~ B R A I N Y - Z I N E ~
" Learn How to Nurture A Smarter Kid "
Volume #12 Issue #21
ISSN: 0219-7642 Apr 6, 2014
Andrew Loh, Publisher
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Disciplining children is a very arduous task. Disciplining is a model tool of training children to follow socially
acceptable rules and regulations. Discipline and misbehaviour are closely interrelated among children. Young children
may not be able to differentiate between what is good or bad for them. This is true with discipline also, as they
simply fail to understand why good discipline is a big necessity for their life.
Parental guidance to good discipline always uses positive techniques. Redirecting children towards better discipline
takes lots of time and effort, while driving them towards acceptable societal
behaviour needs a lot of positive reinforcement and intrinsic motivation.
Parents tend to commit numerous mistakes, while guiding their children to learn good
behaviour and great discipline. It is human nature to commit mistakes. As such, this issue touches on the common discipline
mistakes parents make and how they can be fixed. Hope this help!
Thought for today:
"The impossible is often the untried." - Jim Goodwin
Publisher & Editor, BrainyZine
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Discipline Mistakes Parents Usually Make and How They Can Fix Them - Part I
It is common for parents to make numerous mistakes, while disciplining their children. However, repeating similar mistakes
may turn counter-productive and negative. Click to learn more.
Discipline Mistakes Parents Usually Make and How They Can Fix Them - Part II
Parents may need to find out most appropriate solutions to set right any mistakes that they are likely to make, while
teaching better discipline to their children. Read the article to learn more.
Q1: We have a 4 yr. old daughter that
loves puzzles. Recently we purchased her a 100 pc. puzzle because
her other 24. 48 and such were making her parse board (She made them
up really fast). When she received the 100 pc. puzzle she completed
it in 45 min. Her Father and I were both dumbfounded. We just bought
her a 200 pc. puzzle which took her an hour and a half to complete
but she did it. What does this say about our child's mind set? Thank
A: Your daughter obviously has advanced
abilities in solving puzzles. More than anything else, it indicates
a sharpened ability to gather information, assess a situation, and
find a quick solution to a problem. They would have a better ability
to understand problems involving physical shapes and spaces.
Research also indicated that early advanced ability in solving
puzzles relates to later success in math..... Continue to read Dr. Sandhu's answer on
Ability in Puzzle Solving here.
Q2: My son is 15 years old. He has
always struggled in school in some areas, such as reading and
writing, but not others such as report writing and presentations.
Some math concepts barely need to be explained, others need to be
taught multiple times in different styles before he grasps it. His WISC
4 tests are quite high, but that is not the reality of the child in
the classroom. He also has a 30 point difference between sub-scores
that no one thinks is worth consideration because of his overall
high scores. he does not have any social concerns, and Nonverbal LD
was ruled out....
A: This is indeed very interesting and
a rather rare occurrence for me. The Full Scale IQ is the WISC-IV for
gifted children may be excessively
lowered due to low scores in processing speed and working memory.
Intelligence is viewed as abstract reasoning ability, short-term
auditory memory and processing speed tests should not emphasised too
much.... Continue to read Dr. Sandhu's answer on
WISC IV - High Processing Speed and Working Memory here.
Q3: My son is 6 and a half years old
and is in 1st grade in the U.S. We just received his IQ group test
Verbal: 109, Quantative: 129, and NonVerbal: 150
It was a group test and we don't know the exact testing method. A
letter from school implies that he might have maxed out highest
possible NonVerbal score...
A: The gap is huge between verbal and
nonverbal scores. If it is the WISC-IV, such a gap would allow for a General
Ability Index (GAI) which is derived from the core Verbal Comprehension
and Perceptual Reasoning subtests. The GAI provides an estimate of
general intellectual ability, with reduced emphasis on working memory
and processing speed relative to the Full Scale IQ (FSIQ)... Continue to
read Dr. Sandhu's answer on
Gap between Verbal and Nonverbal IQ Scores here.
1-2-3 Magic: Effective Discipline for Children 2-12
By Thomas W. Phelan, Ph.D
This revised edition of the award-winning 1-2-3 Magic program addresses the difficult task of child discipline with
humor, keen insight, and proven experience. The technique offers a foolproof method of disciplining children ages two
through 12 without arguing, yelling, or spanking.
By means of three easy-to-follow steps, parents learn to manage troublesome behavior, encourage good behavior, and
strengthen the parent-child relationship - avoiding the "Talk-Persuade-Argue-Yell-Hit" syndrome which frustrates
so many parents. Ten strategies for building a child's self-esteem and the six types of testing and manipulation
a parent can expect from the child are discussed, as well as tips on how to prevent homework arguments, make mealtimes
more enjoyable, conduct effective family meetings, and encourage children to start doing their household chores.
By Jane Nelsen, Ed.D
For twenty-five years, Positive Discipline has been the gold standard reference for grown-ups working with children.
Now Jane Nelsen, distinguished psychologist, educator, and mother of seven, has written a revised and expanded edition.
The key to positive discipline is not punishment, she tells us, but mutual respect. Nelsen coaches parents and teachers
to be both firm and kind, so that any child–from a three-year-old toddler to a rebellious teenager–can
learn creative cooperation and self-discipline with no loss of dignity.
Millions of children have already benefited from the counsel in this wise and warmhearted book, which features dozens
of true stories of positive discipline in action. Give your child the tools he or she needs for a well-adjusted life
with this proven treasure trove of practical advice.
How to make your kids smarter: 10 steps backed by science
The Week Apr 02, 2014
But what makes children - from babies up through the teen years - smarter? Here are 10 things science says can help.
Music Positively Influences Brain
Daily Sabah Mar 28, 2014
Music has an impact on infant development and notably contributes to
the cognitive process. It is reported that the impact of music on a
baby starts in the mother's womb. The auditory system in the human
fetus starts to develop at 21 to 22 weeks of gestation. By age
three, 80 percent of brain development is com- plete and by age
eight, 85 percent of mental development is reached.
Boost infant, toddler brain development - Early years more critical than you realize
The Charlotte Post Apr 03, 2014
When babies are born, their minds are still a work in progress, and their brains will rapidly grow and develop based on
their experience. That means the first few years are critical for healthy brain development.
Infants 'sensitive to pleasant touch
Yahoo News Apr 03, 2014
Researchers have suggested that infants show unique physiological and behavioral responses to pleasant touch, which may
help to cement the bonds between child and parent and promote early social and physiological development.
The power of play
Yahoo Singapore News Mar 07, 2014
From day one, children are eager to explore and learn about how the world around them works. They do this through play,
whether it is using tools and toys they already have, or using their imagination.
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