Developing a positively engaging environment for you and your child to grow and learn together.
a child's home is their first school.
In the first few years of life, a child learns more character building life skills at home than anywhere else. To ensure that these skills prepare your child for a self sufficient future we must tailor the environment to meet their growing needs. From birth to age 7 the child's home atmosphere will shape their personality and behavior to create habits they will repeat the rest of their lives. We can use this knowledge and understanding to encouraging a positive self-image for children to develop motivation to become a productive adults.
A child's parent is their first teacher.
Compared to any other role model or peer, a parent's words and actions have the most impact on a child's self-image. Often times parents react with their first instinct without considering the effect it will have on the child. To promote a positive self-image and foster the desired need for future independence, we must be conscious and considerate of the way we treat young people to encourage a successful transition though all stages of life.
A child's teacher is their first community role model.
The role of a teacher is to educate the whole child to prepare them for the next step and eventually the big world. Some teachers forget about the social-emotional needs of a child because they are required to meet academic standards. As our society changes, the educational needs of the children change. We must meet these changes and adapt our teaching style. As a role model we need to find the gaps in education that need to be filled with knowledge through kindness and understanding. These days our children are lacking guidance in the areas of compassion, cooperation and communication. It is too easy to turn on a screen to distract and entertain them. What they really need is an open hand and a warm heart to show them the joys of learning, the benefits of diversity, and the self-motivation necessary for their future.
