Differences in children during early childhood-woodmam

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This is where early childhood education and infant education are consistent.

  11.2 Differences of children in early childhood

  Because of the early education of infants, and because different families have different approaches to the education of infants, the toddler is not a blank sheet of paper on which some words have been written, and the child at this stage shows differences.

  First, as far as learning is concerned, there are already differences in intellectual development.

  This child may already know words and can even count, while that child does not yet. This is the difference in intelligence.

  Secondly, there is a difference in the five motivations for learning.

  As parents know, at the age of two, three, five, or six, it can be seen whether the child is interested, motivated, confident, focused, or persistent in learning.

  Significant personality differences

  Third, differences in personality also show up.

  During infancy, most parents do not notice the difference between their children and other children. It is generally believed that children cry when they are thirsty or hungry and smile when they are comfortable. Some can eat and sleep, and some love to jump and dance.

  Because infants are not yet articulate, most parents do not distinguish between their children and other children in terms of personality.

  Once they enter the early childhood stage, personality differences become apparent.

  Personality differences may have genetic factors, but a great deal is still due to environmental and educational factors during infancy. Children in this stage already show different states, and one obvious difference is the difference in personality.

  This child is lively, that child is quiet, this child is extroverted, that child is introverted. When you go to the kindergarten, the children have different personalities.

  When infants are lying in bed wrapped in swaddling clothes, they generally do not see much difference in personality. The obvious manifestation of personality differences is the early childhood period.

  11.3 Principles of implementing education for young children

  There are several principles for implementing education for young children. These principles apply not only to young children, but also to school-age children.

  The period of the most adept learning

  The first principle is that, as with infants, this is still an important period when children are most sensitive, intelligent, able to learn, and receptive to education.

  If you missed out on your child's intellectual development and education as an infant, you must not miss out now.

  Your child is not inferior to anyone else

  The second principle is that you must believe that your child is exceptionally intelligent and no worse than any other child.

  The difference in intelligence is already evident in early childhood. Whether your child excels in intelligence or is slightly less intelligent than other children, you must firmly believe that your child is intelligent.

  Unless there is a congenital brain development defect, the potential of a healthy child's brain is great, even if the child is not the best genetically, even the most average child can become a genius as long as a slightly higher percentage of his or her brain potential is developed.

  A person of average intelligence, if the development of his brain reaches 40 or 50 percent, its ability to work is many genius brain may not reach.

  The potential of the human brain is very large, as long as you believe that your child is not inferior to others, although he is now a little behind, but you believe that the child is smart, while paying attention to development, can become a genius.

  Some children have average intelligence development in infancy, and they are not interested in learning, and their upward mobility and self-confidence are not so strong, how to do it? Parents should not be anxious, as long as it is not too late to start making up for it.

  The cultivation of ability is closely related to the perfection of character

  The third principle is that the cultivation of a child's learning ability is closely related to the shaping and perfection of his or her character.

  The learning ability of young children is highly character-driven.

  Early childhood is a stage in which a child's character is first expressed. Differences among children greatly manifest themselves as differences in character.

  Some children are capricious, some are naughty, some are active, and some are more aggressive. These can all be classified as active and dynamic.

  Some children are slower, slower in nature, some are more petulant, crybaby, some are not talkative, timid and shy to meet people. This again can be classified as a more introverted category.

  At this point you can't say which child must be a good learner or which child must be smarter. You can only say that this child is naughty and that child is not talkative.

  Education according to the situation

  Children with different personalities should be educated according to the situation.

  The cultivation of learning ability definitely requires a different approach according to the different personalities of the children. The general attitude is the same, to cultivate the five positive qualities of the child, to appreciate, praise, and encourage.

  Of course there are specific differences in nurturing methods depending on the personality.

  There should be different refinement of nurturing for children with different personalities.

  What does that mean?

  The process of nurturing the learning abilities of young children often involves the perfection of their character. You want to nurture him to love learning and to learn well, but the child is so mobile that he simply cannot sit still, reads two pages of a book and throws it down and runs away.

  Another child is too timid to read a book out loud, and too afraid to speak up when there are living people.

  Here, there must be the problem of guiding the child's character. The cultivation of learning ability is related to the guidance of character and the reshaping of mental qualities.

  Believe that everything in the child can be reshaped

  The fourth principle is to believe that all the learning abilities and non-intellectual psychological qualities of the child can be reshaped.

  Don't think that if your child is timid now, he or she will always be timid; if he or she can't sit down now, he or she will always be unable to sit down. If they are afraid to speak now, they will always be afraid to speak.

  They can all be reshaped.

  Only by combining the development of your child's learning ability with the perfection of your child's character will you be able to improve all aspects of his learning ability at the same time. To make your child's character develop as much as possible in the direction of perfection and perfection, guide your child to slowly overcome the defects in his character.

  Using the psychology of strength to move the child toward perfection of character

  The fifth principle is that children who are capricious, naughty, active and aggressive are generally not timid and therefore do not have the problem of daring to speak, so they should make special use of the child's strong psychological traction to move him towards the perfection of his character and the improvement of his overall learning ability.

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