| Your child's first teacher might well be the most | | | | to be clear, understood and applied consistently |
| important teacher they ever have. | | | | but with some room for negotiation. |
| Your child's first teacher is of you the parents, | | | | Encourage your children to think about the future |
| grandparents, extended family, care givers. | | | | and there place in it. Their expectations need to |
| Your child's first class room is your home. | | | | be realistic but remember to encourage them to |
| The way the child learns is by the wonderful | | | | stretch those expectations and abilities. They |
| abilities of imagination and curiosity. Humans are | | | | need to gain the experience of satisfaction as |
| born with these abilities and are basic instincts that | | | | some of their expectations are met and some |
| help us all survive, learn, and succeed in a | | | | are left unfulfilled. They need to learn to stand by |
| competitive world. | | | | their decisions and sometimes this means |
| As a parent, you can switch on your child to the | | | | sacrificing fun now for benefits later or it is simply |
| joy of learning by encouraging their imagination | | | | just 'the right thing' to do whatever the |
| and curiosity at an early age. It gives them a | | | | consequences. They need to find out what |
| great head start and stimulates the all-important | | | | happens as a result of decisions they have made. |
| desire to learn more. | | | | Do not be tempted to bail them out all the time. |
| Teaching and learning are not mysteries that only | | | | Here is list of some no-cost high value things to |
| happen in schools. They happen all the time when | | | | do: |
| parents or the caregiver do things together with | | | | Really listen to them and pay attention to their |
| their children. Even if they are not doing things | | | | problems, explain solutions, ask them if they are |
| together the child will be observing you and | | | | happy with your suggestion and remedies. |
| learning by your example. | | | | Read to them and allow them to read to you. |
| It does not matter not how rich or poor or | | | | Make this a regular habit and a treat not a chore. |
| famous we are or how many years of schooling | | | | Keep a bookshelf well stocked with different |
| we have had. What counts is what we say and | | | | types of reading materials. Discuss the daily news |
| do at home. When children can count on getting | | | | with them. Encourage them to use an |
| positive attention and encouraging kind words at | | | | encyclopedia and dictionary. Get them their own |
| home they will develop a greater sense of | | | | library cards. |
| security and self-worth. This will help them do | | | | Keep a quiet and tidy area for them to study, |
| better not only in school, but also as they mature | | | | read and do their homework. |
| and grow to a confident adult. | | | | Tell them family stories who did what where and |
| It is all about communicating in a clear, positive | | | | when. |
| and wholesome manner. Asking questions and | | | | Share your favorite music, songs and poems and |
| really listen for answers is a no-cost high value | | | | with them. Explain why you like a particular track |
| thing to do. | | | | or artist. |
| Share our own experiences past and present. | | | | Limit the television watching. Watch television with |
| Recounting your childhood explaining how things | | | | them and discuss the content. You can have |
| change and why gives them a time line and a | | | | great fun making up your own 'better endings' for |
| sense of their place in history. Sharing your goals | | | | example. |
| and aspirations is also important as children tend | | | | Limit the time on games modules and computers. |
| to adopt our ideals this make a positive role | | | | Set a time for "computers off". |
| model is essential. | | | | Go to festivals, museums and historical sites. Go |
| Establish realistic, consistent family rules, | | | | out exploring; learn about plants, animals and |
| boundaries and stable routines. Children need limits | | | | geography. Learn about different parts of your |
| set even though they will try to test these limits | | | | town, city and country. Take a packed lunch or |
| time and time again. In fact clearly set boundaries | | | | picnic (let them help making it) |
| are comforting to your children making them feel | | | | Eat together around a table enquire about their |
| secure. But to make such rules work they need | | | | day. |