Best 21 quotes in «child development quotes» category

The observer self, a part of who we really are, is that part of us that is watching both our false self and our True Self. We might say that it even watches us when we watch. It is our Consciousness, it is the core experience of our Child Within. It thus cannot be watched—at least by anything or any being that we know of on this earth. It transcends our five senses, our co-dependent self and all other lower, though necessary parts, of us. Adult children may confuse their observer self with a kind of defense they may have used to avoid their Real Self and all of its feelings. One might call this defense “false observer self” since its awareness is clouded. It is unfocused as it “spaces” or “numbs out.” It denies and distorts our Child Within, and is often judgmental.

There are many things we don’t understand, and many ways to unlock the brain and maximize function. Don’t ever let anybody tell you it can’t be done.

Too close supervision stifles the mental growth of children.

The path of development is a journey of discovery that is clear only in retrospect, and it’s rarely a straight line.

though they know in their adult hearts, even as they threaten to banish Timmy to bed for his appalling behavior, that their bosses are Big Fatty Stupids, their wives are Dopey Dopeheads and that they themselves are Mr. Sillypants.

What is generally known as discipline in traditional schools is not activity, but immobility and silence. It is not discipline, but something that festers inside a child, arousing his rebellious feelings.

Boundary construction is most evident in three-year-olds. Boundary construction is most evident in three-year-olds. By this time, they should have mastered the following tasks: 1. The ability to be emotionally attached to others, yet without giving up a sense of self and one‘s freedom to be apart, 2. The ability to say appropriate no's to others without fear of loss of love, 3. The ability to take appropriate no's from others without withdrawing emotionally. Noting these tasks, a friend said half-joking, "They need to learn this by age three? How about by fourty-three?" Yes, these are tall orders but boundary development is essential in the early years of life.

A growing body of evidence suggests that teaching babies ASL may improve their ability to speak. Again, this indicates a link between manual signing and vocal speech. Babies express cognitive abilities through certain hand gestures (e.g., by pointing with the index finger) earlier than they do through articulated words (the latter require more refined oral motor skills, which very young babies do not yet possess).

After a few days of rain, the seedlings will push through the soil and unfold their tiny leaves. Two weeks later, if the rain is still good, we then carefully apply the first round of fertilizer, because each seedling requires love and attention like any living thing if it's going to grow up strong.

At the beginning of all growth, everything imitates. All of us, when we were children, also only imitated. But children grow up and begin their own development.

Engage your mind in the bliss of wonder.

Det bringer nemesis over avkommet at gifte sig av udenforliggende grunde.

Ellington would be growing up in a culture saturated with an idea you might call the cognitive hypothesis: the belief... that success today primarily depends on cognitive skills - the kind of intelligence that gets measured on IQ tests... and that the best way to develop these skills is to practice them as much as possible, beginning as early as possible. ...But in the past decade, a disparate group of scientists have begun to produce evidence that calls into question the cognitive hypothesis. What matters most in a child's development... is whether we are able to help her develop a very different set of qualities: self-control, curiosity, conscientiousness, grit, and self-confidence. Economists refer to these as noncognitive skills, psychologists call them personality traits, and the rest of us sometimes think of them as character.

children are under our care; we need to take good care of them!

Good parents hardly parent. They let their kids learn, fail and grow without interference.

I believe the only real limits in life, are the ones we put on ourselves and/or others….so I say forget the limits and “go for it.” You may be surprised at what is really possible!

The combination of the Main brain with its central nervous system, and the ancient Animal Brain with its somatic, enteric nervous system in the inner body—in the gut—and the constant dialog between them provides a self-correcting feedback system, which regulates the behavioral qualities of the organism when consciously cultivated—preferably in early youth.

Imagine that your child is born with wings.

My child reflect the treatment I give.

If there is one thing developmental psychologists have learned over the years, it is that parents don’t have to be brilliant psychologists to succeed. They don’t have to be supremely gifted teachers. Most of the stuff parents do with flashcards and special drills and tutorials to hone their kids into perfect achievement machines don’t have any effect at all. Instead, parents just have to be good enough. They have to provide their kids with stable and predictable rhythms. They need to be able to fall in tune with their kids’ needs, combining warmth and discipline. They need to establish the secure emotional bonds that kids can fall back upon in the face of stress. They need to be there to provide living examples of how to cope with the problems of the world so that their children can develop unconscious models in their heads.

PLACEMENT The Physical Transference of Care and Saying Good-bye "A toddler cannot participate in a discussion of the transition process or be expected o understand a verbal explanation. [They benefit] tremendously by experiencing the physical transference of care, and by witnessing the former caregiver's permission and support for [their new guardians] to assume their role. The toddler pays careful attention to the former caregiver's face and voice, listening and watching as [they talk] to [their new guardians] and invites the [guardians'] assumption of the caregiver's role. The attached toddler is very perceptive of [their] caregiver's emotions and will pick up on nonverbal cues from that person as to how [they] should respond to [their] new family. Children who do not have he chance to exchange good-byes or to receive permission to move on are more likely to have an extended period of grieving and to sustain additional damage to their basic sense of trust and security, to their self-esteem, and to their ability to initiate and sustain strong relationships as they grow up. The younger the child, the more important it is that there be direct contact between parents and past caregiveres. A toddler is going to feel conflicting loyalties if [they] are made to feel on some level that [they] must choose between [their] former caregiver and [their] new guardians ...