t predict the violence forms if they are hidden inside houses secrets.

The complex nature of child abuse doesn\’t allow for easy solutions. But nurses who work with children and families in various health care, education, and social service settings can play a key role in stopping neglect and abuse before they begin. Here\’s how. Primary prevention targets the general population. Public service announcements encourage positive discipline techniques, media campaigns tell people how and where to report suspected abuse. And parent-education programs teach parents about child development and parenting skills. For example, expectant and new parents may know little about the basics of child care. They typically know even less about a child\’s emotional, social, and medical needs; the stages of normal development; and how critically the first 3 years of life affect development. Seize your opportunities to teach and model behaviors in clinic settings, childbirth and parenting classes, home visits, and parent support groups

I recommend we should not take a defeatist attitude toward child prevention. Despite the absence of strong evidence to guide our preventive efforts, nurses can do many things to try to prevent abuse. At the very least, showing increased concern for the parents or caregivers and increasing our attempts to enhance their skills as parents or caregivers may help save our most vulnerable patients from the nightmare of abuse and neglect. Recognition and awareness, although essential elements for effective prevention, are only part of the solution. Prevention efforts and policies must directly address children, their caregivers and the environments in which they live in order to prevent potential abuse from occurring and to deal effectively with cases of abuse and neglect that have taken place.

References :

- Kempe,CH et al. The battered child syndrome. Journal of the American Medical

Association, 1962,181:17–24.

- Key,j (1999). Protecting children. New York. Continuum

- Macmillan HL, MacMillan JH, Offord DR, Griffith L, MacMillan A. Primary

prevention of child physical abuse and neglect: a critical review. Part I. J Child

Psychol Psychiatry 1994;35(5):835-56.

-Bethea,L(1999).Primary prevention of child abuse

From http://www.rcn.org rcn.org.ukww.rcn.org.uk

- Kathleen,M(2004).How to recognize and respond to child abuse

From http://www.findarticles.com/

Nigar Fatima Zafar
RN, BScN
The Aga Khan University,
Karachi – Pakistan

For hundreds, perhaps thousands of years, parents have known that bedtime stories help kids relax and fall asleep more easily. They can also help develop reading skills and in emotional child development, but you may not be aware that bedtime stories also act as a form of hypnosis. In which case the content of some of the stories we share with our children may need to be re-examined.

Research around brain waves has revealed that there are 4 main wavelengths or types of brainwaves, divided into predominant speed ranges Delta, Theta, Alpha and Beta. Delta being the slowest brainwave, while Beta brainwaves are much shorter and faster.

As adults we spend most of our waking, consciousness in the alert Beta state. When we are dreaming, however, in deep hypnosis, meditating, or “in the zone” such as occasionally happens in sports or music, we enter the Theta state. This also occurs as we are drifting into sleep and just as we are waking up.

Personal development experts tell us that these are the most effective times to repeat affirmations, use visualisation or review our goals. Because we are in the Theta state, the positive messages get past the filters of the conscious mind and can plant helpful suggestions directly into the subconscious.

When a child is between the ages of 2 and 6, their brainwaves are predominantly in the Theta state, which helps explains their rich imagination and creativity at this stage of child development.

From six to twelve years of age, children’s brainwaves accelerate to the Alpha state.

As adults the Alpha state occurs when we meditate, daydream or enter the lighter states of hypnosis or highway hypnosis as you may have experienced when you drift off when driving a familiar route.

Children between 2 and 12 therefore, are typically in the same brainwave states as adults are when in hypnosis, meditation or day dreaming. Which are precisely the states where we become most suggestible.

What makes this even more important is that bedtime stories are the last thing your child will hear before falling asleep and will play in the subconscious part of their mind all night.

During the golden age of child development, where they unquestionably believes in magic, Father Christmas and the Tooth Fairy, you have a golden opportunity to program them for maximum success. Or, on the contrary, careless, negative words and influences can become harmful hypnotic suggestions that form powerful obstacles to the developing personality. Even after children begin to reach the age of reason they generally go in and out of hypnosis fairly regularly, using their imaginations to amuse themselves and spending a lot of time in their own little worlds.

Perhaps, the best way to understand the importance of bedtime stories is to look back and recall some of your own favourite stories from childhood,

says Sandra Dye, Psychotherapist and Child Expert, Developer of the:5-Step Parenting System – Stay Connected To Have Influence.

As an adult, you may even notice that some of the messages in your favourite stories have played out in your life in some instrumental way.

What becomes clear therefore is the need to be very aware of the suggestions we are giving our children that will have an effect on their adult life. Are you for example through bedtime stories, suggesting to your children that the world is full of opportunity or a scary place?

The Financial Fairy Tales series are examples of children’s books which have been written to help empower children through the discovery of positive values and life affirming messages around money and business.

Consider carefully the positive beliefs and values that you would wish your children to grow up with. Whether developing their self image, confidence or their understanding about what is possible or beyond their reach. Positive, empowering messages will create positive, empowering beliefs.

Daniel Britton is a Financial Education Expert, author and inspirational speaker. His Financial Fairy Tales series of children’s books develop positive values about money in a fun and engaging way. Please visit the site for more information about financial literacy for kids and a free preview

Child social development is a very important and sometimes ignored aspect of the ‘growing’ years of a child. Many parents seem to focus only on the surface of child development, which will mainly be the emotional and educational development of a child. Marginalized sometimes is the psychological development that the child often experiences when they have experiential encounters as they are growing up. More importantly is the cognitive and sub conscious learning that these children often use as a form of absorption and internal education.

This is down to association through emotion. While these are mainly generalised concepts, this article will delve a bit deeper into the best forms of child social development any parent should be aware of when they are pondering about the mental, emotional and social health of their child. There is a social attributes checklist that you need to be aware of when considering the very fact that there are stages of social development that must be adhered to (loosely) and there are factors that affect this social behaviour. One of the ways to gauge is to see how children act and are treated by their peers in school. Noticeable variances of normal social behavior would include things like abnormal levels of aggressiveness, no co-operation, stigmatising themselves from the rest of the class and very demanding behaviour.

You must also note that the child is not always dependent on the primary care givers for support, and that there is an almost invisible ring of protection that they draw around their parents and guardians and would very rarely come out of this They also would constantly look to their care givers more often to ensure that they are nearby. This is more common in toddlers and very young children and as they get older, they should be more independent. Early onset autism has these particular signs when a child of the appropriate age seems to be very dependent on his or her parents for protection. One of the best ways to child social development is to ensure that there is always a constant flow of social interaction with people from all ages.

The most important quotient in the formula of social development is to make sure that he or she is constantly (in terms) surrounded by those of their own ages. Interaction at that level will ensure that the normal social faculties like dialogue, spontaneity, bonding and intellectual conversation (or observational and rational dissection in terms of children and pre teens). While there are many programmes in place, the best form of child social development is the combination of observation and interaction.

Observation and knowledge about the many forms of development diseases like autism and dyspraxia is the key to healthy social development because of the integral reasons whereby you will be able to spot the early onset of any of these developmental conditions and be able to expand their social interaction by ensuring that he or she is never left alone and can gain access to groups of work and play.

MindMatters Psychology Practice provides child development support services for children and young adults. They also provide an Autism Test for children to pinpoint any possible autism symtoms.

Question: What is one of the pivotal factors to “The Development of Thinking in Adolescence?” Answer: Development of the will forces, particularly between birth and age seven, but ongoing through age fourteen and beyond. 

I recently attended the lecture by Gary Ward on “The Development of Thinking in Adolescence” put on by the Sunrise Waldorf Parent Association. This lecture spoke to the continued picture of Waldorf child development in high school but it really emphasized the work that we do as parents from birth on and how the early childhood and grades education our children are receiving at Sunrise prepare the child for the thinking life. The thinking forces are critical to adolescence because they are the forces that help young people face and answer the question, “Who am I?”

Mr. Ward presented a picture of development weaving together the picture of development presented by Rudolf Steiner and Erik Erikson’s developmental stages.

Birth to Seven: The baby leaves the mother’s womb for the womb of the family. All of the life processes, such as breathing, warming, nourishment, excretion, growth and reproduction,  and the senses of life, including sensing one’s own well-being or not, outward movement, balance and speech all involve movement and a great deal of will. According to Erikson, trust develops at this time as does autonomy, without which there is shame or doubt. Further, initiative develops between ages five and seven but if it should not, then guilt results.

Seven to Fourteen: A new birth comes to pass, the birth of the etheric or (life) body. This birth is signaled with the change of teeth and the child leaves the womb of the family to live in the womb of community. This is why Steiner saw the need for a social education.  The life processes present at birth continue but are now also developing through the feeling life. The Waldorf curriculum continues to maintain development of the will but the main lesson now is designed to develop the feeling life.  Erikson views this age as the stage of industry versus inferiority.

Fourteen to Twenty-one: The new birth is of the astral, signaled by puberty. The child leaves the womb of community and becomes individuated to the life of relationship and expression by becoming more immersed in the world. Steiner spoke of the young person at this time as “Earth mature” rather than as an adult. Having developed the will, the groundwork is laid to engage on Earth in a way which develops morality. Erikson views this time as the stage of self identity vs. role confusion.

For eons, the need to confront reality was tantamount to survival. We still need to confront reality to answer the questions of self. Children must engage in the world through physical work. Young children must be given responsibilities and pushed toward autonomy with consistency. Children in the grades must be pushed into industry by carrying a process through. Crafts and woodwork enable the objects to become the teacher. For example, in woodworking, if a student cuts too deep, then (s)he messed up and cannot argue with the piece of wood nor blame another. It is a practical learning of right and wrong.

The will forces that have been initiated since birth and developed through the grades now are applied to the thinking realm in adolescence. A student must exercise his or her will to observe, evaluate expectations, look for other places to apply the observations, and lastly, form judgments and draw conclusions. It must be accurate and true and expressed artistically, the antithesis to “whatever.” Adolescents need firm boundaries and real experience, not “edutainment” nor busyness for it’s own sake. The stories in high school are epics or heroes journeys in which the protagonist must face something with courage and overcome. These stories, coupled with a phenomenological academic enquiry and the physical challenges of outdoor education, enable the young person to ask and answer the question, “Who am I?”

 

Island Oak High School  – www.islandoak.org

Jos Valle is an assistant of Cowichan Valley projects, such as Sunrise Waldorf School and Island Oak and OUR Ecovillage

In those first few years of your child’s life, his/her brain is like a sponge soaking up everything in sight and within earshot. Children are learning more and quicker during this time than at any other time in life.

As parents, you have numerous opportunities every day to help shape your child’s future through the kinds of experiences you provide. You are, in effect, your child’s first teacher.  If you provide rich, exciting experiences, your child’s learning potential is nurtured and that sponge’s absorption capacity is amplified.

Excel your child’s listening abilities by tape recording sounds from nature such as a bird singing or the wind blowing, thunder rolling or anything else you can find.  Tape record environment sounds such as a car driving by, a door shutting, a faucet running or a horn blowing.  The more sounds you can tape, the better.  Set aside a 30 minute time slot every other day and ask the child to tell you what the sounds are as you play them back.

Tell children stories that you were told as a child.  It makes no difference how old the stories are.  Each story is a new adventure to the child and you can relive it as well.  Ask your child to tell you a story and listen with all of your heart.  Let your enthusiasm show and know that you are celebrating your child’s potential and actively nourishing child development.

Sing songs appropriate to your child’s developmental stage, play dress up and pretend, role-play (take turns being each other).  Any activity that involves moving is nurturing your child’s natural instincts and motor skills.  Make puppets out of socks and stage a puppet show.  Allow the child to make up lines and be a puppet, actively participating in the learning process.

Drawing, writing and painting are invaluable activities that boost child development. Keep a variety of materials for these activities readily accessible to your child.  Participate with your child in the learning process.

If your child sees you having fun with these activities, you are modeling your desire to explore, a desire that is necessary for the learning process to take place.

Child-font provides Kids Home School and child learning development by kids home school, K 12 reading specialist and sight word.

 

Child development refers to the biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy as these developmental changes may be strongly influenced by genetic factors and events during prenatal life, genetics and prenatal development are usually included as part of the study of child development.

Actually, child development refers to how a child becomes able to do things himself after stepping in older age. Some people mix the both things development and growth of children but actually both the terms have no relation. Growth only refers to the physical development or child getting bigger in size but if there is a question of child development it refers to mental and emotional growth of child.

Developmental change may occur as a result of genetically controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two.

You will definitely notice some big emotional and physical at growing stages of life. Your baby is becoming able to move around and take a much more active part in family life.

A child’s development is unique and complex. Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or at the same time. A child’s development is greatly influenced by factors in his or her environment and the experiences he or she has.

The early years of a child’s life are crucial for cognitive, social and emotional development.  Therefore, it is important that we take every step necessary to ensure that children grow up in environments where their social, emotional and educational needs are met.

Developmental milestones are a set of functional skills or age-specific tasks that most children can do at a certain age range. You can use your predictions for checking the development of your child. Although each milestone has an age level, the actual age when a normally developing child reaches that milestone can very quite a bit. Every child is different from other. So, everyone needs special care.

Read about Natural Breast Enlargement. Also read about Premature Ejaculation Cure and Firm Breast

“10, 9, 8… check responsibility levels… 7, 6, 5… check independence levels… 4, 3, 2… Houston, we have a problem. Johnny’s 18 but not ready to launch. He’s not ready to live on his own. Abort launch!”

It is a commonly held believe that once children graduate high school, they move out of their parents’ home and start a life of their own. This is often referred to as a launch. Thus the failure to launch, like the popular movie of the same name, is when children are unprepared to leave and instead stay living with their parents as adults.

The failure to launch is familiar to 22 million American families who have adult children living at home (http://seattlepi.nwsource.com/local/286762_parents28.html). There are many reason why this phenomena happens including economic hardship but sometimes the launch fails due to the lack of adult skills. So how do parents prepare their children for the ultimate launch date? Mainly, by teaching the essential life skills of adulthood. I liken it to reverse engineering. If the end product of your parenting is responsible adulthood, what are the steps and stages needed to achieve it?

The following are some essential life skills necessary to a successful launch:

Relationship Skills: The parent-child relationship starts the child off with the ability to bond, relate, communicate and to love others. This relationship is so crucial to the child that it effects intellectual, physical, and social development. Spending time interacting and responding to your child produces this bond. Parents who have difficulty in this arena should seek coaching through books, audio books, and/or counselors. The pay-off of a bonded relationship is big because it helps create the ability to have meaningful connections.
Independence: Children naturally push to become independent. At two they want to do everything themselves. Some parents find it easier to tie the child’s shoe, for instance, or make their bed instead of teaching and allowing their child to learn. Teaching takes patience as parents have to wait for children’s awkward and sometimes unsuccessful attempts to do a task all by themselves. And yet encouraging independence at an early age means less work for the parent and almost guarantees that the child will be prepared for his/her launch
Financial Management: Learning how to make, save, and spend money is paramount in preparing for adulthood. There are several ways to accomplish this: Begin by giving children earning opportunities, setting up bank accounts, and expecting them to pay for their own extras. Children can earn an allowance by doing extra chores at home. Once they advance to adolescence, give them a monthly budgeted income to manage clothing, entertainment, gas, and even a cell phone bill (basically the money you spend on them already). If it is your expectation that they have a car at this age, they need to be included in providing for the insurance. As they earn through summer jobs or school year jobs, their money should be included in that budget.
Emotional Self-Regulation: Our ability to manage our emotions within our environment, our relationships and even inside our own heads is crucial to our success. Learning how to calm oneself, express emotions, and find solutions begins in childhood. In order to train your children successfully, you too must be able to emotionally self-regulate. Once you understand how to breathe, use self-talk and effectively problem solve, then you can teach your children these tools.
Time-Management: The ways in which people organize their time differ widely but some manner of organization is important. Some children like regimented schedules, clear cut time-lines, and doing things in a specific order. Some children are on their own time-lines and always dawdling. Either way, society expects us to be on-time. Thus, help your child develop an understanding of his/her daily schedule by reviewing it, printing it and then breaking down the details of each task. It might look like this: 7 A.M.: Get up (go to the bathroom, get dressed, eat breakfast, brush teeth, put on shoes, get backpack and lunch), 8:15: go to school (walk 5 blocks, stand in line, go in at the bell). Ask your child how much time it will take to do those little in-between tasks. How fast do they need to get dressed? Or eat? Or walk to school? As they get older, you might help them breakdown the timeline of their homework. Some children do this naturally and others struggle. This skill will serve them the rest of their lives.
Social Interaction: In order to get a job, one must demonstrate good social skills. These skills can be as complicated as developing good friendships or as simple as good manners and appropriate grooming. In my social skills group for elementary children, we teach such things as taking turns, waiting patiently, sharing, managing materials, participating, asking for help, working as a team, staying on task, saying please and thank you, encouraging others, communicating clearly, resolving conflicts, praising others, and following directions. These are the skills that make for a well-rounded adult too. Each stage of development should build toward the next stage. It’s difficult to learn manners at 20 if you didn’t learn them at 5 just like it’s difficult to manage money as an adult if you where never taught how as a child.

When the day comes for your children to launch, whether at 18 or 22, they will need adult skills to manage a well-balanced life. If you can encourage your children to enjoy learning by decreasing the conflict, increasing the self-praise, and celebrating the successes, then your children will be ready for the ultimate launch.

The author, Laura Doerflinger, MS, LMHC, is the Executive Director of the Parent Education Group and also the author of the parenting audio books that are available for download at FamilyAuthority.com. Copyright 2009 FamilyAuthority.com – Reprints Accepted – Two links must be active in the bio.

Introduction
Most of the people believe that parenting is a natural thing and comes with the birth of a child, especially for a woman. Men living with a family learn it with passage of time and intimacy with a child. On the other hand, a temporary parent, such as a foster parent or a person who wishes to adopt one has to learn it by attending classes and courses to qualify them as parents. 
The fact is that an abusive parent can be a biological parent as well as an adoptive or a foster parent. No amount of training and teaching can change an adult’s nature and conduct. What really matters is the fact that a person loves a child and this love is unconditional.

Beginning Of child Abuse
Although anyone can become a parent just be a stroke of luck or even by a careless interaction, but acting responsibly towards your child is not just by a stroke of luck. Child abuse records show that people have been abusing children even in their infancy. This is basically due to the lack of parenting knowledge. 
As every child have his own pace of growth and a different time frame of achieving their development milestones, the child comes under fire for not achieving what the parents see another child doing at the same age. This has been a very strong reason for parents to act irrationally with a toddler or a preschooler.
What has to be realized is that nothing is wrong with the child’s learning but it is the parents who need an additional class or two.

Preteen Abuse
The terms disciplining and abusing are indeed far apart, but the difference in their practical implication has a hairline boundary. Some parents with the intent to discipline their kids very easily transgress across this boundary in to the realm of abuse without actually having any bad intension. 
What is needed for the parents to understand is that this is the age of a child to explore and experiment the world beyond the four walls of the house being separated from the parents. They learn a lot of things from others at play and at school and interact as an individual. They need to be guided but not punished for follies. These kids still need timeout and curfews but not sever punishments which fall in the category of abuse.

Teen Abuse
This is the most delicate period of a child’s life where the final imprint on a personality is imprinted. A teen is a person who needs extra careful handling by the parents as after this parents relation with a child will totally depend on adult reciprocal basis. A teen that is severely punished and abused by the parents is likely to become a negative personality who considers many wrongs as rights and continues the legacy of child abuse with his own children.
This is the minimum negative effect, where as it is a proven fact that almost all of the notorious criminals have records of childhood abuse by their caregivers which led them to the world of crime and psychopathic life.

Who needs parenting guidance?
It is not a matter of shame or embarrassment, but a common fact that we all do not know everything about everything. We all love our kids and want the best for them. This best should start right from our own homes and right from a mother’s lap and father’s arms. 
A child must feel secure with his parents and have the confidence in his parents as his rescuers from a situation at any age right from toddlerhood to teens. This is only possible when a parent knows how to handle a situation and the best way is to learn parenting to avoid inappropriate action on the part of the parent.
As a parent you should:
• Accept the way your child is as an individual.
• Take advice from parents with more parenting experience and with successful kids.
• Approach parenting groups in your area.
• Read good books about parenting and know about child development stages.
One must realize the fact that when we decide to grow plants and flowers in our garden we do not hesitate to read and get advice about tending to their needs and proper care, then why we should not get the same for tending the biggest treasures of our life. Our children.

http://hubpages.com/author/Owais+Siddiqui/hot/

http://choosing-a-copywriter.blogspot.com/

http://www.instantparentsuccess.com/