Telling stories without books

Children love listening to stories. And they may well demand a story at odd places like – while eating or bathing or travelling in a train.

 

You can be caught without a book and hence be unable to tell a story but remember, a book is not always necessary to tell a story.

mom-teaches-daughter-to-cook-mother-prepare-dinner-together-86605175download

 

An ‘object’ and a ‘feeling’ are the only two things required to make up your own story.

For example you are giving your child a bath and he demands a story with your hands soaked in soap suds, a story book is out of question.

mother baby playing

Then what? Fear not, – just look around and you will find bits and pieces of a story lying around you.

 

-Surprised?

Well look around again.-can you see that rubber duck? Well lets start the story with him.”once upon a time there was a duck who loved to play in water,he would splash and swim and paddle all day long”….

cute_baby_bear_clipart_10

 

-Are you stuck? Well look around again.

-what do you see? A bear shaped soap?

Well-“one day a bear came along to meet the duck.The duck was happy to see him and asked him if the bear would like to join him in the pond. Well our bear was a very naughty bear and he started splashing water on the duck, both of them had fun,suddenly the bear saw a boat”-notice the toy boat in the tub?-

“so the duck and the bear got into the boat and sailed happily everyday in the pond.”

There!  That was not very difficult was it? – well as I said an ‘object’ and a ‘feeling’…

Why a feeling? Well, one needs to give some direction for the story to move, so having a feeling like -lonely,happy etc is important.

Involve your child in the story as well,let  them add their  own ideas and thus make it a fun activity.

So the next time you are stuck without a story book and your child wants a new story, just look around for an ‘object’ and give it a ‘feeling’ and soon you will be saying,“Once upon a time…….

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Why does my child not listen to me?

In today’s world, teachers and parents need to be leaders and not bosses. In Piaget’s words they must work for the goal of ‘autonomy’ (intelligent and ethical decision kids-with-empty-thoughts_1308-5083making) rather than obedience.

 

There should be no such thing as ‘discipline’; it should be behaviour management or modification. Discipline, is fixed, like in the army, but behaviour can vary and with it varies the methods of handling misbehaviour.

baby brain 

Children in the first 6 years lack impulse control, they react without thinking.  Impulse control is developed with the growth in the pre-frontal cortex of the brain, so the more the pre-frontal cortex develops, the better will be the logic, reasoning, attention and focus of the children.

 

Play games to develop impulse control, simple games like ‘Simon says’ and ‘Red light, Green light’, all develop impulse control. In Simon says, the child has to concentrate and wait for the word ‘Simon’ to do the action, so he/she controls his/her impulse to do the action, until the word is heard.

Image result for children playing simon says

After the age of 6, behavioural problems continue sometimes because kids lack self control. It is important to understand that:

  • Children are able to focus only on one thing at a time. And so during a tantrum they are unable to see the other point of view.
  • They are unable to figure out the impact of their actions on others in a logical way.
  • Kids have a hard time working out how to get from one state of affairs to another, So it takes them time to work out their emotions.

The best time to change children’s behaviour is not during a tantrum, as the brain is in shut-down mode during a tantrum.  It is often when children are not in the heat of a tantrum that they are best able to think and learn.

It would be ideal to have an agreement of behaviour both at home and at school:

  • Rule # 1 hitting and hurting is not allowed and so we will use words instead. Show kids a socially accepted avenue to express their anger and frustration; don’t stop them from experiencing these emotions. Use sentences like, ‘I know you are angry because I did not give you the toy, but instead of beating me, you can beat the pillow’. Don’t react to kid’s misbehaviour with your own, if we are telling children, not to hit others when they are angry, then how can we hit them when we are angry?Image result for child hitting cartoon

Any form of whacking or smacking is still child abuse. You may justify spanking by saying you love your child and want him/her to improve but you are only teaching the child that hitting is a form of showing love, and they will then grow up accepting violence and violent people. Domestic violence stems from such childhood experiences. Children who are smacked associate love and violence to be the same and so they turn violent or accept violence towards themselves.

What works is conflict resolution. Conflict resolution can be taught in the following steps:

  1. Seeking help– by calling for an adult or going to an adult and informing him/her that someone is troubling them. Here adults need to understand that this is not tattling and the child should not be blamed for coming for help as this is the first step of conflict resolution, when the child’s efforts at this step fails then he/she ‘fails’ to believe in any kind of resolution and will then resort to violence.Image result for child and adult talking cartoon
  2. Taking turns– an important social skill that is needed to survive with friends and siblings and children should be motivated and complimented for doing it.

Image result for children taking turns

      3. Using language instead of hands– teaches children to talk about their needs, their likes, and dislikes. Teach them to communicate to their friends and siblings. ‘Please don’t push my toys’, ‘please don’t push me, you are hurting me’. Etc.

Image result for children talking cartoons

     4.Teach children to walk away– a very important technique that can be very helpful when dealing with bullies, instead of standing and arguing or appealing to the bully, walk away from him/her.

Boy with green backpack walking Free Vector

     5. Discussing and planning with adults– telling the parents about a certain bully or how some of her/his friends tease him/her etc. Then the parents can sit with the child and help the child plan what to do and when. This helps the child understand that there is always a way out of the problem and also helps her/his self-esteem and confidence as the child is assured in the safe feeling that her/his parents are there for him/her.

parents discussing with child

For repeated instances of misbehaviour, it is important to see children who experience repeated serious conflict not as problem children but as children with problems who need guidance.

 

So try the following-

  • Identify and specify instances of misbehaviour
  • Observe what happens before and after the behaviour
  • Measure how often it happens
  • How long does it last
  • Find a pattern in the behaviour
  • Bring about the Change and implement it.
  • Continue measuring the behaviour
  • Every time the child exhibits the new behaviour, encourage new behaviour.

 

How we modify our kids behaviour when they are at their most vulnerable has a tremendous impact on their personality, coping skills and our dreams for them. When we believe in positive behaviour management, it fosters emotional growth and logical thinking is nurtured. Children learn about cause and effect and they learn to trust adults and respect and love themselves.

Adults should remember that children do not misbehave, we misinterpret their behaviour.

 

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