Parenting
Posted 07-18-2018 at 05:47 PM by RickyBobbyjr
Does every couple disagree about where they should buy a home, what school the kids should go to, how much the grandparents keep the kids?
Is it normal to disagree every step of the way?
What are some of your parenting difficulties?
Is it normal to disagree every step of the way?
What are some of your parenting difficulties?
Total Comments 3
Comments
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Please take your inquiry to our main forum pages. Once there, you will find people who can help you with whatever you may be looking for.
These lesser-populated blog pages are for journaling only. Thanks.Posted 07-19-2018 at 03:01 AM by case44
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Hello Parents,
Being a mother and worker, i have so many responsibility towards my kid. Sometime its become difficult to control them.
App download link - https://ktube.page.link/Ktube
After a lot of research i found an app similar like youtube kids.
kTube app Features and Benefits:
1. Search Utube videos and make your own selected videos playlist.
2. This app has full parental control. Your kids will be watching only those videos which you think are the best for them.
3. This app is FREE for lifetime.
4. REDUCE THE SCREEN TIME - This app does not show any autosuggestion or recommendations to your kids while they are watching your selected videos, so they have a very limited choice of video content to watch which helps to reduce the screen time of your kids.
5. HELPING BUILD MORTAR SKILLS in your kid - Nowadays the biggest problem is that kids spend a lot of time on digital screens such as mobiles, TV, etc. Mortar skills develop with playing activities, as explained in the above point this app reduces screen time, hence better mortar skills development.Posted 03-25-2020 at 02:31 AM by komal305 
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Understanding Child Development Through High School Curriculum: A Human Right for Future Generations
[I]“The way a society functions is a reflection of the childrearing practices of that society. Today we reap what we have sown. Despite the well-documented critical nature of early life experiences, we dedicate few resources to this time of life. We do not educate our children about child development, parenting, or the impact of neglect and trauma on children.”[/I]
—Dr. Bruce D. Perry, Ph.D. & Dr. John Marcellus
I once read an ironic quote from a children’s health academic that, “You have to pass a test to drive a car or to become a … citizen, but there’s no exam required to become a parent. And yet child abuse can stem from a lack of awareness about child development.”
By not teaching child development science along with rearing to high school students, is it not as though societally we’re implying that anyone can comfortably enough go forth with unconditionally bearing children with whatever minute amount, if any at all, of such vital knowledge they happen to have acquired over time? It’s as though we’ll somehow, in blind anticipation, be innately inclined to fully understand and appropriately nurture our children’s naturally developing minds and needs.
A notable number of academics would say that we don’t.
Along with their physical wellbeing, children’s sound psychological health should be the most significant aspect of a parent’s (or caregiver’s) responsibility. Perhaps foremost to consider is that during their first three to six years of life (depending on which expert one asks) children have particularly malleable minds (like a dry sponge squeezed and released under water), thus they’re exceptionally vulnerable to whatever rearing environment in which they happened to have been placed by fate.
I frequently wonder how many instances there are wherein immense long-term suffering by children of dysfunctional rearing might have been prevented had the parent(s) received some crucial parenting instruction by way of mandatory high school curriculum.
Additionally, if we’re to proactively avoid the eventual dreadingly invasive conventional reactive means of intervention due to dysfunctional familial situations as a result of flawed rearing—that of the government forced removal of children from the latter environment—we then should be willing to try an unconventional means of proactively preventing future dysfunctional family situations: Teach our young people the science of how a child’s mind develops and therefor its susceptibilities to flawed parenting.
Many people, including child development academics, would say that we owe our future generations of children this much, especially considering the very troubled world into which they never asked to enter.
Certainly, some will argue that expectant adults can easily enough access the parenting experience and advice of other parents in hardcopy and Internet literature, not to mention arranged group settings. However, such information may in itself be in error or misrelated/misinterpreted and therefor is understandably not as beneficial as knowing the actual child development science behind why the said parental practice would or would not be the wisest example to follow.
As for the likely argument that high school parenting courses would bore thus repel students from attending the classes to their passable-grade completion, could not the same reservation have been put forth in regards to other currently well-established and valued course subjects, both mandatory and elective, at the time they were originally proposed?
In addition, the flipside to that argument is, such curriculum may actually result in a novel effect on student minds, thereby stimulating interest in what otherwise can be a monotonous daily high-school routine. (Some exceptionally receptive students may even be inspired to take up post-secondary studies specializing in child psychological and behavioural disorders.)
In any case, American experience and studies indicate that such curriculum is wholly useful, regardless of whether the students themselves plan to and/or go on to procreate.
For one thing, child development and rearing curriculum would make available to students potentially valuable knowledge about their own psyches and why they’re the way they are.
Physical and mental abuse commonsensically aside, students could also be taught the potentially serious psychological repercussions of the manner in which they as parents may someday choose to discipline their children; therefore, they may be able to make a much more informed decision on the method they choose to correct misbehaviour, however suddenly clouded they may become in the angry emotion of the moment.
And being that their future children’s sound mental health and social/workplace integration are at stake, should not scientifically informed parenting decisions also include their means of chastisement?
Our young people are then at least equipped with the valuable science-based knowledge of the possible, if not likely, consequences of dysfunctional rearing thus much more capable of making an informed choice on how they inevitably correct their child’s misconduct.
It would be irresponsibly insufficient to, for example, just give students the condom-and-banana demonstration along with the address to the nearest Planned Parenthood clinic (the latter in case the precautionary contraception fails) as their entire sex education curriculum; and, similarly, it’s not nearly enough to simply instruct our young people that it’s damaging to scream at or belittle one’s young children and hope the rest of proper parenting somehow comes naturally to them. Such crucial life-skills lessons need to be far more thorough.
But, however morally justified, they regardlessly will not be given such life-advantageous lessons, for what apparently are reasons of
conflicting ideology or values.
In 2017, when I asked a BC Teachers’ Federation official over the phone whether there is any childrearing curriculum taught in any of B.C.’s school districts, he immediately replied there is not. When I asked the reason for its absence and whether it may be due to the subject matter being too controversial, he replied with a simple “Yes”.
This strongly suggests there are philosophical thus political obstacles to teaching students such crucial life skills as nourishingly parenting one’s children.
Put plainly, people generally do not want some stranger—and especially a government-arm entity, which includes grade school teachers—directly or indirectly telling them how to raise their children. (Albeit, a knowledgeable person offered me her observation on perhaps why there are no mandatory childrearing courses in high school: People with a dysfunctional family background do not particularly desire scholastically analyzing its intricacies; i.e. they simply don’t want to go there—even if it’s not being openly discussed.)
A 2007 study (its published report is titled The Science of Early Childhood Development), which was implemented to identify facets of child development science accepted broadly by the scientific community, forthrightly and accurately articulates the matter: “It is a compelling task that calls for broad, bipartisan collaboration. And yet, debate in the policy arena often highlights ideological differences and value conflicts more than it seeks common interest. In this context, the science of early childhood development can provide a values-neutral framework for informing choices among alternative priorities and for building consensus around a shared plan of action. The wellbeing of our nation’s children and the security of our collective future would be well-served by such wise choices and concerted commitment.”
[I]“It’s only after children have been discovered to be severely battered that their parents are forced to take a childrearing course as a condition of regaining custody. That’s much like requiring no license or driver’s ed[ucation] to drive a car, then waiting until drivers injure or kill someone before demanding that they learn how to drive.”[/I]
—Myriam Miedzian, Ph.D.Posted 10-31-2020 at 04:49 PM by FrankSterleJr
Updated 11-02-2020 at 12:12 PM by FrankSterleJr
