Is your carpet making you sick?
Hey folks I know this might seem a little off topic but I have A question for you, would you dry your body after a shower with a towel that has been used over and over again by a dozen or more people and not been washed in a year? The answer is “Of course not!”
Ok I know that seems like kind of a ridiculous question to ask by I do have a reason for asking. Recently I was researching common everyday household health hazard and one of the hazards that made the list was Dirty carpets and that kind of shocked me. After looking in to it the idea of dirty carpets being a serious household hazard it began to make perfect sense.
Most people don't realize the huge health dangers a dirty carpet presents. Ask yourself this, “when was the last time I had my carpet cleaned? If its been longer than 3 months then your long over due.
Think about this for just one second, if you wouldn't dare to use a towel that has been used over and over countless times without being washed then why would you in essence do the same thing with your carpet?
Every day our carpets are walked on, spilled on and if you have pets then you know exactly what they can do to a carpet. An unclean carpet is is the perfect breeding ground for mold, bacteria and a host of other nastiest that if left unchecked and uncleaned can cause havoc.
Getting your carpets cleaned regularly is the number one thing you can do to protect your families health. Finding a great carpet cleaning company was easy it took me a matter of seconds to find Phoenix Carpet Cleaning.
Check out their blog at http://www.hsiphoenix.com/blog
Phoenix carpet cleaning is a fantastic company! Here is the how you can get in touch with them
Hospitality Services Inc. and Owner Mark Masters offer you a Phoenix Carpet Cleaning Internet Special (by Phoenix we mean the Valley).
It’s on our website http://www.hsiphoenix.com.
And please visit our blog: http://hsiphoenix.com/blog/
You can get a free quote on our website, or please give us a call: 602-569-2100
Saturday, June 19, 2010
Sunday, April 4, 2010
Baby Shower: The Welcoming Committe on Board
Finding out your pregnant is the best news of all. Well, second to hearing the grand proposal of a lifetime. After a successful wedding ceremony, hearing that your love has borne fruit is the icing on the cake. For first time expecting mothers, it is a difficult and herculean task to search and look for all the right stuff and equipment the baby will need. Moms-to-be need to list down all the things the baby would need at the soonest possible time so that little by little, each item can already be purchased and readied for the baby's arrival. But there is another easy way to almost have it all, without getting too much headache over it. The solution is to hold a baby shower party! The only headache mom-to-be would have is the menu she would have to prepare on that day and that is easier for her.
Now the burden of searching and looking for baby stuff is passed on to the invitees. But another concern is raised. How will the baby shower go about? The best answer there is, is to have a theme that would guide the flow of the baby shower. There are several ways of choosing and deciding on a theme. Do you want it to be based on color? In case you already know the gender of the baby, pink or blue is used to universally represent a baby girl or a baby boy. Or baby items such as a pacifier or a baby bottle? How about character-themed baby shower such as the Sesame Street, Power Puff Girls, Dexter's Laboratory or the Looney Tunes? It could also be a time-of-the-day baby shower whereby each invitee is tasked to bring something the baby would need or use during that time of the day.
From www.best-baby-gift-guide.com, it suggests wonderful baby shower gift ideas such as a baby gift basket, a layette gift set, vital baby equipment, beautiful baby linen, a baby massage set, or a baby gift certificate. Each gift idea is unique. For the baby gift basket, some ideas they suggest is to create your own baby gift basket or go for the classical clothing baby gift basket where you can never go wrong. You can also go for monogrammed baby gift baskets, fun baby basket, mother and baby basket, gift basket for twins, or a pampering baby gift basket. They also have different suggestions for baby girl and baby boys. For the complete descriptions for each item, just visit their website and read on to find fantastic baby gift ideas.
Once the baby shower is finished, take stock of what is already there and not. For those items still missing from your list, make the necessary arrangments to have it readily available once the baby arrives.
Just some last few tips for a successful baby shower: hold it four to six weeks before the due date, establish a theme, write down the guest list, set the tone and size of the baby shower, plan the games, plan the menu, create baby shower party favors, and last but not the least, set the time and location, if it will not be held in your residence. Remember, baby showers are a fun way to welcome the baby that would be coming soon enough.
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Baby Game Shower: Baby games to play at the Baby Shower
Babies are so much fun. But baby games shower are much more fun since moms-to-be, godparents, grandparents, and other invitees in the baby shower can get to play childish games again. Some of the baby game shower that can be played include Sing It, Baby!, Measuring up Mommy, Here's Looking at You, Kid!, Don't Say Baby, Baby Truth or Dare, The Seventh Gift, and Dig out the Pins.
These baby games are the common baby game showers usually played. They are a great way that would let the guests mingle and get to know each other, if they aren't acquainted yet. This is also another great way to give honor to the mom-to-be for having that precious baby on the way.
How do we play these baby game showers? Here is the run-down on how to play the baby game shower and create good memories of a great baby shower.
In Sing It, Baby!, the guests participants form a circle. They can sit or stand. Then, each guest must sing a line or two from a song that has the word "baby" in it. When the first game player has finished, the next person seated on her right has ten seconds to sing another "baby" song. "Baby" songs cannot be repeated, thus, participants who repeat a song or cannot think of a "baby" song gets booted out of the game. Last person singing in this baby game shower wins the prize!
How big has mommy become? Measuring Up Mommy is the baby game shower to play as this gives the guests the freedom to measure mommy's size. Have a couple of toilet paper rolls ready and ask each participant to estimate the size of mommy's girth by cutting the toilet paper to their guess size. Then each one wraps around the new mommy's stomach the toilet paper they cut. The nearest length approximating to the mommy's stomach wins the prize!
Remember how you looked when you were a baby? This game takes you down memory lane as you need to dig up those baby pictures of yours. Because you need them to play the baby game shower Here's Lookin' At You, Kid! Before the party itself, request all the guests coming to bring the cutest baby picture of themselves. Upon their arrival, secure each baby picture and assign a number per picture. During the game, lay all baby pictures and give each participant paper and pen and ask them to identify as many baby pictures as they can. The guest with the most number of correct guesses is the big winner.
This baby game shower makes you NOT say what you are suppose to be attending to! The game Don't Say Baby is precisely that! Don't say "baby" during the entire length of the baby game shower for the diaper pin that was given to you upon your arrival will be taken away from you. The person with the most number of diaper pins collected at the end of the shower party wins a prize.
This baby game shower is for those who love baby trivia and the like. Play Baby Truth or Dare by writing down some baby trivia, some correct and others purposely written incorrectly. During the baby game shower, ask randomly if the baby facts are either true or false. Those who guess correctly gets a prize while those who don't will be dared to perform in front of everyone else.
We all know that the single lady who catches the bride's wedding bouquet is said to become the next bride. In The Seventh Gift, it is not so much a baby game shower but more of a fable that says that the giver of the seventh gift unwrapped will be the next expecting mother. However, avoid "planting" the seventh gift.
Last but not the least, Dig Out the Pins is the baby game shower that tests the agility of the guests as they fish out the most number of diaper pins from a large bowl filled with uncooked rice and diaper pins in under two minutes. The participant that has the most number of pins brings home the prize.
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Saturday, April 3, 2010
The Baby Bedding Challenge
Having a baby is the most wonderful experience a woman can have as it is a fulfillment of the biological function of the female species. After the giving birth process, the real work begins. Feeding bottles, diaper changes, immunization records are just a few of the things the new mom have to learn quickly. And one important thing to consider in the arrival of the baby is the kind of baby bedding he or she will use. According to Dr. Mark Brandenburg (http://www.baby-place.com/crib_safety.html), the number one rule to follow in choosing the right baby bedding for your precious infant is safety. The second rule says safety and the third rule emphasizes safety. We are to conclude that it is not enough to say it, it must be emphasized that baby bedding is critical for the comfort of the baby.
In his article on how to find the perfect baby bedding, it must be neither too hard nor too soft. In the past, sudden infant death syndrome or SIDS was attributed to very soft baby bedding. This happened when the baby's mattress is too soft that his nose and mouth gets covered and the air he exhales is the air he breathes. This is dangerous for him since he would breath carbon dioxide rather than oxygen and the effects could lead to drowsiness, coma or even death.
There are a lot of styles and makes in choosing the baby's bed. And with that, it follows that the baby bedding must be a perfect fit with the chosen equipment. The three major selections are: a bassinet, a crib or a cradle. What differentiates one from the other? A bassinet is an oblong-shaped basket that serves as a bed for an infant. But sometimes, round bassinets are also available. A crib is a bed that is flanked with high side bars for a baby or young child's safety. Cribs are usually more economical since the baby can use it from infancy to two years. While a cradle is a small low bed that an infant uses that has rockers on its stand. In all these, the material used to make the equipment should alert and signal to the mom how much safety precautions are needed.
Bassinets are usually lacey and full of trimmings. The baby bedding must fit the bassinet so that the baby's space is enough for him or her to be able to roll from side to side. The crib is usually square, thus, mattresses can be fitted to the size of the crib. The baby bedding usually is a set of coverlet and small pillows. Hotdog pillows can also be placed inside. However, the pillows should not be more than two or three lest the baby can stand on them and could fall over. The cradle can come in various sizes and shapes. Some moms prefer cradles so that when the baby is cranky, he or she can be rocked to be calmed down. The baby bedding for a cradle should follow the shape of it. Not much can be placed inside it since it is used mainly to rock the baby to sleep. However, one need not the three to keep the baby safe, warm and secure. One will do and this would depend on the parent's preference. The most preferred would be the crib since it can be used for a long time.
Now that we've covered the basic equipment, how do we furnish it with baby bedding? We have already established that the baby bedding should fit the sleeping equipment to avoid accidents and other untoward incidents. The most suitable material to use is cotton as it is absorbent and cool to the baby's skin. Different designs must be used to stimulate the baby's color and pattern recognition. Therefore, the baby bedding is a crucial factor in keeping the baby happy and healthy.
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Baby beanies: The baby toy of all time?
Baby beanies haven't been around that much since they were "born" only in 1994 when Ty Warner introduced the first baby beanies in the market. Not many people know that a baby beanie or more officially known as beanie baby were first made by him. He made the baby beanie to be more lifelike by giving it more air. In other words, there was less stuffing inside each baby beanie. The usual baby toys were stuffed to the hilt and they were stiff. While Ty's beanie baby was half filled with stuffing and half filled with beans. Hence the name beanie baby. Other competitors sneered and said that his toys would not last long. But exactly the opposite is what happened!
Now, the "original nine" as they are officially referred to are the first nine baby beanies Ty Warner made. These are the Spot the dog, Squealer the pig, Patti the platypus, Cubbie the bear, Chocolate the moose, Pinchers the lobster, Splash the killer whale, Legs the frog and Flash the dolphin. Collectors have dubbed them as such since these where the first baby beanies available that were selling at less than $5.00 each. Each baby beanie comes with a short poem to introduce it to the toddler. This was written on a red heart-shaped tag that is attached by the animal's ear.
Not much is known how many baby beanies are totally in existence since there are lines developed that create a family of baby beanies. The most famous is the teddy-bear baby beanie that was created. The basic pattern was just re-used and different colors were utilized to create a family. Different names were given to each teddy bear in keeping with the tradition of having a name. Some teddy bear baby beanies are usually used for commemmorative uses such as in the Fourth of July or there is a Diana, the Princess of Wales have been made as a commemmorative collector's item.
However, the official baby beanies were mostly animal shapes such as cats and pigs, dogs and hippopotamuses. These are usually brightly colored and stylized to make them pleasing in the eye. The official baby beanie comes with his or her own name. It has its own date of birth. And most important of all, a short poem that describes its personality.
The baby beanie crazed happened in the late 1996 when a frenzied collection of baby beanies started. This prompted Ty Warner to retire some of the baby beanies to hype up even more the sales and marketing side of his products. There were people who bought wholesale in anticipation of the possible future value of a single baby beanie. However, as with other fads that easily rise and can be easily forgotten, the baby beanie craze was just another fad that quickly fizzled. Or what the expectation of those "investors" did not materialize at all.
Inspite of what happened, baby beanies are here to stay since babies usually prefer soft toys that they can easily hug and bite and hold easily in their hand. Baby beanies need not be in the same family of baby beanies to be appreciated. A colllection of baby beanies show the kind of personality the baby has or it speaks the kind of personality the giver has.
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Friday, April 2, 2010
Baby Crying 101
Communication - that's what a baby's crying is for. This sweet thing that suddenly turn into a fit of tears is just craving for your sweeter attention. All cultures in the world nod to this pattern all infants are accustomed to.
A baby cries the most during his or her first three months. Though the amount of crying steadily increase, the crying time period may vary from an hour to most of the day and this could still be considered within normal range. Like, whoah, right? Babies are also known as howling tear factories.
Some thought that a baby cries more during the afternoon accounting it to the anxiousness of the mother or the stressed mood of the father after going home from work. But the most accepted assumption now is that babies have this automatic screening ability they use to shut off all the noise that may stimulate some response from them so they could get enough rest. But in the long run, this filter weakens and totally disappears during the approximate age of six weeks. This, then, make a baby very sensitive to the external factors such as noise, movements, etc. And these generally elicit a reaction from a baby and how best could he or she respond but only through crying.
There are many reasons why a baby succumbs to crying. Deciphering these reasons is the major feat a parent must surmount. Here are some of the things your sweetsome baby is making you understand through crying.
Hunger. Yes, your attention-hungry baby is craving to let you know that his tummy is grumbling. This is the most common reason for a baby to cry, especially, during his early months. The pattern of the hunger howl could be characterized as being persistent, demanding and almost rhythmical. But that rhythm is not at any rate close to becoming musical, of course.
Boredom. What can I say? Aren't these babies just plain spoiled? Crying because of boredom, errr, I'd find that a bit more twisted or weird if it's with an adult that is. But babies are really built like this. Crying is their way of telling you, "Hey get me a life here!" Aside from attention and food, consequently, babies need a lot of stimulation. And when they don't get this, there you get your waaaaaaaaaaaaaahhhhhhhhhhh!!! The trick is to pick the baby up and play with him. This move may be frowned upon by some because of its amounting to spoiling the baby. But it is important to know that stimulation is also one of the major necessities of an infant and it won't hurt to provide him with some while in his growing age. This boredom cry is said to be also rhythmical and full of sobs and moans.
Discomfort. Pain is another precursor of the baby's crying. Who won't cry when in pain, right? Babies are not Major Paynes to endure the most excruciating discomfort they could undergo. They are little, vulnerable beings that need to be attended to when injured or when in an inconvenient situation. This cry could be more persistent, louder and more demanding. Shrieking and screaming, those are words that better describe the crying pattern roused by pain.
Another cause may be disturbance; surely, howling will proceed just when they're about to sleep or are already fast asleep and suddenly gets surprised by some noise, or movement. An illness that causes discomfort to a baby may also be the reason for a baby's bursting into fit of tears.
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The Way with Baby Names
Choosing a baby name for your child is almost like choosing his identity. Ever heard about the association of a person’s name with his personality? That’s how our names really work. A name molds a person’s identity like a cookie-cutter. So, better get that best baby name for your son or daughter. Read on for some tips on how to provide that best baby name for your little angel.
1. Stop it already with the dictates of your family’s tradition. Choosing the right baby name does not have to always rely on what your elderly relatives deem to be the best baby name. It is your baby’s name, not theirs. So, better act like it. Once your baby is born he will be stuck with that baby name for life. That means it’s not wise to just settle for any baby name that will suit your grandma’s or auntie’s taste.
2. Take a look of a picture of his future. You don’t want your baby to be always called with a monicker that will forever ridicule him or will allow his playmates to make a big laughingstock out of him, right? Research about the meaning of the baby name you are eyeing to give to your baby. Don’t consider Beelzebub as a prospective baby name just because you heard it from a TV show and you find it cute. Don’t use Rodelfa just because a certain Mexican TV show’s hunky lead actor is called Rodolfo. Just plainly saying yes to your gutfeel, thinking of the people that pops into your head upon hearing somebody spout a certain name, trying to follow a fad by naming your baby a certain celebrity’s (sometimes notorious) or NOT THINKING AT ALL in giving your precious one his or her baby name are huge no-nos!
3. Consider reading the initials of the baby name you are planning to give your baby. Make sure they don’t stand for anything funny, disturbing or something utterly stupid. Christine Sue Irving? What will happen on the next episode? Alvin Stephen Stuart? He’ll surely remember not to get near any hole. Fran Ursula Catherine Klein? Uh-oh! See? Can you imagine the sickening situation you may put your child into when he or she grows up?
4. Go check your family tree once and for all. Some can’t still get away from some traditions regarding baby name decisions, especially when they have a special bond with a certain family member that they want that person’s name to be a part of their baby’s name. If your planning to still follow the tradition of putting a part of your elder relatives’ names on your baby’s name, you have to know whether anybody else in your family use that name too. You don’t want to confuse people when they’re calling a name that’s owned by two. Ask around.
5. Don’t go for the overkill. Being too creative on thinking of a baby name can backfire, I’m telling you. Examples are too unique spellings. It will be hard for the kid to keep on spelling his or her name to people who only know the common spelling of such name.
6. Decide with your partner in coming up with the best baby name for your sweet baby. It wouldn’t be nice to be always blamed when people ask who chose that awful baby name, right? Okay, kidding aside. Sharing on this kind of decision-making is a good way of furthering your bond as a couple, not to mention the possibility of coming up with a better baby name. Remember that the “two heads are better than one” thought also applies to dealing with the troubles of finding the most suitable baby name for your baby.
Sound, appeasing relatives and friends and avoiding embarrassing initials and discovery of disgusting meanings are some of the major concerns that should be considered in your quest for the perfect baby name. You might find them a bit taxing. But in the long run, you’ll see that doing your homework will make your baby thank you when the right time comes. Happy baby naming!
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Thursday, April 1, 2010
Baby Gift Basket Ideas
Planning to host a baby shower? Or a friend of yours recently gave birth to a healthy bouncing baby? How else could you express that you care for that friend of yours and her baby? A baby gift basket could be the best present that would express your concern.
A baby gift basket is one of those themed gift baskets that are presented containing items that are of value to the recipient. Oftentimes these baby gift baskets contain the following items that will surely give delight to the new parents and to the new addition. You could make use of this information to create or stuff your own baby gift basket that will rid you of those more expensive commercialized kinds.
Nursery room items. These include colorful mobiles to keep the baby busy, lullaby music to soothe the infant, and nursery rhymes CD's. Bigger items like layettes, changing mats for tables and cribs, and other furniture for the baby may be found in de luxe baby gift baskets. Educational toys are also good to make the baby gift basket more beneficial in stimulating the baby's mental development.
Toys R Us. The following toys are also nice to place inside your baby gift basket. Rattles, pacifiers, teethers, feeding bottles, infant cups, bibs and spoons are also useful add-ons in your baby gift basket.
Bath Bath Baby. Bath products for babies are also commonly found in baby gift baskets. These include baby shampoo, baby powder, baby towels, wipes, bubble bath, brush set and tub toys that the baby will surely enjoy in the near future. Baby clothing's could also be considered as one of the best baby gift basket goodies that one could ever give. Just be sure that the clothes you'll give suit the gender of the baby.
If you are to a baby gift basket to someone with a toddler or a young kid, the items should also suit the baby's age. Soft toys, board books, board games, piggy banks will certainly win the jump with delight of a toddler. Clothes for toddlers are also nice to include in your baby gift basket.
If one is intending to give the baby gift basket as a baby shower present, it will be nice if baby cookies, baby cakes, jelly beans and other baby foods will be found there. Announcement and invitation cards may also bring some added surprise to the recipient of the basket. Small picture frames and albums could also add more fun to your baby gift basket. Surely, this sweet gesture will be appreciated.
Gourmet food, wines and other fine food may also be placed inside a baby gift basket for the parent's celebration.
Oftentimes, bows and ruffles adorn the baby gift basket. But one could still be more creative by doing a decoupage of baby pictures or baby items. Other handmade crafts may add personal touch to your basket. They could be in the form of papier mache', origami, sculpture, small painting, woven or knitted items, etc.
If the one giving the baby gift basket intends to give it during a christening celebration or baptism, a small bible, silver cups and any symbolic item that adheres to the theme of the celebration and that the recipient's religion appreciates may also be placed in the basket.
A small gesture like giving out a well-thought of baby basket can surely go a long way. The recipient's smile is enough to mean a sincere "thank you".
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Monday, January 4, 2010
Baby Poo - What's Normal?
Baby poo is a good indicator of how a baby is tolerating feeding.
What can a normal baby poop look like?
A newborn baby's first bowel movement will be greenish-black, thick and sticky. A good one for the dads to learn how to change!
These first poos consists of epithelial cells, lanugo, mucus, amniotic fluid, bile, and water which are intestinal substances that an unborn foetus ingests while in the womb.
As a newborn begins to ingest colostrum (mother's first breast liquid), breast milk and or infant formula this poo will begin to change into a dark brown colour and be less sticky.
When a baby is breastfeeding the poo will progress to a more mustard colour with tiny, white, grainy seed like pieces in it. It will be a very loose consistency and can occur at every nappy change or every few days or even up to 14 days. Unlike formula fed babies, breast fed babies do not get constipated.
All is normal if a breast fed baby's poo is mainly mustard yellow and occasionally has green specks and streaks but then goes back to being like seeded mustard.
When a baby is regularly ingesting an infant formula their poo will be a pasty consistency and often green in colour. Each brand of infant formula creates a slightly different variation of the colour green.
Bowel movements may be less frequent than a breast fed baby but to avoid constipation a baby will need to be passing a poo every day or every second day.
A baby that is breastfeeding but has top ups of infant formula will have a variation in between these two poos depending on the ratio of breast milk to formula.
BABY POOP THAT IS NOT NORMAL AND INDICATES THE NEED FOR FURTHER ASSESSMENT BY A HEALTH PROFESSIONAL
1. Green frothy poo and possibly associated with irritability, bloating, wind and nappy rash
2. Very liquid consistency with no white seedy bits
3. A formula fed baby who cries when they poo and the stool is a pebble like consistency
4. A formula fed baby who has not passed a poo for 3 or more days
5. A poo that has streaks of blood in it
6. A poo that is green with a stringy egg white consistency
7. Projectile vomiting after 3 consecutive feeds associated with no bowel movement
What can a normal baby poop look like?
A newborn baby's first bowel movement will be greenish-black, thick and sticky. A good one for the dads to learn how to change!
These first poos consists of epithelial cells, lanugo, mucus, amniotic fluid, bile, and water which are intestinal substances that an unborn foetus ingests while in the womb.
As a newborn begins to ingest colostrum (mother's first breast liquid), breast milk and or infant formula this poo will begin to change into a dark brown colour and be less sticky.
When a baby is breastfeeding the poo will progress to a more mustard colour with tiny, white, grainy seed like pieces in it. It will be a very loose consistency and can occur at every nappy change or every few days or even up to 14 days. Unlike formula fed babies, breast fed babies do not get constipated.
All is normal if a breast fed baby's poo is mainly mustard yellow and occasionally has green specks and streaks but then goes back to being like seeded mustard.
When a baby is regularly ingesting an infant formula their poo will be a pasty consistency and often green in colour. Each brand of infant formula creates a slightly different variation of the colour green.
Bowel movements may be less frequent than a breast fed baby but to avoid constipation a baby will need to be passing a poo every day or every second day.
A baby that is breastfeeding but has top ups of infant formula will have a variation in between these two poos depending on the ratio of breast milk to formula.
BABY POOP THAT IS NOT NORMAL AND INDICATES THE NEED FOR FURTHER ASSESSMENT BY A HEALTH PROFESSIONAL
1. Green frothy poo and possibly associated with irritability, bloating, wind and nappy rash
2. Very liquid consistency with no white seedy bits
3. A formula fed baby who cries when they poo and the stool is a pebble like consistency
4. A formula fed baby who has not passed a poo for 3 or more days
5. A poo that has streaks of blood in it
6. A poo that is green with a stringy egg white consistency
7. Projectile vomiting after 3 consecutive feeds associated with no bowel movement
When Do Babies Start Teething? Baby Teething Symptoms
It is always not easy to take care of a baby especially when they are only few months old. Some of the more popular problems facing parents include newborn colic which cause discomfort to the babies. Another common problem is babies teething. So, when do babies start teething?
According to studies, most of the babies start teething when he or she is about five or six months old. But some do experience teething much earlier which is considered normal as well. What are the symptoms of babies teething? Below are some of the common signs of teething:
- When babies' gum become red and sore
- When your babies cry without any significant reasons
- When there is increased drooling
- Chewing on things and putting things in the mouth
There are other less common symptoms of baby teething. But if see the above symptoms happening to your babies, then chances are your babies are experiencing teething problems.
What the best ways to relieve the pain arising from babies teething? Some may suggest that children Tylenol and topical medications be used in order to alleviate the symptoms. But that would only be effective for a short period of time. Moreover, it should not be used on a repeated basis.
Other ways to help babies going through the teething process is to let them chew on teething rings and frozen waffles which can help alleviate the discomfort caused by teething.
Not only that things like that will assist your babies in getting rid of the discomfort arose from the teething, but it also help babies tooth to break through their gum line.
According to studies, most of the babies start teething when he or she is about five or six months old. But some do experience teething much earlier which is considered normal as well. What are the symptoms of babies teething? Below are some of the common signs of teething:
- When babies' gum become red and sore
- When your babies cry without any significant reasons
- When there is increased drooling
- Chewing on things and putting things in the mouth
There are other less common symptoms of baby teething. But if see the above symptoms happening to your babies, then chances are your babies are experiencing teething problems.
What the best ways to relieve the pain arising from babies teething? Some may suggest that children Tylenol and topical medications be used in order to alleviate the symptoms. But that would only be effective for a short period of time. Moreover, it should not be used on a repeated basis.
Other ways to help babies going through the teething process is to let them chew on teething rings and frozen waffles which can help alleviate the discomfort caused by teething.
Not only that things like that will assist your babies in getting rid of the discomfort arose from the teething, but it also help babies tooth to break through their gum line.
The Difference Between Being Smart, Educated, and Intelligent
I've always been intrigued by the subject of intelligence. As a child my mother would refer to me as "smart," but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we'd have a world full of beautiful, smart people - which we don't.
Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do "street smarts" matter more than "book smarts"? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one's environment?
Then there are the issues of education, intelligence and wisdom.
What does it mean to be highly educated? What's the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?
My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.
My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.
PRENATAL CARE
With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.
There is mounting evidence that the consumption of food that's high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.
Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.
COGNITIVE SKILLS
Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students' ease of learning.
DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT
Drinking while pregnant is not smart. In fact, it's downright stupid.
A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking - especially during the second trimester - is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.
"IQ is a measure of the child's ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function," said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.
Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:
"There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of - or react appropriately to - mistakes."
This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.
ULTRA SOUNDS
Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.
Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.
Commercial companies (which do ultrasounds for "keepsake" purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.
The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.
On the FDA website this information is posted about ultrasounds:
While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.
NATURE VERSUS NURTURE...THE DEBATE CONTINUES
Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it's time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?
Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it's time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn't be an either/or proposition.
A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment - and not genes - makes a bigger difference for minority children in low-income homes.
Specifically, what researchers call "heritability"- the degree to which genes influence IQ - was significantly lower for poor families. "Once you're put into an adequate environment, your genes start to take over," Mr. Turkheimer said, "but in poor environments genes don't have that ability."
But there are reports that contradict these findings...sort of.
Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.
She found that behavioral geneticists refer to such environmental effects as "shared" because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.
In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.
And this is perhaps the most interesting bit of information, and relevant to this section of my article:
With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.
Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.
BREAST-FEEDING INCREASES INTELLIGENCE
Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.
The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.
The results indicated that the longer children had been breast-fed, the higher they scored on such tests.
TALKING TO YOUR CHILDREN MAKES A DIFFERENCE
Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:
There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.
While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.
Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.
Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the "great mission" of the white middle class - the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.
Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.
ACCUMULATED ADVANTAGES
At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.
An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.
Malcolm Gladwell, author of top-selling book Outliers, wrote that "accumulated advantages" are made possible by arbitrary rules...and such unfair advantages are everywhere. "It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success," he writes. "It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention."
With that in mind, we turn our attention to education and intelligence.
WHAT DOES IT MEAN TO BE WELL EDUCATED?
Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?
I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.
Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a "good" education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs - especially those which help the underprivileged - are cut.
The reality is, we don't really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one's character and life through learning.
What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There's always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.
Ironically, the best teachers don't go into the profession for money. They teach because it's a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession - voluntarily and involuntarily - within an average of three years.
At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial "exit" exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.
This mentality carries over into college, which of course there's a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting "A's" and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The "get-the-good-grade" mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.
Alfie Kohn advocates the "exhibition" of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.
He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind," which are: the value of raising questions about evidence ("How do we know what we know?"), point of view, ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?").
Kohn writes: It's only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one's interest or intrinsic motivation to do such thinking...to be well-educated then, is to have the desire as well as the means to make sure that learning never ends...
HISTORY AND PURPOSE OF IQ
We've always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.
Things have changed...or have they?
No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.
It was never intended to be used as an absolute measure of one's intellectual capabilities.
According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child's intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, thereby negatively affecting his or her education and livelihood.
The original interest was in the assessment of 'mental age' -- the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a "scale"), formed the archetype for future tests of intelligence.
H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.
It's important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one's lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.
One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a "fixed" trait.
Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with "dumb" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?
Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:
000 - 070: Definite feeble-mindedness
070 - 079: Borderline deficiency
080 - 089: Dullness
090 - 109: Normal or average intelligence
110 - 119: Superior intelligence
115 - 124: Above average (e.g., university students)
125 - 134: Gifted (e.g., post-graduate students)
135 - 144: Highly gifted (e.g., intellectuals)
145 - 154: Genius (e.g., professors)
155 - 164: Genius (e.g., Nobel Prize winners)
165 - 179: High genius
180 - 200: Highest genius
200 - higher ?: Immeasurable genius
*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).
*Einstein was considered to "only" have an IQ of about 160.
DEFINING INTELLIGENCE
Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.
Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn't even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one's environment, and learn from one's mistakes.
How about that? There's the word environment again. We just can't seem to escape it. This adds deeper meaning to the saying, "When in Rome, do as the Romans do." It means recognizing what's going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.
There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.
Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.
These intelligences are:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Not associated with Dr. Gardner, but equally respected are:
FLUID & CRYSTALLIZED INTELLIGENCE
According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.
Cattell defined fluid intelligence as "...the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships." Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.
Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.
Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.
SUCCESSFUL INTELLIGENCE
Then there's Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.
His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one's overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.
With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.
As an educator, I subscribe to Mr. Sternberg's Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.
EMOTIONAL INTELLIGENCE
In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20% of a person's success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman's assertion begs the question: What accounts for the other 80%?
You guessed it...Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee
relations and increase productivity.
TACIT KNOWLEDGE aka "STREET SMARTS"
You've heard the phrase, "Experience is the greatest teacher..."
In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is "street smarts," which implies that formal, classroom instruction (aka "book smarts") has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.
Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.
Tacit knowledge, or the lessons obtained from it, seems to "stick" both faster and better when the lessons have direct relevance to the individual's goals. Knowledge that is based on one's own practical experience will likely be more instrumental to achieving one's goals than will be knowledge that is based on someone else's experience, or that is overly generic and abstract.
BEING BOTH SMART AND STUPID
Yes, it's possible to be both smart and stupid. I'm sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.
The woman who is a respected, well paid, dynamic executive who consistently chooses men who don't appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.
It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one's brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.
Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one's affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.
The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.
WISDOM & CONCLUSION
My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could "read" people with startling accuracy. Till the very end of her life she shared her "crystallized intelligence" with whomever was receptive to it.
She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I'm being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.
What they have is what we should all aspire to end up with if we are lucky: wisdom.
Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what's important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.
Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do "street smarts" matter more than "book smarts"? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one's environment?
Then there are the issues of education, intelligence and wisdom.
What does it mean to be highly educated? What's the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?
My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.
My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.
PRENATAL CARE
With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.
There is mounting evidence that the consumption of food that's high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.
Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.
COGNITIVE SKILLS
Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students' ease of learning.
DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT
Drinking while pregnant is not smart. In fact, it's downright stupid.
A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking - especially during the second trimester - is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.
"IQ is a measure of the child's ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function," said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.
Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:
"There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of - or react appropriately to - mistakes."
This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.
ULTRA SOUNDS
Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.
Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.
Commercial companies (which do ultrasounds for "keepsake" purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.
The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.
On the FDA website this information is posted about ultrasounds:
While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.
NATURE VERSUS NURTURE...THE DEBATE CONTINUES
Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it's time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?
Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it's time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn't be an either/or proposition.
A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment - and not genes - makes a bigger difference for minority children in low-income homes.
Specifically, what researchers call "heritability"- the degree to which genes influence IQ - was significantly lower for poor families. "Once you're put into an adequate environment, your genes start to take over," Mr. Turkheimer said, "but in poor environments genes don't have that ability."
But there are reports that contradict these findings...sort of.
Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.
She found that behavioral geneticists refer to such environmental effects as "shared" because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.
In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.
And this is perhaps the most interesting bit of information, and relevant to this section of my article:
With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.
Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.
BREAST-FEEDING INCREASES INTELLIGENCE
Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.
The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.
The results indicated that the longer children had been breast-fed, the higher they scored on such tests.
TALKING TO YOUR CHILDREN MAKES A DIFFERENCE
Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:
There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.
While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.
Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.
Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the "great mission" of the white middle class - the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.
Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.
ACCUMULATED ADVANTAGES
At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.
An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.
Malcolm Gladwell, author of top-selling book Outliers, wrote that "accumulated advantages" are made possible by arbitrary rules...and such unfair advantages are everywhere. "It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success," he writes. "It's the rich who get the biggest tax breaks. It's the best students who get the best teaching and most attention."
With that in mind, we turn our attention to education and intelligence.
WHAT DOES IT MEAN TO BE WELL EDUCATED?
Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?
I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.
Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a "good" education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs - especially those which help the underprivileged - are cut.
The reality is, we don't really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one's character and life through learning.
What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There's always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.
Ironically, the best teachers don't go into the profession for money. They teach because it's a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession - voluntarily and involuntarily - within an average of three years.
At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial "exit" exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.
This mentality carries over into college, which of course there's a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting "A's" and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The "get-the-good-grade" mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.
Alfie Kohn advocates the "exhibition" of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.
He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five "habits of mind," which are: the value of raising questions about evidence ("How do we know what we know?"), point of view, ("Whose perspective does this represent?"), connections ("How is this related to that?"), supposition ("How might things have been otherwise?"), and relevance ("Why is this important?").
Kohn writes: It's only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one's interest or intrinsic motivation to do such thinking...to be well-educated then, is to have the desire as well as the means to make sure that learning never ends...
HISTORY AND PURPOSE OF IQ
We've always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.
Things have changed...or have they?
No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.
It was never intended to be used as an absolute measure of one's intellectual capabilities.
According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child's intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent "condition" of stupidity, thereby negatively affecting his or her education and livelihood.
The original interest was in the assessment of 'mental age' -- the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a "scale"), formed the archetype for future tests of intelligence.
H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.
It's important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate - both up and down during the course of one's lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.
One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a "fixed" trait.
Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with "dumb" and "inferior" babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?
Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:
000 - 070: Definite feeble-mindedness
070 - 079: Borderline deficiency
080 - 089: Dullness
090 - 109: Normal or average intelligence
110 - 119: Superior intelligence
115 - 124: Above average (e.g., university students)
125 - 134: Gifted (e.g., post-graduate students)
135 - 144: Highly gifted (e.g., intellectuals)
145 - 154: Genius (e.g., professors)
155 - 164: Genius (e.g., Nobel Prize winners)
165 - 179: High genius
180 - 200: Highest genius
200 - higher ?: Immeasurable genius
*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).
*Einstein was considered to "only" have an IQ of about 160.
DEFINING INTELLIGENCE
Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.
Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn't even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one's environment, and learn from one's mistakes.
How about that? There's the word environment again. We just can't seem to escape it. This adds deeper meaning to the saying, "When in Rome, do as the Romans do." It means recognizing what's going on in your environment, and having the intelligence adapt to it - and the people who occupy it - in order to survive and succeed within it.
There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.
Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.
These intelligences are:
Linguistic intelligence ("word smart")
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Not associated with Dr. Gardner, but equally respected are:
FLUID & CRYSTALLIZED INTELLIGENCE
According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.
Cattell defined fluid intelligence as "...the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships." Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.
Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.
Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.
SUCCESSFUL INTELLIGENCE
Then there's Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.
His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one's overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.
With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.
As an educator, I subscribe to Mr. Sternberg's Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.
EMOTIONAL INTELLIGENCE
In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence - IQ - only account for 20% of a person's success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman's assertion begs the question: What accounts for the other 80%?
You guessed it...Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee
relations and increase productivity.
TACIT KNOWLEDGE aka "STREET SMARTS"
You've heard the phrase, "Experience is the greatest teacher..."
In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is "street smarts," which implies that formal, classroom instruction (aka "book smarts") has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.
Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.
Tacit knowledge, or the lessons obtained from it, seems to "stick" both faster and better when the lessons have direct relevance to the individual's goals. Knowledge that is based on one's own practical experience will likely be more instrumental to achieving one's goals than will be knowledge that is based on someone else's experience, or that is overly generic and abstract.
BEING BOTH SMART AND STUPID
Yes, it's possible to be both smart and stupid. I'm sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.
The woman who is a respected, well paid, dynamic executive who consistently chooses men who don't appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.
It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one's brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.
Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one's affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.
The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.
WISDOM & CONCLUSION
My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could "read" people with startling accuracy. Till the very end of her life she shared her "crystallized intelligence" with whomever was receptive to it.
She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I'm being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.
What they have is what we should all aspire to end up with if we are lucky: wisdom.
Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what's important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.
How Children Learn Through Play
Lessons from books are great, but children learn through play far better than they do in other forms. There are several reasons for this. At the heart of it is their desire to learn. When learning is not so much work but is fun, children are more willing to participate. They want to jump in and have a good time. As a parent, the more that you can teach through play, the more that your child will retain later on. While some skills need to be taught formally, such as math facts and reading, there are still great ways to teach through play.
Children learn through various methods, but often their physical and social world teaches them the most. Even small infants learn this way. Parents can enhance a young child's learning process by giving them a variety of ways to learn through sight, touch, taste and smell. For infants, play the games that children love, such as peek a boo and other interactions that teach cause and effect. It also teaches them how to interact socially with their families.
As children grow older, they still need stimulation. Remember, kids having fun gives them an added incentive to do the activity you want them to. Pretend play is one of the core elements of the development of imagination. Pack up a truck full of great costumes (you can pick these up very inexpensively after Halloween) and encourage both boys and girls to play. What you will find is that many of the role playing games they play now are direct reflections of the experiences they have had. For example, a child who may be going to daycare for the first time, may practice leaving her baby doll at a pretend daycare. The act is helpful, but the conversations they have of telling the doll that "mommy will be back very soon" will help them later to deal with their fears of being left. Encourage this type of play.
Child's play through the years changes even more so. During preschool and kindergarten, one of the best ways to teach a child is through stories and pictures. They learn to interact with each other as well as with the outside world. For example, set the stage for a great adventure story. Read them the story during the morning hours. Then, give them a few ideas and let them act out the story in their own way. You can teach many of the fundamentals in this manner, everything from manners to helping those in need.
Other activities to encourage helping children learn through play include:
· Craft projects: they explore their talents and explore texture, dimension, color and shapes
· Dance: They explore their physical bodies and stay physically fit
· Building with blocks: Everything from wooden blocks to Lego's helps children to learn structure, dimension, balance, and help them to grow their imagination.
· Drawing: Use various types of mediums from paints to pencil to help them to learn numbers, letters, shapes and much more
These activities can incorporate other skills, too. For example, perhaps an art project can center around a specific letter of the alphabet. Do not be elaborate, but do be dramatic.
Kids having fun is something you definitely want to consider for the long term. For example, children who are nine years old and up need to develop great reasoning skills and need to learn to think strategically. They also need to develop good social skills. Great ways for kids having fun through these lessons can be anything from fun science projects to advanced building sets done in teams and even 3-D puzzles. Encourage computer projects and video games as well. Unbelievably, the video game they love to play is teaching them great hand eye coordination (assuming that the content within it is appropriate.)
How children learn through play is really up to you, their parent. Encouraging them to play, pretend, and learn all go hand in hand. The skills most children learn at these early ages are not just their math facts and their ABC's, but they are the foundations of how to learn, how to interact with other people, and how to explore, reason and strategize. These items will carry on with them throughout their lives.
Children learn through various methods, but often their physical and social world teaches them the most. Even small infants learn this way. Parents can enhance a young child's learning process by giving them a variety of ways to learn through sight, touch, taste and smell. For infants, play the games that children love, such as peek a boo and other interactions that teach cause and effect. It also teaches them how to interact socially with their families.
As children grow older, they still need stimulation. Remember, kids having fun gives them an added incentive to do the activity you want them to. Pretend play is one of the core elements of the development of imagination. Pack up a truck full of great costumes (you can pick these up very inexpensively after Halloween) and encourage both boys and girls to play. What you will find is that many of the role playing games they play now are direct reflections of the experiences they have had. For example, a child who may be going to daycare for the first time, may practice leaving her baby doll at a pretend daycare. The act is helpful, but the conversations they have of telling the doll that "mommy will be back very soon" will help them later to deal with their fears of being left. Encourage this type of play.
Child's play through the years changes even more so. During preschool and kindergarten, one of the best ways to teach a child is through stories and pictures. They learn to interact with each other as well as with the outside world. For example, set the stage for a great adventure story. Read them the story during the morning hours. Then, give them a few ideas and let them act out the story in their own way. You can teach many of the fundamentals in this manner, everything from manners to helping those in need.
Other activities to encourage helping children learn through play include:
· Craft projects: they explore their talents and explore texture, dimension, color and shapes
· Dance: They explore their physical bodies and stay physically fit
· Building with blocks: Everything from wooden blocks to Lego's helps children to learn structure, dimension, balance, and help them to grow their imagination.
· Drawing: Use various types of mediums from paints to pencil to help them to learn numbers, letters, shapes and much more
These activities can incorporate other skills, too. For example, perhaps an art project can center around a specific letter of the alphabet. Do not be elaborate, but do be dramatic.
Kids having fun is something you definitely want to consider for the long term. For example, children who are nine years old and up need to develop great reasoning skills and need to learn to think strategically. They also need to develop good social skills. Great ways for kids having fun through these lessons can be anything from fun science projects to advanced building sets done in teams and even 3-D puzzles. Encourage computer projects and video games as well. Unbelievably, the video game they love to play is teaching them great hand eye coordination (assuming that the content within it is appropriate.)
How children learn through play is really up to you, their parent. Encouraging them to play, pretend, and learn all go hand in hand. The skills most children learn at these early ages are not just their math facts and their ABC's, but they are the foundations of how to learn, how to interact with other people, and how to explore, reason and strategize. These items will carry on with them throughout their lives.
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