Child Psychology 

and Development

Child psychology deals not only with how children grow physically, but with their mental,
emotional, and social development as well. ... Experts focus only on the many influences
that contribute to normal child development, but also to various factors that might lead
to psychological problems during childhood

What Is Child Psychology?

Child psychology is the study of subconscious and conscious
childhood development. Child psychologists observe how a child
interacts with their parents, themselves, and the world, to understand
their mental development.

Why Is It Important?

Everyone wants their child to have healthy development, but it’s not
always clear if a child’s behaviour is a symptom of a normal stage in
development or a sign of an abnormality. Child psychologists can
help you understand the difference. Understanding the normal and
abnormal psychological patterns of a child can help parents
understand how to best communicate and connect with their child,
teach their child coping mechanisms for managing emotions, and help
their child progress and thrive in each new developmental stage.
Child psychologists can also identify abnormal behaviours early, help
detect the root of common behavioural issues such as learning issues,
hyperactivity, or anxiety, and help children work through early
childhood trauma. They can also help to prevent, evaluate, and
diagnose developmental delays or abnormalities such as autism.

Child psychology studies the interaction of a few main areas of

development:

Physical Development

Physical development in children is typically a predictable sequence of events.

Your child holds their head up, rolls over, crawls, walks, and runs, in that order.
Your Child Psychologist can aid your paediatrician in observing your child’s
physical development, and if there are any abnormalities that could indicate
developmental irregularities. Child Psychologists will observe your child’s
progression toward the milestones of development to ensure that your child is
physically developing normally. Major delays in physical development may
reveal other underlying developmental issues that can then be addressed early
on.

Cognitive Development
The medical understanding of childhood cognitive development has greatly
changed over the recent years. We now know that even newborn babies are
aware of their environment and are interested in it, even before they have the
language to express that.

Cognitive development refers to the intellectual learning and thought processes

of a child. It includes the observation and understanding of the world around
them, language learning, memory, decision-making, problem-solving, how the
child uses their imagination, and how the child uses basic reasoning. All of
these factors are influenced by a child’s genetics and environment.

Emotional (Social) Development

Emotional and social developments are deeply intertwined. Emotional
development refers to how the child feels, understands, and expresses
their emotions. Emotional development is expressed in very young
children through the expression of basic emotions like fear, joy,
anger, and sadness. As the child develops, more complex emotions
such as confidence, hope, guilt, and pride emerge. Emotional
development also includes a child’s ability to feel and understand the
emotions of other people through empathy. Learning to regulate and
express emotions appropriately is difficult for many children. Helping
children understand their emotions early can have a powerful impact
on current and future emotional development. A Child Psychologist
can help your child understand and express their emotions in a
healthy, positive way.

Emotional development highly informs social development. This is

true because the way a child feels, understands, and expresses their
feelings has a direct impact on how they interact with other people.
Social development is about how the child develops the values,
awareness, and social skills necessary to relate to the people around
them; their parents, peers, authority figures, and animals. A child’s
early relationships can have a huge impact on their development of
age-appropriate social skills. Trust, friendship, conflict management,
and respect for authority are examples of social development.

Child development

Child development entails the biological, psychological and emotional

changes that occur in human beings between birth and the conclusion
of adolescence, as the individual progresses from dependency to
increasing autonomy. It is a continuous process with a predictable
sequence, yet having a unique course for every child. It does not
progress at the same rate and each stage is affected by the preceding
developmental experiences. Because these developmental changes
may be strongly influenced by genetic factors and events during prenatal
life, genetics and prenatal development are usually included as part of
the study of child development. Related terms include developmental
psychology, referring to development throughout the lifespan,
and pediatrics, the branch of medicine relating to the care of children.
Developmental change may occur as a result of genetically-controlled
processes known as maturation,[1] or as a result of environmental factors
and learning, but most commonly involves an interaction between the
two. It may also occur as a result of human nature and our ability to learn
from our environment.
There are various definitions of periods in a child's development, since
each period is a continuum with individual differences regarding start
and ending. Some age-related development periods and examples of
defined intervals are: newborn (ages 0–4 weeks); infant (ages 4 weeks –
1 year); toddler (ages 1–3 years); preschooler (ages 4–6 years); school-
aged child (ages 6–11 years); adolescent (ages 12–19).[2]
Promoting child development through parental training, among other
factors, promotes excellent rates of child development.[3] Parents play a
large role in a child's life, socialization, and development. Having
multiple parents can add stability to the child's life and therefore
encourage healthy development.[4] Another influential factor in a child's
development is the quality of their care. Child care programs present a
critical opportunity for the promotion of child development.
The optimal development of children is considered vital to society and so
it is important to understand the social, cognitive, emotional, and
educational development of children. Increased research and interest in
this field has resulted in new theories and strategies, with specific regard
to practice that promotes development within the school system. There
are also some theories that seek to describe a sequence of states that
compose child development

Stages of Physical Development in Children

Child development refers to a child's ability to perform tasks of greater
complexity as he gets older. The sequence at which a child develops is
orderly and predictable, but different children develop at different rates.
Child development involves language, social and motor skills. Physical
development in children refers to the development of their motor skills,
which involves using their bodies. According to North Dakota State
University, physical development is defined by a child's gross motor, fine
motor and balance or coordination skills.
Infant
During the first few weeks and months of an infant's life, her movements are reflexive
or involuntary in nature. Some reflex actions exhibited by the newborn infant include
the startle reflex, which is elicited by sudden loud sounds or position changes, and
the grasp reflex, in which an infant instinctively grasps objects put in her hands or
feet. Between the ages of 1 month and 1 year, a child should be able to hold her
head up on her own, sit without support, creep or crawl, walk, grasp objects on her
own and pick up small objects with her thumb and forefinger.
Toddler
A toddler is between the ages of 1 and 3 years old. At this time, a child's physical
development should include being able to walk without help, jump in place, go up a
staircase, hold a cup of water, scribble with a crayon and copy a circle. During this
period, a child should also be able to ride a tricycle and build a tower of blocks.
Preschooler
Physical skills at this point that should include standing on one foot for ten seconds
or more, hopping or skipping, swinging and climbing, throwing and catching a ball,
using a fork and spoon and drawing a person The preschool years occur between
the ages of 3 and 5 years old. The preschooler attains with a body. At this stage,
your preschooler may be able to take care of his toileting needs, according to the
National Network for Child Care.
School-Aged Child
A child between the ages of 6 and 12 years is considered a school-aged child. The
movements of the school-aged child are more graceful and coordinated. School-
aged children have good hand-eye coordination and are able to engage in activities
like cutting and pasting, swimming, soccer, basketball, hiking and playing video
games
Typical Child Development: Birth to 3 Months
Newborn babies are amazing, because every day brings new changes and
developments. There's a lot going on in those first three months. While every baby
develops differently and at their own pace, your baby should be stretching and
kicking, grasping at things like your finger, and responding to loud noises.

At Birth to 3 Months,

1. Begin to smile and visually track people and objects with my eyes.
2. Prefer to look at faces and bright colors.
3. Gurgle and coo. Listen to the sounds I make.
4. Start to reach for and discover my hands and feet.
5. Can lift my head when I’m on my tummy.
6. Cry over everything, but I feel better when you hold and comfort me.

Typical Child Development: 4 to 6 Months

Now that your baby has been home for a few months, you'll notice she's becoming
more social and has a purpose for her movements. She's not just discovering her
hands and feet, she's learning that they can do things, like grab hair or hold a toy.
Your baby is likely sleeping longer, laughing more, squealing when she's happy,
blowing bubbles, and is more social.
This is a very busy time for babies as they explore their surroundings and become
more familiar with you and their new home.

At 4 to 6 Months,

1. Smile and laugh, and imitate sounds I hear.

2. Am learning about my body, exploring my hands and feet. I think they are a part
of me!
3. Can sit up when you prop me up, like sitting on the couch or an easy chair.
4. Like to roll over, scoot, and bounce.
5. I can grasp things without using my thumb. I love to put things in my mouth, so
keep small objects away from my reach.

Typical Child Development: 7 to 12 Months

Your baby is starting to move around during this time, so he's not going to sit still for long.
Rolling over, crawling, standing, and a lot of cruising. Your baby will test his strength and try
to pull himself up from the floor to stand against the sofa or coffee table. First steps aren't
too far away.

At 7 to 12 Months
1. Think I'm a big kid now. I want to take my first steps, so please hold my hand.
2. Love children's songs, so sing to me or play them so I can move and dance.
3. Play pat-a-cake, peek-a-boo, and wave goodbye.
4. Understand my name and other words you use a lot.
5. Say my first words. They may not sound like much, but I'm starting to vocalize
more.
6. Like to explore and bang and shake objects.
7. Can find hidden toys and I can put things in containers.
8. Can sit up all by myself.
9. Creep around and can pull myself up to stand and try to walk. I just love being in
motion and will go anywhere I can

Typical Child Development: 1 to 2 Years

At this age, your child is becoming aware of her own behavior, as well as those
around her. She's eager to learn, and starts communicating through words as well as
facial expressions.

At 1 to 2 Years
1. Talk a little and understand words and ideas.
2. Love stories, pretend games, and riding toys.
3. Can walk, climb stairs and run.
4. Like to scribble and read books; I know more than 50 words.
5. Use a spoon and fork — well, kind of. I may still need some help — and I like to help
around the house.
6. Am proud of the things I can do and can solve simple problems.
7. Have some friends and am starting to play make believe
Typical Child Development: 2 to 3 1/2 Years
Sometimes called the "terrible twos," your toddler is beginning to develop his own distinct
personality. He's experiencing big changes in his social, intellectual, and emotional abilities.
He's exploring on his own, and can unlock and open a lot of doors, so child safety is a top
priority. Teach him not to put things in his mouth, and never leave him unattended for long
periods of time, especially around water and cars.

At 2 to 3 1/2 Years,

1. Like to learn new things.

2. Am increasing my vocabulary regularly now. I repeat words you say or
that I hear on TV.
3. Run everywhere, because I love to be on the go, go, go!
4. Brush my teeth (with help), and wash my hands and face.
5. Get frustrated easily.
6. Act more independent now, but I still depend on you.
7. Can draw a circle, name a color, and put on my shirt. Usually
backwards.

Typical Child Development: 3 1/2 to 5 Years

If you've heard it once, you've heard it a million times: "they grow up so fast, don't
they?" It's especially true for the next 18 months. This is the age where your child
starts interacting with other kids at school, as well as their teachers. They start
nursery school, they do pre-K classes, or they're in Head Start. These experiences
will teach your child to develop her own personality, and learn to express her
emotions beyond just opening her mouth and wailing.
Believe it or not, your child can also follow simple directions — whether she will is a
different matter — so you can give her simple chores to do around the house. She'll
enjoy helping out and thinking she's making a big difference.

At 3 1/2 to 5 Years,
1. Have a longer attention span.
2. Act silly, boisterous and might use language that isn’t nice.
3. Ask lots of questions. Did you know I ask a lot of questions? How many questions
do you think I ask? Do you worry that I'll never stop asking questions? Why are
you crying?
4. Like to play with friends, but I don’t like to lose.
5. Am okay sharing my stuff and taking turns — SOMETIMES. I'm still learning what
sharing means, and that it's important to do

Typical Child Development: 5 to 8 Years

This time in a child's life is usually referred to as the "middle childhood." It brings a lot
of its own change and developing independence. At this age, your child can dress
himself, likes to have his own friends, and social skills are important to him. Physical
changes happen quickly, and he's ready to explore on his own more. This is a critical
time for your child to gain confidence with his friends, at school, in sports and play,
and at life in general.

At 5 to 8 Years,
1. Am curious about people and how the world works. I start putting together pieces
of knowledge and begin to understand concepts.
2. Am interested in numbers, letters, reading, and writing. This is a great time to get
me to read on my own.
3. Have more confidence in my physical skills.
4. Use my words to express my feelings and to cope. I might cry on occasion, but
that's not my response to every problem like it was when I was two.
5. Like grown-up activities. I still play, but I also play at being a grown-up.
6. Like to meet and play with more kids and I play more cooperatively now.

Stages of Development in a Preschool Aged Child

Preschool child is between the age of three and five years old. At this
time, the preschool child may acquire certain skills referred to as
developmental milestones. These skills involve physical, emotional,
social and cognitive abilities. How Kids Develop suggests that a
developmental milestone is a skill that a child acquires within a particular
time frame. All children do not develop at the same rate. Examples of
developmental milestones or skills children acquire as they get older are
the ability to ride a bicycle or recite poems.
 )

Fine Motor Skills

These skills involve the use of a child’s smaller muscles such as his
fingers or hands. The preschooler should be able to hold a crayon and
draw circles, squares and triangles. He should also have the ability to
button and zip or unzip his clothes.

Gross Motor Skills

The gross motor skills of a preschool child include being able to go up a
staircase with alternate steps-- that is putting one foot on each step as
he climbs up, instead of both feet on one step, throw and catch a ball,
hop, climb and skip, pedal a bicycle and jump over low obstacles. To
perform gross motor skills, a child uses his large muscles.

Speech and Language Development

A child’s speech and language development refers to her ability to not
only understand language when spoken to but also to use language for
communication. The preschooler uses a minimum of 250 words, can say
three-word sentences and understands plurals. She is also inquisitive
and asks lots of questions, knows the names of different colors and can
recite familiar songs, poems or stories from memory.

Cognitive Development
Cognitive development, or intellectual development, involves a child’s
ability solve problems, learn, reason and think. The preschooler can
participate in conversations and begins to develop his reasoning skills.
He also knows his age and address, can identify the heavier of two
objects and can name the days of the week. At this age, a child can tell
a story with a beginning, middle and end. He also knows the names of
different shapes. Preschoolers may not be able to differentiate reality
from fantasy.

Social and Emotional Development

A child’s ability to control her emotions, interact with others and help
herself is an indicator of his social and emotional development. A
preschooler can follow simple rules during games, she may approach
other children and begin to play with them and enjoys playing make-
believe games. According to the American Academy of Pediatrics,
preschoolers between the age of four and five years old show increased
self-confidence and independence and may visit a next-door neighbor
alone.

Brain Motor Skills

Motor skills are needed to control the movements of the different
muscles in the human body. Motor skills are divided into gross and fine
motor skills. Gross motor skills are learned first and over the years, they
tend to become almost automatic. They include, crawling walking,
jumping or keeping balance. Fine motor skills are learned later. They
require precise muscle control, and involve smaller actions, such as
writing, holding an object between the thumb and a finger, or moving the
tongue in the mouth

Brain Motor Areas

The areas of the brain that control both gross and fine motor skills
include the cerebral cortex, basal ganglia, and cerebellum. The cerebral
cortex controls the movements of the muscles. The basal ganglia control
position and voluntary movement. The cerebellum monitors muscles
during movement. The motor cortex controls the muscle movements, as
well. Different parts of the motor cortex are responsible for movement of
different parts of the body

Gross Motor Skills

Gross motor development follows two principles: head to toe and trunk
to extremities. This means that the gross motor skills develop in the
head before the development starts in the arms, and feet. Thus, a child
learns to hold his head up before he learns to sit and walk. Also, the
development begins in the middle and moves outward. Hence, a child
learns to control his arms before his hands. The gross motor
development starts at birth and is most intense during the first years of
life. Many conditions, such as cerebral palsy or Parkinson's disease, can
affect the gross motor skills.

Fine Motor Skills

Fine motor skills are more challenging to perform and begin to develop
later in life than gross motor skills. Yet, they tend to develop together
because many activities depend on the coordination of both of these
skills. When a baby is born, she is not even aware that she has hands,
not to mention that she can control their movements. During the first
year of life, an infant learns to control her hand movements. She also
learns the basics of hand-eye coordination. When the child is
approximately 1 year old, she learns to hold an object between the
thumb and index finger. During toddlerhood, children typically develop a
preference to use a left or right hand. Such complicated fine motor skills
as tying shoelaces and handling silverware are learned during the
preschool years. Development of fine motor skills plays a crucial role in
school readiness. Fine motor development can be encouraged by
providing the child with puzzles, building blocks and crayons

Emotional development in child development:

Emotions. Emotional learning begins at a very young age, as children discover
a wide range of emotions, and evolves as they grow. This topic aims to provide a
better understanding of the key stages of emotional development, its impacts,
interrelated skills, and the factors that influence emotional competence.

Some examples of emotional development:

Feeling. Examples of emotional understanding and self-regulation
include: accurately identifying emotions in themselves and others;
managing strong emotions such as excitement, anger, frustration
and distress;

Emotional development important to early childhood:

Key Social Emotional Skills Developed in Early Childhood. A child's
social-emotional development motivates them to learn critical skills
 such as the ability to communicate, connect with others, resolve conflict,
self-regulate, display kindness and empathy and cope with challenges

Child’s development in lots of ways.

Sharing stories, talking and singing every day helps your child's
development in lots of ways. Reading and sharing stories
can: help your child get to know sounds, words and language,
and develop early literacy skills. ... spark your child’s imagination and
stimulate curiosity

How can children develop emotionally?

Start by being supportive.
1. Love your child and show your affection for them. ...
2. Encourage your child to try new things. ...
3. Give your child opportunities to play with other children their age. ...
4. Show your feelings. ...
5. Establish daily routines. ...
6. Acknowledge your child's feelings

Supporting language development: early childhood

educators
1. Be face-to-face so you can maintain eye contact.
2. Take turns to talk, allowing baby time to 'reply'.
3. Follow baby's lead. If he or she is gazing or pointing at something
interesting, that can be your topic.
4. Copy and exaggerate sounds that baby makes, as well as 'real' talk.
5. Try to avoid 'baby talk'

Emotional Development:

Learning Methods Involved in Emotional Development:

FACTORS:
Maturation and learning are so closely interwoven in the development of
the emotions that at times it is difficult to determine their relative effects.
Factors influencing emotional development are as follows:

       Role of Maturation: The growth of imagination and understanding and the

increase in ability to remember and anticipate likewise affect emotional reactions.
Development of the endocrine glands is essential to mature emotional behavior. The
baby is relatively lacking in the: endocrine products that sustain some of the
physiological response to stress. The adrenal glands, which play a dominant role in
the emotions, show a sharp decrease in size, soon after birth. Shortly later they
begin to grow; they gain rapidly up to 5 years, slowly from 5 to II, and more rapidly
up to 16 years, by which time they have regained their birth size. Until their size has
increased. Little adenine is produced and secreted.

Role of Learning:
 Five kinds of learning contribute to the development of emotional patterns during
childhood.

a) Trial and Error Learning: 

Trial and error learning involves mainly the response aspect of the emotional pattern.
Children learn in a trial and error way to express their emotions in forms of behavior
that give them the greatest satisfaction and to abandon those that give little or no
satisfaction. This form of learning is more commonly used in early childhood than
later, but it is never completely abandoned.

b )  Learning by Imitation :

 Learning by imitation affects both the stimulus and the response aspects of the
emotional pattern. From observing the things that arouse certain emotions in others,
children react with similar emotions and in methods of expression similar to those of
the person or persons observed.
c) Learning by Identification: Learning by identification is similar to
learning by imitation in that children copy the emotional reactions of another person
and are emotionally aroused by a stimulus similar to that which arouses the emotion
in the person imitated. It differs from imitation in two ways: first, children imitate only
those they admire and have strong emotional attachments for; second, the
motivation to imitate
just anyone.

d)    Conditioning: Conditioning is related to the stimulus aspect of the

emotional pattern, not to the reaction it calls forth. Conditioning occurs easily and
quickly during the early years of life because young children lack both the reasoning
ability and the experience to assess a situation critically and to recognize how
irrational many of their emotional responses are. After early childhood, conditioning
is increasingly limited to the development of likes and dislikes.
e)   Training: Training, or learning under guidance and supervision, is limited to
the response aspect of the emotional pattern. Through training children are
stimulated to respond to stimuli that normally give rise to pleasant emotions and
discouraged from responding emotionally to stimuli that give rise to the unpleasant
emotions.
BASIC EMOTIONAL PATTERNS
May, therefore, be called the “typical fears” for those age levels. The
most common fear-provoking stimuli in babyhood are loud noises,
animals, dark rooms, high places, sudden displacement, being alone
pain and strange persons, places, and objects. After the early months of
babyhood, differentiated emotional patterns emerge. The most common
emotional patterns/basic emotions are as follows:

1. Fear: Certain fears arc characteristically found at certain age and

Among older children fears are concentrated on fanciful supernatural,
or remote dangers; on the dark and on imaginary creatures
associated with the dark; on death or injury injury; on the elements;
especially thunder and lightning; and; and on characters recalled
from stories, movies, comics, and television.
2. Anger: Anger is a more frequently expressed motion in childhood
than fear in its different forms. The reason for this is that anger-
provoking stimuli are more numerous and children discover at an
early age that anger is an effective way of getting attention or what
they want. Each year, the number of anger-arousing situations
increases and children tend to display more anger.
3. Jealousy:  Jealousy is a normal response to actual, supposed, or
threatened loss of affection.  It is outgrowth of anger, giving rise to an
attitude of resentment directed toward people. Often some fear is
combined with anger in the jealousy pattern. The jealous person
feels insecure in relationship with a loved one and is afraid of losing
status in that person’s affection. The situation that calls forth jealousy
is always a social one. There are three major situational sources of
jealousy. First, most childhood jealousies are home-grown; that is
they originate in conditions that exist in the home environment.
Because the new baby takes much of the time and attention older
children have become accustomed to receiving, they feel neglected.

Second, social situations in the school arc responsible for many of the
jealousies of older children. Third, situations in which children feel that
they have been deprived of material possessions other children
Have may make them jealous of these children. This kind of jealousy
comes from envy.
4. Grief: Grief is a psychic trauma, an emotional distress resulting
from the loss of something loved. In its milder forms, it is known as
sorrow or sadness. The typical overt expression of grief in childhood is
crying.
5. Curiosity: Maw and Maw have described the curious child in the
following way. The child a) reacts positively to new, strange,
incongruous, or mysterious elements in his environment by moving
toward them, exploring them or manipulating them; b) exhibits a need or
a desire to know more about himself and/or his environment; c) scans
his surroundings seeking new experiences; and/ or d) persists in
examining and/or exploring stimuli in order to know more about them.
6. Joy, Pleasure, and Delight: .Joy is a pleasant emotion. In its
milder forms, it is known as pleasure, or happiness. Among babies, the
pleasant emotions of joy, happiness, and delight come from physical
well-being. In older children, the stimuli that aroused pleasant emotions
at the younger ages continue to bring pleasure.
7. Affection: Affection is an emotional reaction directed toward a
person, an animal, or a thing. It indicates warm regard, friendliness,
sympathy, or helpfulness, and it may take a physical or verbal form.
Learning plays an important role in determining the particular persons or
objects to which affection is directed.

What is Social Emotional Development and

Why is it Important in Early Childhood?
Key Social Emotional Skills Developed in Early Childhood
A child’s social-emotional development motivates them to learn critical skills such as
the ability to communicate, connect with others, resolve conflict, self-regulate,
display kindness and empathy and cope with challenges. These skills are crucial for
school readiness. Without cognitive, social, and emotional self-control in the
classroom, learning cannot occur. In one national study, 75% of kindergarten
teachers identified social emotional skills such as being able to follow directions, not
being disruptive, and communicating needs and thoughts, as being the most
important school readiness skills, while academic skills were identified as far less
important.  
Developing a Social Emotional Foundation
Setting up a social emotional foundation requires attuned adults able to provide the
child with responsive and sensitive care. When children grow up in healthy, attentive
and nurturing environment, they develop lifelong skills of self-regulation and
executive functioning (working memory, mental flexibility, and self-control). These
skills are needed to make choices and be autonomous. As toddlers become more
self-aware, they wish to learn more about the world and other people around them.
Based on positive attachment patterns formed towards the adults, the toddler
develops prosodies behaviours to be able to share and care when interacting with
other children.

Sharing and caring behaviors in children increase with age and become frequent,
spontaneous, and autonomous. As children develop greater skills in waiting their
turn, for instance, they have greater success in their relationships with their peers
and their ability to share and care

Attention: Meaning, Characteristics and

Educational Implications
Attention Required for Education:- 1. Meaning of Attention
2. Nature of Attention 3. Characteristics 4. Educational
Implications.

Meaning of Attention:
Attention is an important mental process. Without it, other mental processes, like
imagination, learning and thinking etc. are neither possible nor useful. We cannot
think about anything unless we concentrate our attention on it.

Attention is considered that faculty which may be diverted towards any object at will.
Attention, instead of being a mental faculty, is a part of mental activity. It is also a
selective process. When we pay our attention towards any stimulus, it means that we
have removed our attention from other stimuli. Our mind selects only one stimulus,
which is best suited to it, for paying attention. Attention also depends on one’s
interest.

Nature of Attention:
i. Attention is a mental process and not a mental power.
ii. There can be no attention in the absence of interest.

iii. The thought of conscious life is impossible in the absence of

attention.

iv. Attention creates readiness for doing a work

v. Attention is a selective process.

vi. Attention is a past of consciousness, it does not mean consciousness

Characteristics of Attention

(i) Attention is always changing.

(ii) Attention is always an active centre of our experience.

(iii) It is selective.

(iv) Attention is continuous.

(v) Attention increases the clarity of the object.

(vi) It is indivisible.

(vii) The limitation of attention somewhat depends upon relation

between the things.

Educational Implications:

Attention plays a vital role in teaching learning process. Without

attention learning cannot be effective. It helps a child to grasp things
better. It is a must to learn a skill. Lesson studied with greater attention
lasts long. Thus, attention is quite vital to learning.

i. The teacher should try to secure attention of the children in teaching-

learning situation.
ii. The teacher should create a conducive environment at the time of
teaching in order to concentrate full attention among the children.

iii. The learning atmosphere should be free from all possible distracting
factors.

iv. In order to create attention the teacher should try to motivate the
students at each stage of teaching.

v. Diagrams, figures and pictures should be drawn at the time of need.

vi. Audio-visual aids should be used properly.

vii. The teacher should move use of gestures, postures, actions and
demonstrations at the time of teaching.

viii. The students should be involved actively in teaching-learning

activities.

ix. Fear of punishment and rude behaviour of teacher should be avoided .

x.The teacher should show a fair and impartial treatment to all

the students in the class.

The discussed steps will definitely help the students to create

attentions among them-selves in the teaching learning
situations

What is Psychology?
The scientific study of behaviour and mental functions of humans and animals as
well is defined as psychology. Apart from the scientific techniques/methods, critical
analysis and symbolic interpretation are the tools used by psychologists for studying
human behaviour; all these techniques also find applications in psychotherapy.

Psychology Topics of Interest

The topics enlisted below are important since, most of them are studied
as subjects for majors.
ADHD: It is an abbreviated form of the term attention-deficit
hyperactivity disorder. Co-existence of disorders, hyperactivity and
attention problems is the characteristic of ADHD. It is a psychiatric
disorder in children which is most commonly studied and diagnosed. As
per studies, around 30-50% of those who are diagnosed with ADHD in
childhood continue to exhibit the symptoms in adulthood.
Bipolar Disorder: It is a psychological disorder in which patients suffer
from both depressive episodes and abnormal elevated feelings,
altogether termed as mania. This kind of extreme behavior is separated
by normal states of mind. In few individuals the symptoms of mania and
depression alternate rapidly.
Cultural Variation: Cultural variations are known to influence the thinking
process of individuals. An academic course known as 'Cross-Cultural Psychology'
studies empirical, theoretical and applied issues which crop up when people from
different cultural backgrounds interact socially

.
Eating Disorders: The disorders related to eating may have different
underlying causes like anxiety depression, loneliness, anger, lack of self-
esteem, etc. Thus, researchers who study eating disorders have to take
help of tools used in psychology and neuroscience

Environmental Psychology: In this branch of psychology,

interrelationships between human beings and their surroundings are
studied. In terms of psychology, the word environment is defined broadly
and incorporates the different components/factors like natural
environment, built environment, social settings, informational
environment and learning environment

Gender Role: A set of perceived behavioural norms associated with

males or females in a particular social setting or group is termed as
gender role. In areas of humanities and social sciences, gender is
considered an important subject for study. The term gender role can also
be described as the range of behaviours and subject which assists in
defining a person's stereotypical identity.

Infant and Adult Attachment: As per the attachment theory, it is

necessary for a child to form a bond or develop relationship with his/her
caregiver in order to develop emotionally and socially. Such an
attachment between adults and infants assists in their normal
development
Language: The term language is simply defined as the system
which enables us to encode and decode information. It is also
referred to as one of the forms of communication. Systematic
creation and usage of symbols is an important part of using a
language.
Locus of Control: Beliefs of an individual which guide him/her to
understand about causes behind good and bad things
happening in the life are defined as locus of control.
Memory: The mental ability of an individual to store, retain
and recall the information is defined as memory.
Mental illness: A behavioural or psychological pattern
responsible for causing distress to an individual is termed as
mental illness or disorder.
PTSD: Any kind of psychological trauma affects or influences
the mental state of a person long after the event responsible for
trauma has elapsed. Chances are people who have already
suffered from trauma develop anxiety disorder. This kind of
severe anxiety disorder is termed as PTSD (Posttraumatic
stress disorder

What is a Learning Disability?

A learning disability is a neurological disorder. In simple terms, a
learning disability results from a difference in the way a person's brain
is "wired." Children with learning disabilities are as smart or smarter
than their peers. But they may have difficulty reading, writing,
spelling, reasoning, recalling and/or organizing information if left to
figure things out by themselves or if taught in conventional ways.

A learning disability can't be cured or fixed; it is a lifelong issue. With

the right support and intervention, however, children with learning
disabilities can succeed in school and go on to successful, often
distinguished careers later in life.
Parents can help children with learning disabilities achieve such
success by encouraging their strengths, knowing their weaknesses,
understanding the educational system, working with professionals and
learning about strategies for dealing with specific difficulties.

Facts about learning disabilities

 Fifteen percent of the U.S. population, or one in seven Americans, has
some type of learning disability, according to the National Institutes of
Health.
 Difficulty with basic reading and language skills are the most common
learning disabilities. As many as 80% of students with learning
disabilities have reading problems.
 Learning disabilities often run in families.
 Learning disabilities should not be confused with other disabilities such
as autism, intellectual disability, deafness, blindness, and behavioural
disorders. None of these conditions are learning disabilities. In addition,
they should not be confused with lack of educational opportunities like
frequent changes of schools or attendance problems. Also, children who
are learning English do not necessarily have a learning disability.
 Attention disorders, such as Attention Deficit/Hyperactivity Disorder
(ADHD) and learning disabilities often occur at the same time, but the
two disorders are not the same.

Common learning disabilities

 Dyslexia – a language-based disability in which a person has trouble
understanding written words. It may also be referred to as reading
disability or reading disorder.
 Dyscalculia – a mathematical disability in which a person has a difficult
time solving arithmetic problems and grasping math concepts.
 Dysgraphia – a writing disability in which a person finds it hard to form
letters or write within a defined space.
 Auditory and Visual Processing Disorders – sensory disabilities in which a
person has difficulty understanding language despite normal hearing and
vision.
 Nonverbal Learning Disabilities – a neurological disorder which
originates in the right hemisphere of the brain, causing problems with
 visual-spatial, intuitive, organizational, evaluative and holistic processing
functions.

Common Signs of Learning Disabilities "Taking the First Step"

parent guide.*

The good news about learning disabilities is that scientists are learning more
every day. Their research provides hope and direction.

If parents, teachers, and other professionals discover a child's learning disability

early and provide the right kind of help, it can give the child a chance to
develop skills needed to lead a successful and productive life. A recent National
Institutes of Health study showed that 67 percent of young students who were at
risk for reading difficulties became average or above average readers after
receiving help in the early grades.

Parents are often the first to notice that "something doesn't seem right." If you
are aware of the common signs of learning disabilities, you will be able to
recognize potential problems early. The following is a checklist of
characteristics that may point to a learning disability. Most people will, from
time to time, see one or more of these warning signs in their children. This is
normal. If, however, you see several of these characteristics over a long period
of time, consider the possibility of a learning disability.

Preschool
 Speaks later than most children
 Pronunciation problems
 Slow vocabulary growth, often unable to find the right word
 Difficulty rhyming words
 Trouble learning numbers, alphabet, days of the week, colors, shapes
 Extremely restless and easily distracted
 Trouble interacting with peers
 Difficulty following directions or routines
 Fine motor skills slow to develop
Grades K-4

 Slow to learn the connection between letters and sounds

 Confuses basic words (run, eat, want)
 Makes consistent reading and spelling errors including letter reversals
(b/d), inversions (m/w), transpositions (felt/left), and substitutions
(house/home)
 Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)
 Slow to remember facts
 Slow to learn new skills, relies heavily on memorization
 Impulsive, difficulty planning
 Unstable pencil grip
 Trouble learning about time
 Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8

 Reverses letter sequences (soiled/solid, left/felt)

 Slow to learn prefixes, suffixes, root words, and other spelling strategies
 Avoids reading aloud
 Trouble with word problems
 Difficulty with handwriting
 Awkward, fist-like, or tight pencil grip
 Avoids writing assignments
 Slow or poor recall of facts
 Difficulty making friends
 Trouble understanding body language and facial expressions

High School Students and Adults

 Continues to spell incorrectly, frequently spells the same word

differently in a single piece of writing
 Avoids reading and writing tasks
 Trouble summarizing
 Trouble with open-ended questions on tests
 Weak memory skills
 Difficulty adjusting to new settings
  Works slowly
 Poor grasp of abstract concepts
 Either pays too little attention to details or focuses on them too much
 Misreads information

Types of Learning Disabilities

Learning disabilities are neurologically-based processing problems. These

processing problems can interfere with learning basic skills such as
reading, writing and/or math.  They can also interfere with higher level
skills such as organization, time planning, abstract reasoning, long or short
term memory and attention.  It is important to realize that learning
disabilities can affect an individual’s life beyond academics and can
impact relationships with family, friends and in the workplace.

Since difficulties with reading, writing and/or math are recognizable problems
during the school years, the signs and symptoms of learning disabilities are
most often diagnosed during that time.  However, some individuals do not
receive an evaluation until they are in post-secondary education or adults in the
workforce.  Other individuals with learning disabilities may never receive an
evaluation and go through life, never knowing why they have difficulties with
academics and why they may be having problems in their jobs or in
relationships with family and friends.
Learning disabilities should not be confused with learning problems which are
primarily the result of visual, hearing, or motor handicaps; of intellectual
disability; of emotional disturbance; or of environmental, cultural or economic
disadvantages.

Generally speaking, people with learning disabilities are of average or above

average intelligence. There often appears to be a gap between the individual’s
potential and actual achievement. This is why learning disabilities are referred
to as “hidden disabilities”: the person looks perfectly “normal” and seems to be
a very bright and intelligent person, yet may be unable to demonstrate the skill
level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge.

However, with appropriate support and intervention, people with learning
disabilities can achieve success in school, at work, in relationships, and in the
community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA),
the term is “specific learning disability,” one of 13 categories of disability under
that law.

“Learning Disabilities” is an “umbrella” term describing a number of other,

more specific learning disabilities, such as dyslexia and dysgraphia. Find the
signs and symptoms of each, plus strategies to help below

Specific Learning Disabilities

Auditory Processing Disorder (APD)

Also known as Central Auditory Processing Disorder, this is a condition that
adversely affects how sound that travels unimpeded through the ear is processed
or interpreted by the brain. Individuals with APD do not recognize subtle
differences between sounds in words, even when the sounds are loud and clear
enough to be heard. They can also find it difficult to

tell where sounds are coming from, to make sense of the order of sounds, or to
block out competing background noises.
Dyscalculia
A specific learning disability that affects a person’s ability to understand
numbers and learn math facts. Individuals with this type of LD may also have
poor comprehension of math symbols, may struggle with memorizing and
organizing numbers, have difficulty telling time, or have trouble with counting

Dysgraphia
A specific learning disability that affects a person’s handwriting ability and fine
motor skills. Problems may include illegible handwriting, inconsistent spacing,
poor spatial planning on paper, poor spelling, and difficulty composing writing
as well as thinking and writing at the same time.

Dyslexia
A specific learning disability that affects reading and related language-based
processing skills. The severity can differ in each individual but can affect
reading fluency, decoding, reading comprehension, recall, writing, spelling, and
sometimes speech and can exist along with other related disorders. Dyslexia is
sometimes referred to as a Language-Based Learning Disability.

Language Processing Disorder

A specific type of Auditory Processing Disorder (APD) in which there is

difficulty attaching meaning to sound groups that form words, sentences and
stories. While an APD affects the interpretation of all sounds coming into the
brain, a Language Processing Disorder (LPD) relates only to the processing of
language. LPD can affect expressive language and/or receptive language.

Non-Verbal Learning Disabilities

A disorder which is usually characterized by a significant discrepancy between

higher verbal skills and weaker motor, visual-spatial and social skills. Typically,
an individual with NLD (or NVLD) has trouble interpreting nonverbal cues like
facial expressions or body language, and may have poor coordination

Visual Perceptual/Visual Motor Deficit

A disorder that affects the understanding of information that a person sees, or

the ability to draw or copy. A characteristic seen in people with learning
disabilities such as Dysgraphia or Non-verbal LD, it can result in missing subtle
differences in shapes or printed letters, losing place frequently, struggles with
cutting, holding pencil too tightly, or poor eye/hand coordination

ADHD

A disorder that includes difficulty staying focused and paying attention,

difficulty controlling behavior and hyperactivity. Although ADHD is not
considered a learning disability, research indicates that from 30-50 percent of
children with ADHD also have a specific learning disability, and that the two
conditions can interact to make learning extremely challenging.

Dyspraxia

A disorder that is characterized by difficulty in muscle control, which causes

problems with movement and coordination, language and speech, and can affect
learning. Although not a learning disability, dyspraxia often exists along with
dyslexia, dyscalculia or ADHD

Executive Functioning
An inefficiency in the cognitive management systems of the brain that affects a
variety of neuropsychological processes such as planning, organization,
strategizing, paying attention to and remembering details, and managing time
and space. Although not a learning disability, different patterns of weakness in
executive functioning are almost always seen in the learning profiles of
individuals who have specific learning disabilities or ADHD
Memory
Three types of memory are important to learning. Working memory, short-
term memory and long-term memory are used in the processing of both verbal
and non-verbal information. If there are deficits in any or all of these types of
memory, the ability to store and retrie ve information required to carry out
tasks can be impaired

What is ADHD or ADD?

We all know kids who can’t sit still, who never seem to listen, who don’t follow instructions no
matter how clearly you present them, or who blurt out inappropriate comments at
inappropriate times. Sometimes these children are labeled as troublemakers, or criticized for
being lazy and undisciplined. However, they may have attention deficit hyperactivity disorder
(ADHD), formerly known as attention deficit disorder, or ADD. ADHD makes it difficult for
people to inhibit their spontaneous responses—responses that can involve everything from
movement to speech to attentiveness.

The signs and symptoms of ADHD typically appear before the age of seven. However, it can
be difficult to distinguish between attention deficit disorder and normal “kid behavior.” If you
spot just a few signs, or the symptoms appear only in some situations, it’s probably not
ADHD. On the other hand, if your child shows a number of ADHD signs and symptoms that
are present across all situations—at home, at school, and at play—it’s time to take a closer
look.

Once you understand the issues your child is struggling with, such as forgetfulness or
difficulty paying attention in school, you can work together to find creative solutions and
capitalize on strengths.

Myths & Facts about Attention Deficit Disorder

Myth: All kids with ADHD are hyperactive.

Fact: Some children with ADHD are hyperactive, but many others with
attention problems are not. Children with ADHD who
are inattentive, but not overly active, may appear to be
spacey and unmotivated.

Myth: Kids with ADHD can never pay attention.

Fact: Children with ADHD are often able to concentrate on activities
they enjoy. But no matter how hard they try, they have trouble maintaining
focus when the task at hand is boring or repetitive.
 Myths & Facts about Attention Deficit Disorder

Myth: Kids with ADHD could behave better if they

wanted to.
Fact: Children with ADHD may do their best to be good, but
still be unable to sit still, stay quiet, or pay attention. They may
appear disobedient, but that doesn’t mean they’re acting out on
purpose.

Myth: Kids will eventually grow out of ADHD.

Fact: ADHD often continues into adulthood, so don’t wait for your child to
outgrow the problem. Treatment can help your child learn to manage and
minimize the symptoms.

Myth: Medication is the best treatment option for

ADHD.
Fact: Medication is often prescribed for attention deficit disorder, but it
might not be the best option for your child. Effective treatment for ADHD
also includes education, behavior therapy, support at home and school,
exercise, and proper nutrition.

The primary characteristics of ADHD

When many people think of attention deficit disorder, they picture an out-
of-control kid in constant motion, bouncing off the walls and disrupting
everyone around. But this is not the only possible picture. Some children
with ADHD are hyperactive, while others sit quietly—with their attention
miles away. Some put too much focus on a task and have trouble
shifting it to something else. Others are only mildly inattentive, but overly
impulsive.

The three primary characteristics of ADHD are inattention, hyperactivity,

and impulsivity. The signs and symptoms a child with attention deficit
disorder has depend on which characteristics predominate.

Which one of these children may have ADHD?

A. The hyperactive boy who talks nonstop and can’t sit still.
B. The quiet dreamer who sits at her desk and stares off into space.
C. Both A and B
The correct answer is “C.”

Children with ADHD may be:

 Inattentive, but not hyperactive or impulsive.

 Hyperactive and impulsive, but able to pay attention.
 Inattentive, hyperactive, and impulsive (the most common form of
ADHD).

Children who only have inattentive symptoms of ADHD are often

overlooked, since they’re not disruptive. However, the symptoms of
inattention have consequences: getting in hot water with parents and
teachers for not following directions; underperforming in school; or
clashing with other kids over not playing by the rules.

Because we expect very young children to be easily distractible and

hyperactive, it’s the impulsive behaviors—the dangerous climb, the
blurted insult—that often stand out in preschoolers with ADHD. By age
four or five, though, most children have learned how to pay attention to
others, to sit quietly when instructed to, and not to say everything that
pops into their heads. So by the time children reach school age, those
with ADHD stand out in all three behaviors: inattentiveness,
hyperactivity, and impulsivity.

Inattentiveness signs and symptoms of ADHD

It isn’t that children with ADHD can’t pay attention: when they’re doing
things they enjoy or hearing about topics in which they’re interested, they
have no trouble focusing and staying on task. But when the task is
repetitive or boring, they quickly tune out.

Staying on track is another common problem. Children with ADHD often

bounce from task to task without completing any of them, or skip
necessary steps in procedures. Organizing their schoolwork and their
time is harder for them than it is for most children. Kids with ADHD also
have trouble concentrating if there are things going on around them; they
usually need a calm, quiet environment in order to stay focused.

Symptoms of inattention in children:

1. Has trouble staying focused; is easily distracted or gets bored with
a task before it’s completed
2. Appears not to listen when spoken to
 3. Has difficulty remembering things and following instructions;
doesn’t pay attention to details or makes careless mistakes
4. Has trouble staying organized, planning ahead, and finishing
projects
5. Frequently loses or misplaces homework, books, toys, or other
items

Hyperactivity signs and symptoms of ADHD

The most obvious sign of ADHD is hyperactivity. While many children
are naturally quite active, kids with hyperactive symptoms of attention
deficit disorder are always moving. They may try to do several things at
once, bouncing around from one activity to the next. Even when forced
to sit still, which can be very difficult for them, their foot is tapping, their
leg is shaking, or their fingers are drumming.

Symptoms of hyperactivity in children:

1. Constantly fidgets and squirms
2. Has difficulty sitting still, playing quietly, or relaxing
3. Moves around constantly, often runs or climbs inappropriately
4. Talks excessively
5. May have a quick temper or “short fuse”

Impulsive signs and symptoms of ADHD

The impulsivity of children with ADHD can cause problems with self-control. Because
they censor themselves less than other kids do, they’ll interrupt conversations,
invade other people’s space, ask irrelevant questions in class, make tactless
observations, and ask overly personal questions. Instructions like, “Be patient” and
“Just wait a little while” are twice as hard for children with ADHD to follow as they are
for other youngsters.

Children with impulsive signs and symptoms of ADHD also tend to be moody and to
overreact emotionally. As a result, others may start to view the child as disrespectful,
weird, or needy.

Symptoms of impulsivity in children:

1. Acts without thinking
2. Guesses, rather than taking time to solve a problem or blurts out
answers in class without waiting to be called on or hear the whole
question
3. Intrudes on other people’s conversations or games
4. Often interrupts others; says the wrong thing at the wrong time
 5. Inability to keep powerful emotions in check, resulting in angry
outbursts or temper tantrums

Is it really ADHD?
Just because a child has symptoms of inattention, impulsivity, or
hyperactivity does not mean that he or she has ADHD. Certain medical
conditions, psychological disorders, and stressful life events can cause
symptoms that look like ADHD. Before an accurate diagnosis of
ADHD can be made, it is important that you see a mental health
professional to explore and rule out the following possibilities:

Learning disabilities or problems with reading, writing, motor skills, or

language.

Major life events or traumatic experiences (e.g. a recent move, death of

a loved one, bullying, divorce).

Psychological disorders including anxiety, depression, and bipolar

disorder.

Behavioral disorders such as conduct disorder and oppositional defiant

disorder.

Medical conditions, including thyroid problems, neurological conditions,

epilepsy, and sleep disorders.

Positive effects of ADHD in children

In addition to the challenges, there are also positive traits associated
with people who have attention deficit disorder:

Creativity – Children who have ADHD can be marvelously creative

and imaginative. The child who daydreams and has ten different
thoughts at once can become a master problem-solver, a fountain of
ideas, or an inventive artist. Children with ADHD may be easily
distracted, but sometimes they notice what others don’t see.

Flexibility – Because children with ADHD consider a lot of options at

once, they don’t become set on one alternative early on and are more
open to different ideas

How can you help as a teacher?

Suggestions for interacting one-on-one with a
student with a learning disability
 Patience, respect and a willingness to find a way to
communicate are your best tools.
 Speak normally, clearly and directly to the person in front of
you.
 Some persons with learning disabilities may take a little longer
to understand and respond, so exercise patience.
 Listen carefully and work with the person to provide
information in a way that will best suit his or her needs.
 If you are not sure what to do, ask, “Can I help?”

Classroom and laboratory accommodations

 Assist in identifying potential tutors and/or note-takers.
 Allow students to audio-record lectures.
 Allow for extensions on assignments and essays.
 Allow for preferential seating, either to facilitate better listening
or to allow for proximity to an electrical outlet.
 Arrange to meet with the student to discuss specific learning
needs, strategies for success, alternatives to course assignments,
and methods of evaluation when the student provides his or her
letter of accommodation.

Tests, exams, and evaluation accommodations

 Offer alternatives to traditional course work and methods of
evaluation (such as an oral exam or presentation instead of a
written exam, or an essay instead of multiple-choice and short-
answer questions).
 Allow extra time on tests and/or exams.
  Provide a separate, distraction-free room for writing tests and/or
exams.
 Allow for the use of adaptive technology (for example, screen-
readers or screen-enhancement software such as screen
magnification

Interacting with Persons with Learning Disabilities

There are many simple things you can do to ensure effective and
productive interactions with individuals with disabilities. The
following are some practical tips for interacting with persons with
learning disabilities.

What does it mean if someone has a learning disability

“Learning Disabilities refer to a number of disorders which may

affect the acquisition, organization, retention, understanding, or use of
verbal or nonverbal information. These disorders affect learning in
individuals who otherwise demonstrate at least average abilities
essential for thinking and/or reasoning. As such, learning disabilities
are distinct from global intellectual deficiency.”

The term learning disability covers a range of disabilities and can vary
significantly in nature and in severity.

You probably won’t know that someone has a learning disability

unless you’re told, but you may notice that the person is experiencing
difficulty with communication (for example, receiving, expressing or
processing information).

What are learning disabilities?

Learning disabilities, or learning disorders, are an umbrella term for a
wide variety of learning problems. A learning disability is not a problem
with intelligence or motivation. Kids with learning disabilities aren’t lazy
or dumb. In fact, most are just as smart as everyone else. Their brains
are simply wired differently. This difference affects how they receive and
process information.
Simply put, children and adults with learning disabilities see, hear, and
understand things differently. This can lead to trouble with learning new
information and skills, and putting them to use. The most common types
of learning disabilities involve problems with reading, writing, math,
reasoning, listening, and speaking.

Children with learning disabilities can, and do, succeed

It can be tough to face the possibility that your child has a learning
disorder. No parents want to see their children suffer. You may wonder
what it could mean for your child’s future, or worry about how your kid
will make it through school. Perhaps you’re concerned that by calling
attention to your child’s learning problems they might be labeled “slow”
or assigned to a less challenging class.

But the important thing to remember is that most kids with learning
disabilities are just as smart as everyone else. They just need to be
taught in ways that are tailored to their unique learning styles. By
learning more about learning disabilities in general, and your child’s
learning difficulties in particular, you can help pave the way for success
at school and beyond.

Signs and symptoms of learning disabilities and

disorders
Learning disabilities look very different from one child to another. One
child may struggle with reading and spelling, while another loves books
but can’t understand math. Still another child may have difficulty
understanding what others are saying or communicating out loud. The
problems are very different, but they are all learning disorders.

It’s not always easy to identify learning disabilities. Because of the wide
variations, there is no single symptom or profile that you can look to as
proof of a problem. However, some warning signs are more common
than others at different ages. If you’re aware of what they are, you’ll
be able to catch a learning disorder early and quickly take steps to get
your child help.

The following checklist lists some common red flags for

learning disorders. Remember that children who don’t have
learning disabilities may still experience some of these
difficulties at various times. The time for concern is when there
is a consistent unevenness in your child’s ability to master
certain skills.

Signs and symptoms of learning disabilities: Preschool

age
 Problems pronouncing words
 Trouble finding the right word
 Difficulty rhyming
 Trouble learning the alphabet, numbers, colors, shapes, days of
the week

 Difficulty following directions or learning routines

 Difficulty controlling crayons, pencils, and scissors, or coloring
within the lines
 Trouble with buttons, zippers, snaps, learning to tie shoes

Signs and symptoms of learning disabilities: Ages 5-9

 Trouble learning the connection between letters and

sounds
 Unable to blend sounds to make words
 Confuses basic words when reading
 Slow to learn new skills

 Consistently misspells words and makes frequent errors

 Trouble learning basic math concepts
 Difficulty telling time and remembering sequences

Signs and symptoms of learning disabilities: Ages 10-13

 Difficulty with reading comprehension or math skills

 Trouble with open-ended test questions and word
problems
 Dislikes reading and writing; avoids reading aloud
 Poor handwriting

 Poor organizational skills (bedroom, homework, desk is

messy and disorganized)
  Trouble following classroom discussions and expressing
thoughts aloud
 Spells the same word differently in a single document

Paying attention to developmental milestones can help you

identify learning disorders

Paying attention to normal developmental milestones for toddlers and

preschoolers is very important. Early detection of developmental
differences may be an early signal of a learning disability and problems
that are spotted early can be easier to correct.

A developmental lag might not be considered a symptom of a learning

disability until your child is older, but if you recognize it when your child is
young, you can intervene early. You know your child better than anyone
else does, so if you think there is a problem, it doesn’t hurt to get an
evaluation. You can also ask your pediatrician for a developmental
milestones chart

Problems with reading, writing, and math

Learning disabilities are often grouped by school-area skill set. If your
child is in school, the types of learning disorders that are most
conspicuous usually revolve around reading, writing, or math.

Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading
problems occur when there is difficulty understanding the relationship
between sounds, letters and words. Reading comprehension problems
occur when there is an inability to grasp the meaning of words, phrases,
and paragraphs.

Signs of reading difficulty include problems with:

 letter and word recognition
 understanding words and ideas
 reading speed and fluency
 general vocabulary skills
Learning disabilities in math (dyscalculia)
Learning disabilities in math vary greatly depending on the child’s other
strengths and weaknesses. A child’s ability to do math will be affected
differently by a language learning disability, or a visual disorder or a
difficulty with sequencing, memory or organization.

A child with a math-based learning disorder may struggle with

memorization and organization of numbers, operation signs, and number
“facts” (like 5+5=10 or 5×5=25). Children with math learning disorders
might also have trouble with counting principles (such as counting by
twos or counting by fives) or have difficulty telling time.

Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or
the mental activity of comprehending and synthesizing information. Basic
writing disorder refers to physical difficulty forming words and letters.
Expressive writing disability indicates a struggle to organize thoughts on
paper.

Symptoms of a written language learning disability revolve around the

act of writing. They include problems with:

 neatness and consistency of writing

 accurately copying letters and words
 spelling consistency
 writing organization and coherence

Other types of learning disabilities and disorders

Reading, writing, and math aren’t the only skills impacted by learning
disorders. Other types of learning disabilities involve difficulties with
motor skills (movement and coordination), understanding spoken
language, distinguishing between sounds, and interpreting visual
information.

Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination
whether it is with fine motor skills (cutting, writing) or gross motor skills
(running, jumping). A motor disability is sometimes referred to as an
“output” activity meaning that it relates to the output of information
from the brain. In order to run, jump, write or cut something, the
brain must be able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include
problems with physical abilities that require hand-eye coordination, like
holding a pencil or buttoning a shirt.

Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to
understand or produce spoken language. Language is also considered
an output activity because it requires organizing thoughts in the brain
and calling upon the right words to verbally explain something or
communicate with someone else.

Signs of a language-based learning disorder involve problems with

verbal language skills, such as the ability to retell a story and the fluency
of speech, as well as the ability to understand the meaning of words,
parts of speech, directions, etc.

Auditory and visual processing problems: the importance of the

ears and eyes
The eyes and the ears are the primary means of delivering information to
the brain, a process sometimes called “input.” If either the eyes or the
ears aren’t working properly, learning can suffer.

Auditory processing disorder – Professionals may refer to the

ability to hear well as “auditory processing skills” or “receptive language.”
The ability to hear things correctly greatly impacts the ability to read,
write and spell. An inability to distinguish subtle differences in sound, or
hearing sounds at the wrong speed make it difficult to sound out words
and understand the basic concepts of reading and writing.

Visual processing disorder – Problems in visual perception

include missing subtle differences in shapes, reversing letters or
numbers, skipping words, skipping lines, misperceiving depth or
distance, or having problems with eye–hand coordination. Professionals
may refer to the work of the eyes as “visual processing.” Visual
perception can affect gross and fine motor skills, reading
comprehension, and math.
Common types of learning disabilities

Dyslexia – Difficulty with reading

 Problems reading, writing, spelling, speaking

Dyscalculia – Difficulty with math

 Problems doing math problems, understanding time, using

money

Dysgraphia – Difficulty with writing

 Problems with handwriting, spelling, organizing ideas

Dyspraxia (Sensory Integration Disorder) – Difficulty with fine

motor skills
 Problems with hand-eye coordination, balance, manual dexterity

Dysphasia/Aphasia – Difficulty with language

 Problems understanding spoken language, poor reading
comprehension

Auditory Processing Disorder – Difficulty hearing differences

between sounds

 Problems with reading, comprehension, language

Visual Processing Disorder – Difficulty interpreting visual

information .
What is autism?
Autism is a spectrum of closely related disorders with a shared core of
symptoms. Autism spectrum disorder appears in infancy and early
childhood, causing delays in many basic areas of development, such
as learning to talk, play, and interact with others.
The signs and symptoms of autism vary widely, as do its effects.
Some children with autism have only mild impairments, while others
have more obstacles to overcome. However, every child on the autism
spectrum has problems, at least to some degree, in the following three
areas

 Communicating verbally and non-verbally

 Relating to others and the world around them
 Thinking and behaving flexibly
There are different opinions among doctors, parents, and experts about what
causes autism and how best to treat it. There is one fact, however, that everyone
agrees on: early and intensive intervention helps. For children at risk and
children who show early signs, it can make all the difference.

Understanding autism spectrum disorders

Autism is not a single disorder, but a spectrum of closely related
disorders with a shared core of symptoms. Every individual on the
autism spectrum has problems to some degree with social interaction,
empathy, communication, and flexible behavior. But the level of
disability and the combination of symptoms varies tremendously from
person to person. In fact, two kids with the same diagnosis may look
very different when it comes to their behaviors and abilities.

If you’re a parent dealing with a child on the autism spectrum, you

may hear many different terms including high-functioning autism,
atypical autism, autism spectrum disorder, and pervasive
developmental disorder. These terms can be confusing, not only
because there are so many, but because doctors, therapists, and other
parents may use them in dissimilar ways.

But no matter what doctors, teachers, and other specialists call the
autism spectrum disorder, it’s your child’s unique needs that are
truly important. No diagnostic label can tell you exactly what
challenges your child will have. Finding treatment that addresses
your child’s needs, rather than focusing on what to call the problem,
is the most helpful thing you can do. You don’t need a diagnosis to
start getting help for your child’s symptoms

Social behavior and social understanding

Basic social interaction can be difficult for children with autism
spectrum disorders. Symptoms may include:

 Unusual or inappropriate body language, gestures, and facial

expressions (e.g. avoiding eye contact or using facial
expressions that don’t match what he or she is saying)
 Lack of interest in other people or in sharing interests or
achievements (e.g. showing you a drawing, pointing to a bird)
 Unlikely to approach others or to pursue social interaction;
comes across as aloof and detached; prefers to be alone
 Difficulty understanding other people’s feelings, reactions, and
nonverbal cues
 Resistance to being touched
 Difficulty or failure to make friends with children the same age

Speech and language

Many children with Autism Spectrum Disorder struggle with speech

and language comprehension. Symptoms may include:

 Delay in learning how to speak (after the age of two) or doesn’t

talk at all
 Speaking in an abnormal tone of voice, or with an odd rhythm
or pitch
 Repeating words or phrases over and over without
communicative intent
 Trouble starting a conversation or keeping it going
 Difficulty communicating needs or desires
 Doesn’t understand simple statements or questions
  Taking what is said too literally, missing humor, irony, and
sarcasm

Restricted behaviour and play

Children with Autism Spectrum Disorder are often restricted, rigid, and even
obsessive in their behaviours, activities, and interests. Symptoms may include:

 Repetitive body movements (hand flapping, rocking, spinning);

moving constantly
 Obsessive attachment to unusual objects (rubber bands, keys,
light switches)
 Preoccupation with a narrow topic of interest, sometimes
involving numbers or symbols (maps, license plates, sports
statistics)
 A strong need for sameness, order, and routines (e.g. lines up
toys, follows a rigid schedule). Gets upset by change in their
routine or environment.
 Clumsiness, abnormal posture, or odd ways of moving
 Fascinated by spinning objects, moving pieces, or parts of toys
(e.g. spinning the wheels on a race car, instead of playing with
the whole car)
 Hyper- or hypo-reactive to sensory input (e.g. reacts badly to
certain sounds or textures, seeming indifference to
temperature or pain)

How children with Autism Spectrum Disorder

play
 Children with Autism Spectrum Disorder tend to be less
spontaneous than other kids. Unlike a typical curious little kid
pointing to things that catch his or her eye, children with ASD
often appear disinterested or unaware of what’s going on around
them. They also show differences in the way they play. They
may have trouble with functional play, or using toys that have a
 basic intended use, such as toy tools or cooking set. They
usually don’t “play make-believe,” engage in group games,
imitate others, collaborate, or use their toys in creative ways.
 Here are five things you can do immediately to teach children
with autism better.

1. Connect with the mother.

A mother is your biggest ally. Have a heart-to-heart chat with the
child’s mother. Share your difficulties. Let her know that you want to
help.

Ask for reports, assessments that the child may have undergone.
Study these. These will be huge eye openers in enhancing your
understanding of the child’s condition.

Make a list of the child’s strengths

Every child… I repeat… EVERY child has strengths. You just have
to observe them closely.

The child may be extremely loving and caring, or have some skill that
your other students don’t. List these out

Understand how he learns

This child will not learn like your other students. Many students with
autism learn visually. Hence, what will help is a visual schedule. Or
break things up to help him understand and stay calm.

By the way, there are many ways in which a child can learn.
Ask for additional help
You have at least 20 other children looking for your guidance. Yes,
it’s not possible to pay attention to one child, while the others are in
limbo.

A shadow teacher or an Aide is extremely useful in this case. She can

sit with the students and guides this child when he gets inattentive, so
that your class can move smoothly

Have a behaviour plan in place

Individuals on the spectrum get overwhelmed quickly because of
something called sensory overload.

It’s important to pick up the early signs and have a designated area
where the student can go with the shadow teacher if he has a
meltdown or gets anxious. He can rejoin the class when he’s ready. It
makes the child feel assured and safe, and keeps your class
functioning smoothly as well.

A behavioural can work out a customized plan, which can be

followed at school.

This can be cumbersome and stretch you. I understand.

But can I take you back to why you decided to become a teacher?

Here is what a couple of my mainstream teacher friends said:

“I wanted to be a teacher to create value for the next generation of

our future… I wanted to make a positive difference.”

“I wanted to impart my knowledge and learn from them as well. I

always want to remain young at heart by surrounding myself with
kids. And above all – Love for kids… Love their innocence…
Beautiful souls.”
You, my dear friend, are a sculptor.

You have taken this opportunity to impact a child’s life. Yes, this
same child whom you find impossible and disruptive.

By teaching children with autism, you will expand your own heart.
You will create happiness for his family too.

And one more thing. Your influence doesn’t just stop with this
family. It creates a ripple effect.

Imagine all the little ones under your care.

Imagine them looking up at you with innocent, studying eyes, to see

how you behave with the different.

They’re watching you carefully. Remember that they will learn what
you do, and not what you say. They will talk to their parents about the
amazing ways in which you handled and accommodated ‘that
different child’.

I hope you will take this challenge of enhancing your own life, and
the lives of the next generation.

Here’s something beautiful for you.

What Are the Symptoms of Autism?

Autism’s core symptoms are

 social communication challenges and
 restricted, repetitive behaviours.

In autism, these symptoms

  begin in early childhood (though they may go
unrecognized)
 persist and
 Interfere with daily living.
Specialized healthcare providers diagnose autism using a checklist of
criteria in the two categories above. They also assess symptom
severity. Autism’s severity scale reflects how much support a person
needs for daily function.

Many people with autism have sensory issues. These typically

involve over- or under-sensitivities to sounds, lights, touch, tastes,
smells, pain and other stimuli.

Autism is also associated with high rates of certain physical and

mental health conditions

Social communication challenges

Children and adults with autism have difficulty with verbal and
non-verbal communication. For example, they may not understand
or appropriately use:

 Spoken language (around a third of people with autism are

nonverbal)
 Gestures
 Eye contact
 Facial expressions
 Tone of voice
 Expressions not meant to be taken literally
Additional social challenges can include difficulty
with:

 Recognizing emotions and intentions in others

 Recognizing one’s own emotions
 Expressing emotions
 Seeking emotional comfort from others
 Feeling overwhelmed in social situations
 Taking turns in conversation
 Gauging personal space (appropriate distance between people

Restricted and repetitive behaviours

Restricted and repetitive behaviours vary greatly across the autism
spectrum. They can include:

 Repetitive body movements (e.g. rocking, flapping, spinning,

running back and forth) 
 Repetitive motions with objects (e.g. spinning wheels, shaking
sticks, flipping levers)
 Staring at lights or spinning objects
 Ritualistic behaviours (e.g. lining up objects, repeatedly
touching objects in a set order)
 Narrow or extreme interests in specific topics
 Need for unvarying routine/resistance to change (e.g. same
daily schedule, meal menu, clothes, route to school

Teaching Tips for Children and Adults with

Autism
Many people with autism are visual thinkers. I think in pictures. I do
not think in language. All my thoughts are like videotapes running in
my imagination. Pictures are my first language, and words are my
second language. Nouns were the easiest words to learn because I
could make a picture in my mind of the word. To learn words like
"up" or "down," the teacher should demonstrate them to the child.
For example, take a toy airplane and say "up" as you make the
airplane takeoff from a desk. Some children will learn better if cards
with the words "up" and "down" are attached to the toy airplane.
The "up" card is attached when the plane takes off. The "down" card
is attached when it lands.

Avoid long strings of verbal instructions. People with autism have

problems with remembering the sequence. If the child can read,
write the instructions down on a piece of paper. I am unable to
remember sequences. If I ask for directions at a gas station, I can
only remember three steps. Directions with more than three steps
have to be written down. I also have difficulty remembering phone
numbers because I cannot make a picture in my mind.

Many children with autism are good at drawing, art and computer
programming. These talent areas should be encouraged. I think there
needs to be much more emphasis on developing the child's talents.
Talents can be turned into skills that can be used for future
employment.

Many autistic children get fixated on one subject such as trains or

maps. The best way to deal with fixations is to use them to motivate
school work. If the child likes trains, then use trains to teach reading
and math. Read a book about a train and do math problems with
trains. For example, calculate how long it takes for a train to go
between New York and Washington.

Use concrete visual methods to teach number concepts. My parents

gave me a math toy which helped me to learn numbers. It consisted
of a set of blocks which had a different length and a different color
for the numbers one through ten. With this I learned how to add and
subtract. To learn fractions my teacher had a wooden apple that was
cut up into four pieces and a wooden pear that was cut in half. From
this I learned the concept of quarters and halves.

I had the worst handwriting in my class. Many autistic children have

problems with motor control in their hands. Neat handwriting is
sometimes very hard. This can totally frustrate the child. To reduce
frustration and help the child to enjoy writing, let him type on the
computer. Typing is often much easier

 Some autistic children will learn reading more easily with

phonics, and others will learn best by memorizing whole words. I
learned with phonics. My mother taught me the phonics rules and
then had me sound out my words. Children with lots of echolalia will
often learn best if flash cards and picture books are used so that the
whole words are associated with pictures. It is important to have the
picture and the printed word on the same side of the card. When
teaching nouns the child must hear you speak the word and view the
picture and printed word simultaneously. An example of teaching a
verb would be to hold a card that says "jump," and you would jump
up and down while saying "jump."
 When I was a child, loud sounds like the school bell hurt my ears
like a dentist drill hitting a nerve. Children with autism need to be
protected from sounds that hurt their ears. The sounds that will cause
the most problems are school bells, PA systems, buzzers on the score
board in the gym, and the sound of chairs scraping on the floor. In
many cases the child will be able to tolerate the bell or buzzer if it is
muffled slightly by stuffing it with tissues or duct tape. Scraping
chairs can be silenced by placing slit tennis balls on the ends of the
legs or installing carpet. A child may fear a certain room because he is
afraid he may be suddenly subjected to squealing microphone
feedback from the PA system. The fear of a dreaded sound can cause
bad behaviour. If a child covers his ears, it is an indicator that a
certain sound hurts his ears. Sometimes sound sensitivity to a
particular sound, such as the fire alarm, can be desensitized by
recording the sound on a tape recorder. This will allow the child to
initiate the sound and gradually increase its volume. The child must
have control of playback of the sound.

 Some autistic people are bothered by visual distractions and

fluorescent lights. They can see the flicker of the 60-cycle electricity.
To avoid this problem, place the child's desk near the window or try
to avoid using fluorescent lights. If the lights cannot be avoided, use
the newest bulbs you can get. New bulbs flicker less. The flickering
of fluorescent lights can also be reduced by putting a lamp with an
old-fashioned incandescent light bulb next to the child's desk.
 Some hyperactive autistic children who fidget all the time will
often be calmer if they are given a padded weighted vest to wear.
Pressure from the garment helps to calm the nervous system. I was
greatly calmed by pressure. For best results, the vest should be worn
for twenty minutes and then taken off for a few minutes. This
prevents the nervous system from adapting to it.
 Some individuals with autism will respond better and have
improved eye contact and speech if the teacher interacts with them
while they are swinging on a swing or rolled up in a mat. Sensory
input from swinging or pressure from the mat sometimes helps to
improve speech. Swinging should always be done as a fun game. It
must NEVER be forced.
 Some children and adults can sing better than they can speak.
They may respond better if words and sentences are sung to them.
Some children with extreme sound sensitivity will respond better if
the teacher talks to them in a low whisper.
 Some nonverbal children and adults cannot process visual and
auditory input at the same time. They are mono-channel. They cannot
see and hear at the same time. They should not be asked to look and
listen at the same time. They should be given either a visual task or an
auditory task. Their immature nervous system is not able to process
simultaneous visual and auditory input.

 In older nonverbal children and adults touch is often their most

reliable sense. It is often easier for them to feel. Letters can be taught
by letting them feel plastic letters. They can learn their daily schedule
by feeling objects a few minutes before a scheduled activity. For
example, fifteen minutes before lunch give the person a spoon to hold.
Let them hold a toy car a few minutes before going in the car.
 Some children and adults with autism will learn more easily if the
computer key-board is placed close to the screen. This enables the
individual to simultaneously see the keyboard and screen. Some
individuals have difficulty remembering if they have to look up after
they have hit a key on the keyboard.
 Nonverbal children and adults will find it easier to associate words
with pictures if they see the printed word and a picture on a flashcard.
Some individuals do not under-stand line drawings, so it is
recommended to work with real objects and photos first. The picture
and the word must be on the same side of the card.
 Some autistic individuals do not know that speech is used for
communication. Language learning can be facilitated if language
exercises promote communication. If the child asks for a cup, then
give him a cup. If the child asks for a plate, when he wants a cup, give
him a plate. The individual needs to learn that when he says words,
concrete things happen. It is easier for an individual with autism to
learn that their words are wrong if the incorrect word resulted in the
incorrect object.
 Many individuals with autism have difficulty using a computer
mouse. Try a roller ball (or tracking ball) pointing device that has a
separate button for clicking. Autistics with motor control problems in
their hands find it very difficult to hold the mouse still during
clicking.
 Children who have difficulty understanding speech have a hard
time differentiating between hard consonant sounds such as 'D' in dog
and 'L' in log. My speech teacher helped me to learn to hear these
sounds by stretching out and enunciating hard consonant sounds.
Even though the child may have passed a pure tone hearing test he
may still have difficulty hearing hard consonants. Children who talk
in vowel sounds are not hearing consonants.
 Several parents have informed me that using the closed captions
on the television helped their child to learn to read. The child was able
to read the captions and match the printed works with spoken speech.
Recording a favourite program with captions on a tape would be
helpful because the tape can be played over and over again and
stopped.
7 Effective Ways on How to Promote Positive
Behaviour in Children:
To make sure children grow up to be good adults, encouraging positive
behaviour in children is very essential for parents. Consistency, alertness and
the below measures are necessary as well, but above all, as a parent, YOU
need to ready and equipped to go this journey.

1. Be a Role Model:

Environment is a powerful teacher. It is the same environment that separates

human behaviour from that of animals. Similarly, the environment that you
create for your children is what he or she will imbibe.

 For everything you do, your child is looking up to you. Be a role model;
do not whine or swear in front of your children.
 In fact, the more harmonious, realistic and positive aura you will
maintain in the house, your child will build that mental picture and is
likely to grow out of that imagery

2. Pay Heed:

Listen to your children without interrupting, without pre-judging.

Listening is a powerful tool that makes your child feel that he is part
of the game.
 Not being able to express, can be difficult for the child to cope.
 But by being there with them and giving them a little boost is all that the
need to conquer apprehension, anxiety, confidence issues if any.

3. Keep Your Word:

Children understand simple logic of ‘yes’ and ‘no’, it’s adults who complicate it
with a ‘maybe’.

 If you have committed a trip to the zoo in lieu of completing homework

for the week, stick to your word.
 This way they learn the discipline of commitments and at the same time
trust you for what you say
4. Be Cautious:
Go an extra mile with your belongings if you do not want children to reach
them.

 After all, they are kids and finding anything to play with is the only thing
they know of, at this age.
 You need not scold them for playing with the valuables, rather just keep
them away from their sight. I you scold, that may arise negative feelings
in your child and he or she may want to grab that particular thing again
and again.
 Be polite in doing this

5. Learn To Say ‘No’:

It is very difficult to say ‘no’, but even more difficult to change stubborn
behaviour.

 You do not have to agree for everything. Doing so, you will give them
wrong signals.
 When you say no to them, your child knows that he or she is liable to
gain your permission and whatever it may be, it’s important to respect
your say and follow ground rules

6. Do Not Preach:

Stop teaching your children what to do. Leave it up to them and you’ll
be surprised with what your children can do.
 Sometimes, over-preaching will have the opposite effects! It is better to
guide, not instruct.
 That’s how they learn to make their own decisions, be responsible for
their own actions and become independent.

7. Do Not Tag Them:

Tagging your kids as misbehaving, less intelligent or any sort of labels builds up
negative emotions. You are not encouraging them to do better rather countering
their self confidence by doing so.

 If you want them to study, share its benefits with them. Without pressurizing,
convey gently what you expect from them and why.
  Boosting their self esteem will bring out the best behavior in them.

Master patience! This is the first rule in the journey. Parenting is another word
for patience and positive behaviour too, which cannot be achieved in a day. But
with time it can certainly be done

How to Make the Child Independent

1. Create Routine:
Children need a good balance between structure and freedom that together
foster independence. The more you allow him to think about himself, the more
independent he will become.

 Ask your child to put away his own laundry clothes and allow him to
dress on his own in the morning.
 Let him choose his snack and get his plates during mealtimes.
 Place cutlery and his clothes at lower levels, so that he can fetch them
when required

2. Teach Problem-Solving Skills:

If your child has a problem, instead of rushing to save him, allow him to solve it
on his own.

 Sibling rivalry is a common problem that they face at this age.

 Do not step in; rather allow him to mitigate the problem himself.
 Role playing is one of the most effective ways to develop these skills

3. Failing Is Never Final:

There is nothing wrong in failing! Even though it may be difficult for

you, allow your child to make mistakes. He will learn his lessons well
this way.
 For instance, he might forget about his homework and face the
consequences at school.
 It is part of the learning process that will help him remember to
complete his task next time.
 Do not scold if he spilled milk while fetching his glass. Tell him how to
clean up and remind him to be careful.
4. Be Empathetic:
Your child must know how much you care for him, yet you want him to solve
his own problems.

 Let him know you are always there for him, no matter what.
 Gently make your child understand that you would want him to resolve
the conflict by himself, rather than always seeking help from outside.
 While you should encourage him to be independent, do not allow him to
hurt himself in the process!

5. Let Him Be Assertive:

Allow your child to stand for his own rights. Here is what you
can do
 If you are ordering food in a restaurant, allow him to order his own
food.
 If you are dressing up, allow him to choose his own dress.
 Ask him what he would like for his snacks in the evening.

 When he would like to sit for his homework

6. Offer Reasonable Choices:

To help your child think independently, give him reasonable choices.

 For instance, allow him to choose between pizza and pasta.
 Let him decide whether he would do the gardening first or his
homework.
 Set Limitations. He must be well aware of his boundaries and know what
exactly is expected of him.

7. Offer Suggestions, Not Intervention:

If you find your child struggling to find a problem, do not rush to his rescue.
Instead this is what you can do:

 It is a good idea to offer guidance, not solutions.

 Allow your child to think of ways to come out of the problem.
  You may be pleasantly surprised to see how he came up with a candid
solution.

8. Let Him Take Responsibilities:

If you are packing for a trip, allow your child to pack his own belongings. You
can always teach him how to, the first few times.

 Include him in the trip planning process, so that your child understands
all about adventure and independence.
 Ask him to carry his own luggage (or push his trolley) in the airport and
bring it back home after your trip.

The whole process of being independent can be slow, but it is important that
you guide your child in every move he makes. Offer him the tools necessary to
grow up as successful adult.