PARENTS TO UNDERSTAND AND PARENTING ADS

Adolescence

Adolescence describes the teenage years between 13 to 19 and can be considered the transitional stage from childhood to adulthood. 

However the physical and psychological changes that occur in adolescence can start earlier, during the preteen or "tween" years (ages 9-12).

 Adolescence can be a time of both disorientation and discovery.

This is a very important stage in the process of child growth and development, as it is the final step for a child before entering into adulthood. 

The age between 13 to 18 years, is the age of adolescence in the life of a child. Parents need to be highly careful while providing advice to their children of this age.

 They just cannot advise their children at this age on how to talk with other teenagers! According to studies, understanding children at this age is quite a tough task for many – including parents, neighbors and teachers. 

It may happen that parents might end up teaching that style of parenting which their parents used to when they were in childhood, but it might not work as times have changed a lot. 

Adolescence is that period in the development of a child during which, adolescents have to decide about their future line. 

Adolescents start taking their decisions independently which is one of the most things they can do. For example they will take decisions on making friendships without advice or help of parents. 

They will decide themselves what to buy for the money they have without consulting their parents. Clearly, this makes some kind of friction or gap between adolescents and their parents, but at the same time it is not that parents can’t help their children at this time.

Studies reveal that the best thing they can do is let them learn from their own mistakes and decisions.

 Relatives, teachers and neighbors can play an important role model for adolescents. 

If adolescents want to be alone for some time, it’s ok – parents should not be worried about it. 

This is the basic process of a development of a child; development as daydreaming for hours about the future is one of the normal tendencies of adolescents.

From the age of seven through twelve the brain begins to reduce the unnecessary worries in an attempt to get more organized and remove anything which is not required. 

During this age, children are curious to know about everything and to learn. In this age, they can absorb more than they will absorb in adulthood. Discovering their styles of learning and intelligence areas at this age gives them a hint or a clue on what courses and activities the child should spend more time on.

The teenage years are more of aggressive and inquisitive years as the brain starts to expertise and build an identity. 

Learning styles if discovered at this age enhances the learning experience even more. At this stage, children can decide about your career.

Language Development

Studies and formulations have found a unique pattern of language development in children.

 Children develop it more or less, as per their abilities or surrounding atmosphere, but going through this language pattern will help you recognize, as a dependable parent judging your own expectations for your child.

 Expecting a lot from a child put him under a pressure, which can be harmful to his growth and future. Children go through a number of different stages as language develops, from the earliest stage of producing cooing sounds through being able to produce complex, multi-word sentences.

Babbling (3-9 Months):

The first stage of language development is known as the paralinguistic, babbling or cooing stage. 

During this period, which typically lasts from the age of three to nine months, babies begin to make vowel sounds such as oooooo and aaaaaaa. By five months, infants typically begin to babble and add consonant sounds to their sounds such as ba-ba-ba, ma-ma-ma or da-da-da.

Single Words (10-13 Months):

The second stage is known as the one-word or holophase stage of language development. Around the age of 10 to 13 months, children will begin to produce their first real words. While children are only capable of producing a few, single words at this point, it is important to realize that they are able to understand considerably more. 

Infants begin to comprehend language about twice as fast as they are able to produce it.

Two Words (18 Months):

The third stage begins around the age of 18 months, when children begin to use two word sentences. 

These sentences usually consist of just nouns and verbs, such as "Where daddy?" and "Puppy big!"

 

 

Multi-word Sentences (2 years):

Around the age of two, children begin to produce short, multi-word sentences that have a subject and predicate.

 For example, a child might say "Mommy is nice" or "Want more candy."

As children age, they continue to learn more new words every day. By the time they enter school around the age of five, children typically have a vocabulary of 10,000 words or more.

Cognitive Development  

Children aren't just growing physically during early childhood; they are also developing new cognitive abilities as they mature. 

Early childhood is not only a period of amazing physical growth; it is also a time of remarkable mental development.

 Cognitive abilities associated with memory, reasoning, problem-solving and thinking continue to emerge throughout childhood.

Stages of Cognitive Development

 The Sensorimotor  Stage (0-2 Years):

A period of time between birth and age two during which an infant's knowledge of the world is limited to his or her sensory perceptions and motor activities. Behaviors are limited to simple motor responses caused by sensory stimuli.

The Preoperational Stage (2-6 Years):

A period between ages two and six during which a child learns to use language. During this stage, children do not yet understand concrete logic, cannot mentally manipulate information and are unable to take the point of view of other people.

The Concrete Operational Stage (7-11 Years):

A period between ages seven and eleven during which children gain a better understanding of mental operations. 

Children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts.

The Formal Operational Stage (12-18 Years):

A period between ages twelve to adulthood when people develop the ability to think about abstract concepts. 

Skills such as logical thought, deductive reasoning and systematic planning also emerge during this stage.

Social-Emotional Development

Emotional development is the growth of a child's ability to feel and express an increasing range of emotions appropriately.

 Social development is the growth of a child's ability to relate to others and become independent.

At Birth

Babies begin to learn as soon as they are born, but at this stage their behavior and communication with adults are limited. 

Babies cry to make their needs known and are peaceful when those needs are met. At this stage babies:

Depend on parents/careers

Sleep a lot

Likes to be undisturbed

Have rooting, sucking and swallowing reflexes

Cry when hungry, unattended to or in pain

Startle to noise, and turn to light, providing it is not too bright.

1 Month

At this stage babies smile spontaneously, but they begin to smile in happenings outside themselves from 4-8 weeks. 

They learn to smile to your voice and face and are also attracted to the movement of your face. 

At this stage babies:

Cry for their needs to be attended to Will turn to mother's breast

Briefly looks at a face

Sleeps most of the time when not being handled or fed

Grasp a finger if the hand is opened and the palm is touched

Will quieten or smile in response to your voice.

 

2 Months

From 2 months babies have less primitive reactions and gradually learn a range of responses and behavior. 

These are the results of both physical maturation and the beginning to explore the environment. 

At this stage the baby is capable of having 'conversations' with the carer. 

These are a mixture of gestures and noises, but follow the pattern of a conversation in that one person is quiet while the other speaks.

 At this stage babies:

 

Explore using their five senses

Sleep less during the day and more during the night

Stop crying when they are picked up

Differentiate between objects, and begin to tell one face from another

Follow your face when it moves

Smile and become more responsive to others.

 

3 Months

 

At this stage babies take a lot of interest in their environment. Physical maturation continues rapidly. 

When they hear different sound babies turn their heads in response to see what people are doing. 

They are rapidly beginning to learn new social skills from the people around them. Around this stage babies:

 

Use sounds to interact socially and reach out to human face

Respond to friendly handling and smile at most people

Become more oriented to their mother and other carer’s

Looks at mother's or carer's face when feeding

Are able to show an increasingly wide range of feelings and responses including pleasure, fear, excitement, unhappiness and contentment

Have some awareness of the feelings and emotions of others

Begin to connect what they hear with what they see.

6 Months

Development at this stage is very rapid. Babies are awake for much longer periods by 6 months. 

Babies laugh, show excitement and delight and will also show likes and dislikes. Around this age infants:

Reach out for familiar people and show a desire to be picked up and held

Begin to be more reserved with, or afraid of, strangers

Show a marked preference for their main carer(s)

Like to play peek-a-boo

Smile at their own image in a mirror

Become more aware of themselves in relation to other people and things

Look at their hands and feet with interest

Stop crying when communicated with.

9 Months

By this age, infants will have formed strong attachments with their main carer(s). 

They will also usually have begun to move around independently. 

They take pleasure in playing with their carers and learn a great deal from this interaction. Around this age infants:

Show fear of strangers and need reassurance when in their company, often clinging to the known adult and hiding their face in them

Play peek-a-boo, copy hand clapping and pat a mirror image

Clearly distinguish familiar people and show a marked preference for them

Cry for attention to their needs, but also they use their voice to attract people to themselves

Put hands around a cup or bottle when feeding

Show pleasure and interest at familiar words

Understand 'No'

Begin to respond to their own name.

12 Months

By this stage, most children have started to stand independently and possibly have begun to walk. 

They can pick up small objects and to explore their environment around them. By this age infants:

Can distinguish between different members of the family and act socially with them

Will wave goodbye

Like to be within sight and hearing of a familiar adult

Show rage when thwarted

Know their own name

Will obey simple instructions

May be shy with strangers

Copy actions and sounds of adults or children.

15 Months

 

At this stage toddlers use their main carer as a safe base from which to explore the world. 

They are anxious and apprehensive about being physically separated from them, and tend to be very much 'under the feet' of their carers.

 They are very curious about their environment and their exploration of it can lead to conflicts with their carers. 

By these stage children:

Begin to distinguish between 'you' and 'me', but do not understand that others are individuals just like themselves

Can point to members of the family

Tend to show off

Have a sense of 'me' and 'mine' and begin to express themselves

Throw toys when angry

Show interest in other children

Show jealously of the attention given by adults to other children

Have an interest in strangers, but can be fearful or wary of them

Are emotionally changeable and unstable

Hold a cup and drink without assistance

Help with dressing and undressing.

 

18 Months

 

Children are very egocentric at this stage. They are often defiant and resistant at this stage. 

They have only recently discovered themselves as separate individuals. 

Their defiant behaviour  can be seen as an attempt to protect themselves and their individuality. 

At these stage children:

Show intense curiosity

Tend to follow their carer around, be sociable and imitate them by helping with small household tasks

Are trying to establish themselves as members of a social group

Imitate and mimic others during their play

Show some social emotions, for example sympathy for someone who is hurt

Cannot tolerate frustration

Have intense mood swings, from dependence to independence, eagerness to irritation, co-operation to resistance

Are still dependent on familiar carer and also often return to a fear of strangers.

2 Years

Children at this stage are capable of a wide range of feelings and able to empathise with the feelings of those close to them. 

For example if their carer is upset, they are capable of trying to comfort them. 

They are able to use symbols in language and these newly acquired linguistic skills enable children to achieve new levels of social development.

 At this stage children

Will try to be independent

Will ask for food

Demand their carer's attention and want their needs to be met immediately they make demands

Sometimes have tantrums if crossed or frustrated

Are capable of being loving and responsive

Can point to parts of the body and other features when asked

Are possessive of their own toys and objects, and have little idea of sharing

Tend to play parallel to other children, engage in role play, but are beginning to play interactive games

Join in when an adult sings or tells a simple story.

 

3 Years

Children are usually happier at this stage of their development and are more contented than during their previous years.

They have gained a certain amount of physical and emotional control. 

This can lead to more settled feelings and more balance in the way they express them. They are generally friendly and helpful in their manner to others. 

At this stage children

Can wait for their needs to be met

Can feel secure when in a strange place away from their main carers

Are less rebellious and use language rather then physical outbursts to express themselves

Enjoy make-believe play both alone and with other children

Have an ability to share things and to take turns

Can show affection to younger siblings

Want the approval of loved adults

Project their own experiences onto dolls and toys

May have imaginary fears and anxieties.

 

4 Years

 

At this stage children are constantly trying to understand and make sense of their experiences and of the world around them. By this age children

 

May have one particular friend

Are capable of being very sociable

Play with groups of children

Can take turns but are not consistent about this

Are developing a strong sense of past and future

Are able to cope with delay in having their needs met

Can be confident and self-assured

May be afraid of the dark and have other fears

Turn to adults for comfort when overtired, ill or hurt.

 

5 Years

 

At this age children achieve a level of balance, self-containment and independence. They are usually friendly, willing to talk to anyone, and are able to be polite. 

By this age children

 

Want approval of adults

Prefer games of rivalry to team games

Enjoy brief separations from home and carers

Show good overall control of emotions

Show a desire to excel, and can be purposeful and persistent

Boast and show off

Enjoy co-operative group play, but often need an adult to arbitrate

Still respond to discipline based on bargaining

Are developing a sense of shame

Argue with parents when they request something.

6-7 Years

At this stage children grow steadily more independent and are sociable.

 They are generally self-confident and friendly; 

They are able to co-operate in quite sophisticated ways with adults and children. 

Their peer group becomes increasingly significant to them.

 At 6 years children May have spells of being rebellious and aggressive

Are often irritable and possessive about their own things.

At 7 years children

Are more aware of gender characteristics

May be so enthusiastic for life that carers have to guard against them becoming overtired  become very self-critical about their work May be miserable and sulky, and give up trying for short periods.

Temperament and Child Personality

Children are born with unique behavioural styles that influence their development from the womb until death. 

Each child is unique, and has a different way of looking at and interacting with the world. 

Children have different talents that develop as they grow and practice them. 

The child is not mere a piece of clay to be molded into an obedient citizen, but he should be seen as a force to be guided into a competent adult.

Children are born with their natural style of interacting with or reacting to people, places, and things their temperament.

 Since the 1950s, many scientific studies of temperament have continued to show that children’s health and development are influenced by temperament. 

Children's temperament traits do appear to be quite stable through infancy and into childhood. 

A child’s personality is determined by the interaction of temperament traits with the environment. 

Each person (including your child) comes with a factory installed wiring. 

How your child is wired can determine whether they will be easy or difficult to raise. 

How well their temperament fits with the environment and how well they are received by the people in the environment will determine how a child sees himself and others.

Intellectual Development

Studies related to intellectual development of children focus on the growth of the brain.

Human brain develops fully only in late adolescence and sometimes  it’s fully developed in early adulthood that is just after adolescence stage in case of males.

 Parents at times expect their children to behave like adults but children can’t be adults. 

They can think like adults only after the age of 15.

Temperament Traits

Children are born with unique temperament characteristics. 

The examination of a child's temperament generally occurs when the child's behavior is difficult.

 We Homoeopaths use a series of interviews, observations, and questionnaires that measure the nine temperament traits using a spectrum (scale) indicating mild to intense responses or reactions. 

By understanding temperament, we homoeopaths can very easily get to know the personality of the child which thereby helps us in selecting the exact constitutional medicine & then a Homoeopath can work along with the parent in improving the personality of a child rather than trying to change his or her inborn traits.

The nine temperament traits which I use in my practice and an explanation of the dimensions are given below.

Activity: Is the child always moving and doing something OR does he or she have a more relaxed style?

Rhythmicity: Is the child regular in his or her eating and sleeping habits OR somewhat haphazard?

Approach/withdrawal: Does he or she "never meet a stranger" OR tend to shy away from new people or things?

Adaptability: Can the child adjust to changes in routines or plans easily or does he or she resist transitions?

Intensity: Does he or she react strongly to situations, either positive or negative, OR does he or she react calmly and quietly?

Mood: Does the child often express a negative outlook OR is he or she generally a positive person?

 Does his or her mood shift frequently OR is he or she usually even-tempered?

Persistence and attention span: Does the child give up as soon as a problem arises with a task OR does he or she keep on trying?

 Can he or she stick with an activity a long time OR does his or her mind tend to wander?

Distractibility: Is the child easily distracted from what he or she is doing OR can he or she shut out external distractions and stay with the current activity?

Sensory threshold: Is he or she bothered by external stimuli such as loud noises, bright lights, or food textures OR does he or she tend to ignore them?

Learning Types

Visual:

Visual Learner use strong visual associations. Often use lists to organize life and thoughts. 

When spelling recognize words by how they look. Remember faces but forget names usually learn best by associating pictures with the words or concepts being used. 

Benefit when visuals are used as part of a lecture (whiteboard, transparencies, PowerPoint, films, videos, maps, charts, posters, graphs, etc).

Auditory:

Learn by listening to verbal instructions; remember by forming the sounds of words.

 Find it easy to remember names but forget faces. Often do well working out solutions or problems by talking them out. 

In most circumstances need to hear, say it in order to effectively commit to memory. 

Reading aloud instead of reading silently, talking to yourself, or repeating instructions to make sure understand them.

KINESTHENTIC:

Learn by becoming physically involved and actually doing something with what’s being learned. 

”Hands–on” activity is needed to grasp the learning! ”Being on the move” helps memory to work.

Growth of a Child

Growth child from 0-3 years of age, the emotional bend of the child starts to grow quickly. 

Knowing a child’s potential at an early age helps parents in making smart and easy decisions on parenting styles and educational methods.

As an infant moves into toddlerhood, he learns new ways of life which help him to expand his horizons. With our DMIT-R one understands his or her hidden potential and talents.

Features

Know your and your child innate characteristics

Know your Childs learning style or ability

Discover your child’s inborn talent and potential

Self-evaluation test for Adults

Know the compatibility with your spouse and business partner

Facilitate efficient communication and effectiveness at work

Have detailed comparison between left and right brain hemispheres

Know distribution of multiple intelligences

Innate personalities and characteristics

Preferred learning style

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