And 'your responsibility as parents to teach the difference between acceptable and unacceptable behavior. First steps of the child as if they behave as they behave, not as hard as you think. Learning takes time and is used by several weeks of work on good behavior before seeing a change. And 'difficult, but try not to get discouraged if you do not see results immediately.
Discipline and punishment are not the same. Discipline is a whole system of teachingon the basis of a good relationship, praise and education for the child to encourage good behavior. The penalty is negative. It is an unpleasant consequence for doing or not doing something. effective discipline should occur at any time. Not just when children misbehave. Children are likely to change their behavior when they feel encouraged and valued, not ashamed, humiliated. When children feel good about themselves and appreciate the relationship with their parents, are morelisten and behave.
The first thing is to avoid power struggles. Instead, address only the issues that really matter. If the decisions you can set limits and still allow children to a certain degree of independence. Try a game of good behavior. The child may be more likely to do what, if you want it to be fun. Parents should also try to plan ahead. If you know that certain things will go, you remember, first hand, what behavior is acceptable andwhat are the consequences may be if not follow the correct behavior. Always praise good behavior. Praise your child whenever you remember to respect the rules.
Parents can not avoid trouble all the time. The child test your limits. It 'a way for your child to find out if they really trust. You need to know if it will actually do what you said you would do if you do not listen. If the child sees the natural consequences of their actions, their experiencedirect result of their choice. If you use this method, do not save, and resisting the temptation to lecture. The child learns best when they learn to themselves and therefore can not be blamed for the consequences.
natural consequences work best, but are not always logical. For example, if the child does not reach the toy, is the natural result that, in this way. The child may not care as much as this is done. This is when you need to stepYou must make your own conclusions, for example, that if gathering toys and will not be. Then he says that will not be able to play with them for the rest of the day. And ready to do this time. Let them know that you are serious and follow through you.
Sometimes it is not always easy to think of logical consequences, particularly in the heat of the moment. You can try to source privileges. Take out never know what they really need as aMeal. Think of something you like and follow through you.
Then there is a time-out. This should be a last resort. They are good if you need action, like hitting a break of the same level. Choose a good time out of place, without distraction boring. A good rule is when your child in time-outs for their age equivalents. If the child does not go willingly then wear it. If not then to stand behind them and gently but firmly hold theShoulders or hold them in her lap, and tell them that they have applied a time-out. Do not just sit quietly set the timer when you start tinkering and start the timer. When time expired, to help them a positive activity. If you need to discuss the behavior of a few minutes before doing so.
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