Workshop On Parenting - Message By Anil Deshmukh (Ex Minister Of State For School Education)

Parenting The Teenager - Dr Manmohan Daga Speaking On Health

Workshop On Traffic Rules - Mr Mohite (Inspector Of Road Safety Police)

The Importance of An Early Start

    ;    The C.D.S. School is an extension of the ideal home environment for children of two years and above. Every child is given ample opportunities to develop physically, intellectually, emotionally and socially in an atmosphere of joy, caring and togetherness.

                        In the last decade a lot research has been done about the of early childhood by educationists and psychologists, the results reveal how much a child can, wants, and needs to learn before he enters primary School. Formerly, we assumed that the first four years of a child’s life was a time for fun and physical growth. We preferred not to ‘educate’ a child until he was of school age. We weren’t completely wrong. Play is the most important aspect of a child’s life. But we weren’t completely right either. We thought that play and education were opposite things. Now we know better.  Educational experts and early childhood specialists have discovered that play is learning, and even more, that play is one of most effective kind of learning known. Between the age of two and five a child not only learns more but also faster than at any other time in his life. A number of educational psychologists have estimated that at the age of five, a child’s intelligence Quotient (IQ) is basically established, at this attitudes and patterns guide a person’s thoughts for the rest of his life. Hence the concept of early childhood as merely a time for fun and physical growth is outdated and inadequate. We now know that the early childhood years are exciting and powerful years for building the foundation of human intelligence.

           At the C.D.S. School, these concepts become a reality. Equipped with learning, experience, modern education aids, and an open mind, we have successfully translated these recent findings into effective concrete action.

          Teaching must suit the nature of the child so that he does not become a mere recipient of teaching but an active contribution to his own education.

          Each child needs special attention and encouragement. He is encouraged to enjoy what he does, and whatever he does, id to guide his better understanding of world around him.

         A child enjoys playing and working with others, by interacting with other children he learns to submit some of his individuality to the needs and ideas of others, in doing so he will come to cherish the reality of love and co-operation a found in personal relationships.

         For the physical, emotional, intellectual and social growth of each child we provide a wide range of activities. Music and Choreography, Dramatics, Art, Craft & Painting, Rhymes & Reading, Games, Excursion & Athletics. Through all this a child learns to exercise the imagination, to try out ideas, to practice grown-up behavior, to concentrate, to think and make decisions for himself, and to develop a sense of control over his world.

School Management

Bringing Up Your Baby: A Doctor’s Prescription for Busy Parents

Author:  Dr. (Mrs) G.  Shashikala a well-known developmental neurologist of the city is a fellow of the American Academy of Cerebral palsy & Developmental Medicine (AACP & DM).

Juggling work and family can often seem overwhelming. Here Dr. T. Berry  Brazelton, himself a father of three girls and a boy, offers some practical advice for easing the strain on working parents, those two-job couples who are so much a part of our world today. A practicing pediatrician for more than 40 years, Dr. Brazelton has never lost his enthusiasm for helping children (and their Parents) over life’s rough spots

 1.        Learn to compartmentalize when you work, be there, and when you are at home, be at home.

 2.       Prepare yourself for separating each day. Then prepare the child. Accompany him or her to the care giver.

 3.       Allow yourself to grieve about leaving your baby it will help you find the best substitute care, and you’ll leave the child with a passionate parting.

 4.       Let yourself feel guilty. Guilt is a powerful force for finding solutions.

 5.       Find others to share your stress-peer or family resource groups.

 6.       Include your spouse in the work of the family.

 7.       Face the reality of working and caring. No supermom or superbaby fantasies.

 8.       Learn to save up energy in the workplace to be ready for homecoming.

 9.       Investigate all the options available at your workplace on-site or nearby day care, shared-job options, flexible time arrangements, sick leave if your child is ill.

 10.    Plan for children to fall apart when you arrive home after work. They’ve saved up their strongest feelings all day.

 11.    Gather the entire family when you walk in Sit in a big rocking chair until everyone is close again. When the children squirm to get down, you can turn to chores and housework.

 12.    Take children along as you do chores. Teach them to help with the housework, and give them approval when they do.

 13.    Each parent should have a special time alone with each child every week. Even an hour will do.

 14.    Don’t let yourself be overwhelmed by stress. Instead, enjoy the pleasure of solving problems together. You can establish a pattern of working as a team

DISCIPLINING THE CHILD

Author: Dr. Sudhir Bhave, M.B.B.S.M.D. (psychiatry)

Present Position:
1.   Consultant Psychiatrist, Shreewardhan Complex, Wardha Road, Nagpur.
2.   Lecturer in psychiatry, NKP Salve Institute of Medical Sciences, Nagpur.
3.   Contributory lecturer, Dept of Human Development, L.A.D. College, Nagpur.

The Article:
Every child needs proper disciplining he needs it to develop a socially acceptable behaviour   to distinguish between the harmless and the harmful, and to prevent oneself from entering into undesirable situations later in life. Most parents feel that disciplining can come naturally to them. This is not so, Good disciplining needs a  good understanding of the child’s psyche.

 Parental Authority: It should be:

 1.       Consistent: Rewarding behaviour  (may be covertly) at one time punishing it at the other leaves the child confused and insecure. Consistency should be both intrapersonal (in the same person’s behaviour at different times) and interpersonal (between the two parents or between parents on one hand and grand parents on the other).

 2.       Reasonable: Don’t apply adult standards to the child Don’t be too harsh. Try to look at things though the child’s point of view. A child is more likely to misbehave if he is tired, bored, hungry or bullied. Be more flexible at such times.

 3.       Democratic: Don’t trample the child’s rights. Within reasonable boundaries let him choose his games, dresses etc.

 4.       Firm: Be clear and assertive in your message. The child should learn early that if he does not obey the parents, the consequences are going to be unpleasant. See to it that an important instruction is not ignored.

 Some “Do’s” of Disciplining: 

      Keep the rules in the house few. But enforce them strictly. If the child is old enough, he should know the reason for a rule.

      In case of a perceived misdeed, give an opportunity to the child to explain it. It may turn out that it was not his fault after all. Avoid saying “Don’t answer back”!

 Some good Punishments:

 1.       Firm disapproval: Criticize the deed and not the child. Say “your act was bad” and “you are bad”

 2.       Time out: For a child who is screaming or trying to gain attention- keep him in an isolated room for a few minutes (may be up to ten) till the crying reduces or stops. The “time out room” should be devoid of recreational or easily destructible objects.

 3.       Fining: Take away the child’s loved objects (e.g. A toy or a book or watching television) for some time if he misbehaves in the course of its use.

 4.       Brief restraint: Physically hold a child in a restraining manner if he is physically aggressive. Don’t scold or make a fuss or even talk to the child during this- Be firm and calm. If on releasing him after a few seconds, he does it again, repeat the restraint. The repetition may have to be done 4 to 5 times in a row.

 5.       Restitution: Ask the child to put right what he has put wrong egg. Cleaning scribbled walls, cleaning a dirtied floor etc. I this is inadequate, apply “over correction”  he not only clears that but also another dirty room.

           If the child spontaneously confesses a misdeed, the punishment should not be severe, or else you discourage future confessions.

         Behave normally soon after the punishment  -don’t make prolonged fuss. Don’t discuss the bad behaviour in front of him once the punishment is over.

        If you regret a harsh punishment, apologize to the child.

Some “Don’t’s” of disciplining:

        Don’t bribe a child for as desirable behaviour e.g. Studies, or else he learns to enact a behaviour only if concrete favours are anticipated. Unexpected rewards or praise are O.K.

        Avoid shouting or displays of other forms of intense negative emotions. Remember a child wants attention even if it is negative. And don’t let the child get the pleasure of being powerful enough to emotionally upset you. Disapprovals should be shown firmly, with use of minimum of words (no prolonged haranguing or preaching ) and very importantly, calmly.

       Avoid hitting the child. It teaches the child to be aggressive himself (“when in anger, hit out”), the child perceives this as the “last punishment beyond which you can not do anything more”, and its cruel. Never delude yourself  that you are hitting the child “to improve him”. In reality you are venting out your anger.

       Don’t punish the child only because others think he is “spoiled “. Investigate individual misdemeanours  yourself.

       Don’t scold too frequently. It makes the scolding ineffective.

       Don’t threaten impossible punishments e.g. “I will never talk to you”, “I will drive you out of the house”. “I will leave you in a jungle” etc. The child soon learns  not to take your threats seriously.

      Never punish for acts which are beyond the child’s voluntary control e.g. Bedwetting, bad handwriting, tics, hyperactivity  etc.

     Never issue scary threats e.g. of ghosts, injections, policeman etc.

     Don’t punish for accidental damage e.g. breakage of a plate which falls accidentally. He in fact needs to be comforted here.  If scolded or punished, his regret at the damage vanishes and is substituted by defiance.

     Never verbalise anticipation of an undesirable deed e.g. “I know this toy won’t see tomorrow. You are certain to break it today itself “or” Handle it  carefully you always break these things”.

    Never use negative labels for a child e.g. “dull”, “mischievous”, “disobedient”, “stupid”. Each child keeps behaving in accordance with his self-image, and his self-image is formed by your expressed opinions of him.

    Always remember a child behaves well out of love and respect for his parent who himself is a good model, and not due to the fear of punishment. The basis of good behaviour is love and praise, and not blame or punishment.