The principle underlying all treatment of developmental difficulties in children
1- is in the provision of clockwork toys and trains.
2- offers recapture of earlier experiences.
3- is to send them to clinics.
4- is to capture them before they are sufficiently experienced.
The child in the nursery 1- doesn't initially sleep and wake at regular intervals.
2- quickly learns to wait for food.
3- always accepts the rhythm of the world around him.
4- always feels the world around him is warm and friendly.
Learning to wait for things is successfully taught 1-only if excessive demands are avoided.
2-in spite of excessive demands being made.
3-because excessive demands are not advisable.
4-is achieved successfully by all children.
Eagerly watching the child's acquisition of new skills
1-should be avoided.
2-sets up dangerous states of anxiety. 3- is universal among parents.
4-is characteristic of materially developed societies.
The encouragement of children to achieve new skills
1-should be left to schoolteachers.
2-can never be taken too far.
3-will always assist their development. 4- should be balanced between the extremes of pushing and lack of interest.
By playing together
1- children teach their parents more.
2- parents learn more about the world from their children.
3- parents tend to become like their children. 4- parents and children learn from each other.
Jigsaw puzzles are
1-too difficult for children.
2-a kind of building-block toy. 3- a suitable exercise for parent-child co-operation.
4- not very entertaining for adults.
Parental controls and discipline
1-are designed to promote the child's happiness. 2-serve a dual purpose.
3-reflect only the needs of the parents and the values of the community.
4-should be avoided as far as possible.
As regards rules, parents should 1-make as few exceptions as possible.
2-vary the discipline according to circumstance.
3-be harsh in their punishments.
4-discontinue rules their children dislike.
'Example is better than precept'
1- doesn't work when the children grow old enough to think for them selves. 2- is a rule which ensures a child will not be disillusioned when he grows up.
3- because it avoids the necessity for ethics and morals.
4- is an impossible rule for most parents.
يا جماعه الحلول صحيحه ليش التخوف التردد ولا علشان كل واحد حاللها وبفكر حله صح القطعهه هاي عنوانها Bringing up children
وهي عباره عن الجزء الثاني من المقال وهي الجزء الاول الها كمان
It is generally accepted that the experiences of the child in his first years largely determine his character and later personality. Every experience teaches the child something and the effects are cumulative. 'Upbringing' is normally used to refer to the treatment and training of the child within the home. This is closely related to the treatment and training of the child in school, which is usually distinguished by the term ‘education’. In a society such as ours, both parents and teachers are responsible for the opportunities provided for the development of the child, so that upbringing and education are interdependent. The ideals and practices of child rearing vary from culture to culture. In general, the more rural the community, the more uniform are the customs of child upbringing. In more technologically developed societies, the period of childhood and adolescence tends to be extended over a long time, resulting in more opportunity for education and greater variety in character development. Early upbringing in the home is naturally affected both by the cultural pattern of the community and by the parents' capabilities and their aims and depends not only on upbringing and education but also on the innate abilities of the child. Wide differences of innate intelligence and temperament exist even in children of the same family. Parents can ascertain what is normal in physical, mental and social development, by referring to some of the many books based on scientific knowledge in these areas, or, less reliably, since the sample is smaller, by comparing notes with friends and relatives who have children. Intelligent parents, however, realize that the particular setting of each family is unique, and there can be no rigid general rules. They use general information only as a guide in making decisions and solving problems. For example, they will need specific suggestions for problems such as speech defects or backwardness in learning to walk or control of bodily functions. In the more general sense, though, problems of upbringing are recognized to be problems of relationships within the individual family, the first necessity being a secure emotional background with parents who are unite din their attitude to their children. All parents have to solve the problems of freedom and discipline. The younger the child, the more readily the mother gives in to his demands to avoid disappointing him. She knows that if his energies are not given an outlet, her child's continuing development may be warped. An example of this is the young child's need to play with mud and sand and water. A child must be allowed to enjoy this' messy' but tactile stage of discovery before he is ready to go on to the less physical pleasures of toys and books. Similarly, throughout life, each stage depends on the satisfactory completion of the one before.