Most of the time you feel helpless as your child cries out loud. You do not know what to do. You cannot understand whether he is sick, sleepy, angry or facing some other problems. An infant has the capacity to understand soon after birth. But verbal communication starts much later.

You will be much relieved if your child can communicate and say what difficulty he is facing. What you think this is not possible until your child speaks? You can teach your baby sign language until he can communicate verbally. Until a kid can speak he can use signs to express his feelings. This will relieve you from frustration.

Do you think that teaching baby sign is not easy? You are wrong. A child can learn much quickly and easily than adults.

You may now want to know how to teach baby sign. There are online resources that can facilitate you to teach your kids few signs that will be great help for you as well as your child. You can also take assistance of books. Think how easy it will be if your child can show that he is hungry, not feeling well and other signs.

The child can learn best if you interject signs in your communication. Tell other family members to use signs at the time of speaking with the kid. He will understand those signs and try to mimic them.

You have to understand when your child is attentive. He will learn only if he is interested. So interact with your child when you think his mood is fine and he is not feeling sleepy and bore. Repeat it often so that the baby becomes used to the signs.

Many critics believe that sign languages delay verbal communications of a kid. But this is not true. Kids who learn to use sign languages effectively do not face any difficulty in learning verbal languages.

And that’s after you get home.

A new study confirms that children and parents already know: the “highest standards” on which mode the control in American education has made it more and more for young children.

Several years ago, we learned that the proportion of 6 to 8 years who reported having had the task of a given day has increased from 34% in 1981 to 58% in 1997 and the time spent studying each week more than doubled during the same period.

Last month, Professor Sandra Hofferth at the University of Maryland has issued an update of this study. Now, the proportion of children who work on a specific day jumped to 64%, and the amount of time spent on it rose in the third. The rates of duty 6 – to 8 years are now almost equal to those of 9 to 12 years old. And not to mention the workload of high school.

What the research shows about the growing burden of the task is enormous. Equally important, however, is that research does not prove, that the task is necessary or beneficial. We know all about stress and fatigue, family conflict and loss of time for other activities. (”Our children are losing their childhood,” laments one mother.) But we assure you this is useful, because the task involved in ensuring the independence and teaches good work habits, helps learners become more of success.

Curiously, however, data to support their beliefs simply do not exist:

* There is no evidence that homework provides no benefit in primary school. Even if we consider the results of standardized tests as a useful (or not), the task is not yet associated with a higher score at this age. The only effect is demonstrated more negative attitudes on the part of students receiving more tasks.

* In high school, some studies find a relationship between homework and test results (or classes), but it is generally quite low and tends to disappear when more sophisticated statistical controls are applied. In addition, there is no evidence that the greatest success is due to the task, even when an association occurs.

* International comparisons offer no security. In describing the results of their analysis of student achievement in 50 countries, which was published last year, researchers at Pennsylvania State University, David Baker and Gerald Letendre said, “Not only do we find no positive relationship” , but “the overall correlations between student achievement of the national average and national averages in [amount of homework assigned] … are all negative. ”

* Finally, no study has supported the claim that homework teaches good work habits or develops positive character traits such as self-discipline and independence. These assumptions could be described as urban myths, except that they are always taken seriously in suburban and rural areas, too.

In summary, research provides no reason to think that students are somehow mind if you work a lot less – if at all. And the accounts I’ve heard of teachers and schools that have abolished homework after, however, that students pass with flying colors (and keep their enthusiasm for learning) provide evidence of a different species.

However, these schools are in the minority, to say the least. In general, the task is assigned not only on the occasions when the teacher really believes he can help, but on a regular schedule that was predetermined. And the task is much faster for young children, which is precisely where the supporting evidence is not only weak – is nonexistent.

It is time to stop taking the value and the existence of the task for granted. Instead of merely peripheral issues – “What kinds of issues that are the children?” “Is x minutes long enough for this task” – we must ask ourselves what really matters: Does the type of work our children are worth it in any quantity? What evidence exists to demonstrate that daily homework is necessary for children to become better thinkers and students more engaged?    

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In one of the states in Malaysia, the State Health Committee Chairman says that the number of children and teenagers experiencing depression and other mental illnesses has been on the rise in the State since 2000 with up to 24 cases referred to the hospital monthly. In 2000, the number of cases referred to the psychiatric clinic for children and teenagers was 55. The number increased to 86 in 2001, 90 in 2002 and 149 as of last September.

Among the factors that could cause these illnesses are academic pressure, hereditary conditions and relationship difficulties. Parents and teachers must understand the young in their care, so that they can help to bring out the potential in each one of them.

Every individual is created unique. One often tends to expect his/her children to be similar in rate of development, ability and personality. When a child is seemingly late to develop a particular skill (for example in language ability, when one continues to babble while his peers are already speaking), his/her loved ones may start to worry. Babbling is a normal stage of growth, but for some reason or another, some infants pass over this stage quicker than others. Parents should not show any anxiety in front of the children who are slower, but show only love and warmth. Showing positive values will help the children’s growth tremendously.

Difference in rates of development is prevalent in adolescents, too. Females feel awkward and embarrassed by their height and body size, in the presence of their yet-to-develop age mates, while the males feel inferior in the presence of their physically mature peers. The insecurities of these adolescents can be further aggravated by inconsiderate remarks such as “You are too short for your age.”

Parents sometimes tell their children verbally and non verbally (through the parents’ behavior and expectations) that their self-worth is dependent on their achievements. Attaching a label to a child’s condition could be a double-aged sword. It can be an advantage only if it is to help parents assess their child’s characters. But if the diagnosis is used to limit the child’s potential and as a means of passive acceptance, it becomes a “closed perspective”.

Dr. Feurstein, a well respected psychologist of the International Centre for the Enhancement of Learning Potential (ICELP), says “Intelligence is Dynamic and modifiable; not static or fixed.” He views the brain as a living organism capable of living and adapting. He believes that it is possible to change an individual. This has very much to do with the parents’ (or teachers’) belief system. It can only work if the parents have faith that a person has the ability to learn no matter his present condition. Instead of harping on their childs’ limitations, they must modify and provide the best learning environment for him/her by giving him/her the cognitive tools he needs to become an active learner.

Self esteem is a powerful determinant of human behaviour. If we feel loved, no matter what we do, we feel very comfortable and show off our talents to the fullest. But, if we feel that we are in an environment where we are watched by people who are critical of us, we falter and make mistakes even in the simplest of tasks.

This is particularly true in the case of children. A child, who has committed to memory the spellings of a list of words, reproduces it confidently in front of his loving parents, but in front of a strict teacher, who is miserly with his praises, the same child may falter.

Children should be brought up in a loving home where their physical, spiritual and intellectual needs are unconditionally nurtured. How do we, as parents, then correct the behaviour of the young when they make mistakes? To start with, there must be some basic rules as a child quickly learns to exploit a situation in which there is disunity of views and action between the parents.

If there is love in the home, the son or daughter will want the parents to be happy and will normally desist from an action merely just by being told that it will hurt the father or the mother. This is the advantage of laying down some basic rules from the beginning. If, for example, the child is not allowed to backbite and gossip, this rule should be followed at all times, without any exception. Is he in the constant company of those who always backbite? Do we then slowly give him the strength to assert himself and take pride in his habit of not backbiting, in front of his friends? Do we tolerate the backbiting of friends and relatives, or do we tactfully give them the message, as well?

If the child has made the careless mistake, which has robbed him of an “A” in his test paper, are we so critical of him that we harp on his mistake on and on, that we hurt and embarrass him in front of others? Or, are we helping him regain his confidence,  by identifying his weakness, and saying, “How can you make sure that you don’t make the mistake again?”

According to a University of Washington research team: “…These children (who are fed confidence) are better at handling their own emotions, are more effective at soothing themselves when upset, and get upset less often…They are also more popular with and better liked by their peers, and are seen by their teachers as more socially skilled. Their parents and teachers alike rate these children as having fewer behaviour problems such as rudeness or aggressiveness. Finally, the benefits are cognitive: these children can pay attention better, hence are more effective learners…”

By Santhira Sekeran

There comes a time when it’s not good to cry over what you don’t have, and I am glad at least I know this far ahead what other obstacles I’m looking at. They aren’t pretty, either.

After being directed to the Peace Corps website for information on tailoring myself for Jordanian service, I started to realize I honestly don’t have the skill sets they are looking for. For instance, one component is working with kids in recreational and fitness programs. I don’t have that sort of experience or physical stamina yet, but I could tailor myself to meet that need. I’d have to look at university programs for Physical Education majors and piece it together with the other liberal arts classes I completed. I’d also have to look at programs or day seminars that deal with children’s’ issues in order to help me be effective.

One option I have been mulling over is becoming a certified personal trainer after I finish my own transformation. I don’t know how long that would take, but it would certainly add some weight to my resume in this area.

Jordan is on the edge of a health care crisis that mirrors what the United States is starting to undergo. When I was there back in 2004, it was not uncommon to see 50-kilo bags of sugar kept in the kitchen. I can remember using about 4 cups of sugar in a small teapot, which is a huge amount! I had to stop drinking tea and switch to water because the excessive sugar bothered my teeth. As you might guess based on their sweet tooth, they of course have a diabetic problem, and right behind it is heart disease. They are obese, too – a report came out stating Jordan’s the 38th fattest country in the world. Our exported dietary behaviors have been exported and are now shaping up to kill their population.

It doesn’t help that next door in Saudi Arabia, 60% of all the women are considered obese, and the religious police harass women who try and walk for exercise. It is considered shameful to get healthy, and some ultra-religious people are saying it will emancipate women and contribute to moral decline. The ultra-religious seem to be ignorant of a simple fact: you sit, you die. What good is a society plagued with preventable diseases? Where’s the obligation to take care of what God has given you – i.e., your body? Christians believe the body is the temple of the Holy Spirit, and if it’s riddled with disease, what kind of home are you honoring God with? Isn’t there an obligation to live long enough to raise your children to adulthood? If you’re sick, you can’t raise anyone, much less yourself out of bed.

I wonder how the idea of exercise in Jordan will play out – if the ultra-conservatives will win, or if the secular portion of society will see the benefits and ignore the crazy assumptions girls seeing each other changing in locker rooms will turn them into lesbians. If the government is smart, they will realize the nonsense of such baseless arguments. They must realize with half the population being under the age of 30, if this generation does not learn to move and exercise, the health care costs of inactivity will bankrupt the country. Who will pay into the tax base if half the country’s elderly, and the other half are sick with preventable diseases? Even worse, how many of that 50% will be medically classified as unable to work? They’ve got a crisis that must be addressed – and soon!

Perhaps I’ll have to take some classes on nutrition and holistic medicine. I’m not talking about chanting a past life liver problem away while burning incense for the benefit of a misaligned charka, I’m thinking more down to earth with vitamins and other supplements. Anything that could help improve the dietary habits of those at risk should be welcomed with open arms, but that’s theory.

I’m wondering if I’ll have to take up some child psychology classes to make things look good, too. People are too big on stroking kids’ egos these days to make them feel great for having done absolutely nothing. A report that came out today said the kids in college have been tagged the “Me” generation and believe the world revolves around them. I think I need to tread lightly around this area or else I could end up in trouble, culturally speaking.

It’s a given I’ll have to learn to teach English as a foreign language and become certified in that area, too. At first I thought, “how hard can this be?” but I soon learned it’s not as easy as it would appear. I grew up having to learn the parts of speech and diagram sentences, and I was so glad when I got out of seventh grade because I knew I’d never have to do it again. Well, that’s one of the many lies I accidentally told myself along life’s little journey, and I do need to relearn all the stuff I’ve forgotten. Ouch!

Arabic lessons will also be in my future – if I can demonstrate a certain amount of proficiency, then chances are good I’ll be sent to Jordan. The other country in the region that’s a possibility is Morocco, but they speak more French than Arabic, which is mainly used as the language of the Qu’ran. I suspect in this day and age, it has been translated into a North African French dialect and is commonly read in their native tongue. It seems the only ones who read the Qu’ran in Arabic are the native Arabic speakers, and in the case of non-Arabic native speakers, Qu’ranic students and scholars.

I’m also seeing volunteering amongst the Arab populations in the area for a good reference. If you have some experience with blending into the population you want to serve, to me it seems like volunteering is a great way to learn first hand. Who knows if I’ll be accepted as my experience has been the Arab community in Dallas are quite closed to outsiders. This is strange considering when I was in Jordan, everyone was very friendly to me.

There are several directions I can go in to make myself more attractive to receive an invitation from Jordanian officials, and as the picture clears, I will know what I need to do. If you’re looking at the Peace Corps and you want to pick a specific country, make sure you tailor your skills to it before you start the process. If you turn down an invitation from another country, the Peace Corps will not extend to you a second invitation. You’ve got one chance – make it count!

If you don’t like trying to find all the segments of this series, you can locate the links to them here and they will return you the exact spot on the appropriate site.