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