WINNEMUCCA - A running start - that is what every child needs as s/he enters kindergarten and each ensuing year right up to graduation.
Some children are blessed with a family who cares. They are encouraged to work hard, explore, apply effort, and thus succeed. These children receive just the right amount of praise for particularly wonderful accomplishments as well as adequate feedback on setbacks and failures.
The most brilliant child needs grounding; the struggler needs kudos. However, high achievement should be an expectation, a natural end to dedicated determination not a barrel of unwarranted or unearned accolades.
A master of feedback always recognizes who needs to hear praise, advice, or direction, who needs a prod, and who needs silence. That is something to focus on with your child - the perfect amount of reaction and input to maintain standards of excellence for growth while promoting self-motivation and drive.
The wonders of Grandma-hood are extensive. I eagerly watch my grandson each day as he learns something new. His curiosity abounds. I love how he studies my face and gestures and then replicates these in his own fashion. A grimace, a march, or a toss of the football is copied by him as he develops skills.
As a family we laugh and chat with Dayne; we play games of peek-a-boo and hide-and-go-seek. We read and engage our imaginations, and he grabs and absorbs at each activity.
How different might he be if he were in a family of heartless, non-communicating individuals whose only interactions were screams and slaps. What would the adult be like. Is it nature or nurture that creates angry or vibrant adolescents?
Dayne, I believe, is receiving a running start. That is what I wish for every child. Children need the opportunity to play, share, talk, experiment, and marvel at the excitement of life.
A running start child asks questions - lots of them - and gets some answers as s/he discovers, uncovers, or recovers others.
Check on your child's problem-solving creativity. Get some colored strips of crepe paper of various lengths. Toss them on the ground and then have your child sort them into piles or rows.
John has three reds, two blues, and one yellow repeated with three reds, two blues, and a yellow neatly spread in a row. Mary's design has two reds, one blue, one yellow, one blue, and two reds (created when she tore the remaining red into two pieces).
Now the important question: Why? Allow for descriptions and explanations and then encourage the children to find more ways to display the strips: in a circle or square, different color patterns, only reds or blues. Ask questions until interest wanes, then toss in more strips or buttons or leaves or any other object to pique fascination while adding to creativity.
You can take pictures of the presentations, draw them, or simply scramble on to more activities. The key here is exploration and explanation and then requesting more possibilities.
Older children might design the veggie plate for lunch or set the table in a new fashion for dinner. You can look for patterns in home designs, lawn layouts, or store exhibits. If you are traveling to a city, check out the arrays and patterns of windows in towering buildings. Compare, contrast, and chat. You are providing a running start. Parents (and grandparents) really are a tremendous influence in the lives of all children.
Some will suggest that the above activity only works with younger children. This is only true if we refuse to engage older children in stimulating dialog.
Even if you are not particularly fond of your child's blaring music, ask about the lyrics. You may regret this question, knowing that some of the words are hair-raising, but it is essential to express non-judgmental interest.
In eighth grade English we studied lyrics of war songs, from revolutionary to present with discussion on what the words said about the attitudes of the time. Then students brought in a favorite song and wrote about the meanings and implications of the words. Most had never really listened to or thought about each line and were surprised at some of the horrifying and violent messages.
When asked, "What do you think future generations will say about our society based on these words?" the responses tended to label our times as self-centered and vicious. Their perceptions were amazing. By dissecting patterns, rhythm, and rhyme students later applied "melody" to their own writing.
Happy running start!
Gini Cunningham writes a monthly column about schools and education for the Humboldt Sun. Contact her at gini.cunningham@sbcglobal.net.
[[In-content Ad]]
