A Definitive Guide to Parenting a Kid with ADHD

Did you recently find out that your kid has ADHD? Are you clueless about the nature of the condition and don’t know the most effective ways to address it? Do you want to help your child reach his potential even if he has ADHD? If you answered yes to any of these questions, you are going to benefit from this article, as it is comprehensive and contains practical tips and proven advice to help parents address Attention Deficit Hyperactivity Disorder in Children.

Regardless of the nature of your child’s ADHD, you should not reprimand him for his behavior. Instead, you should praise and reward him when does something good. It is still important for you to set up an effective disciplinary system that will help him see the consequences of certain actions.

Before you start doing all these, you need to be absolutely sure that your child has ADHD. Read the next article carefully to learn about some common signs of ADHD.

The following article by The Healthline Editorial Team unveils some 14 eye-opening signs of ADHD.

14 Signs of Attention Deficit Hyperactivity Disorder (ADHD)

Attention deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder that can affect your child’s success at school, as well as their relationships. The symptoms of ADHD vary and are sometimes difficult to recognize. Read more here.

After reading that eye-opening article, you likely now know some 14 signs of ADHD you probably didn’t know of. If your child is presently exhibiting any of these signs, then you should visit a professional for help. The specialist will help determine the type of ADHD your child has and the best ways to address it.

The following article by Nimh sheds light on a few important things parents with kids suffering from ADHD need to know.

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Read more here.

You likely now know a thing or two about the various studies on the condition that was done a while back. You also now know some effective tips to treat the condition and even prevent it. If you are looking for a comprehensive guide that contains basically everything there is to know about parenting kids with ADHD, then the next article is for you.

The following article by Webmd is basically a how-to guide to parenting kids with ADHD.

Parenting a Child with ADHD

Parents often criticize children with ADHD for their behavior — but it’s more helpful to seek out and praise good behavior instead of punishing or taking away things for bad behavior. Ways to do this includeRead more here.

The above article has certainly brought to light some easy but effective things parents can do to help a child who has ADHD. You also now know some proven strategies that can help create order in their life, get things done quicker, build lasting relationships, and perform well academically.

Final note

Raising a kid with ADHD is by no means a walk in the park. Parents have to go above and beyond in their efforts to ensure that their kids perform well academically and socially.

Most times, a behavior modification plan may do the trick and help a child with the condition get things done quicker, take responsibility, stay on a schedule, and make friends. Bear in mind that these changes aren’t going to happen overnight. Time and effort is required.

As a parent, you should never give hope on your kid even when things aren’t working the way you thought it will. Try to be patient and positive. Things may get better in the long run.

Should you send your kid to the preschool

Should you send your kid to the preschool?

For ages, mothers have been considering staying at home for their kids just so they do not have to send their kids to preschool. Will it be safe? Do preschools actually harm kids? Is it worth sending my kids there? These questions have haunted parents for a really long time.

Despite the many Pre schools in Singapore Chiltern House has stood out among the rest. They have consistently scored high on the criteria as follows. You should look at curriculum, quality of teachers and most importantly, the general ‘feel’ of the centre which you should get for yourself by going down to the centre. Check out Chiltern House here today.

The following article by Amelia Gentleman on theguardian.com addresses such questions.

The great preschool debate

“The study unleashed what he describes as a global “firestorm of controversy”, and, he believes, did enduring damage to his career. The suggestion that babies suffered by being taken from their parents and handed to carers, usually in preschools, made uncomfortable reading both for mothers considering returning to work and for policymakers, eager to encourage them back into the workforce.” Read More Here!

Parents usually struggle to send their kids to daycare because of these findings. Childcare experts suggest that sending the little ones to daycare can put them under emotional stress as they are separated from their parents. This often makes parents skeptical about whether they should enroll their kid in a preschool. However, even though kids might feel emotional, their cognitive skills enhance after going to daycare. Another angle to this debate is the fact that employers push mothers back to work which, in turn, gives a boost to the daycare business. The government also has to decide whether they should encourage daycare or emphasize more on giving paid leaves to mothers. Some findings also suggest that kids who attend daycare are found to be more aggressive as adults. Another piece by Glosswitch on newstatesman discusses the effects of sending kids to daycare.

Are we harming our kids by sending them to preschool?

Swedish sociologist Jonas Himmelstrand believes that when children start preschool under the age of three, they risk suffering “more mental health problems and difficulties at school”. On the day the Times ran a report on this, my own three-year-old – who’s been at preschool since he was nine months old – decided to behave like a total sod. Read More Here!

Although there are some theories about the children being moody and angrier when they attend the preschool, it cannot be denied that there is nothing wrong in sending kids to daycare. For most of the working women, daycare is the only viable solution. For what it’s worth, daycare also helps the kids in learning things they would not at home. When kids socialize with others of their age it becomes easy for them to develop their skills. Mothers do not essentially have to feel guilty as they are only doing what is right for their kids. Leaving their jobs and being home harms and jeopardizes their careers. There are certainly pros and cons but one has to make a decision as per their unique requirement. An article by Carol Loy on the newageparents.com talks about the benefits of preschool rhymes for kids.

How do preschool rhymes benefit the children?

Do you know that Incy Wincy Spider can be a toddlers (and parent’s) best friend? And other preschool rhymes like 10 Little Indians can also be your friends too! Music such as preschool rhymes can help benefit a child’s learning and development; what’s more, preschool rhymes tend to stick with us even as we grow older – people can usually remember common ones like Incy Wincy Spider and Twinkle Twinkle Little Stars, or at least remember bits of Jack and Jill. Read More Here!

Learning preschool rhymes at daycare is known to be really helpful for kids. It helps them develop strong literacy and language skills. Kids end up learning numeracy and their vocabulary enhances. Music plays a very important role in the kid’s lives and it boosts the self-esteem as well as confidence of the kids. Moreover, according to researches, childhood is a phase of rapid development which is why it helps when kids are exposed to music early on. Thus, preschool rhymes are not only fun to learn and listen but also help in the motor skills of the kids and enable them to plan.

As a parent, you can participate in the kid’s development by singing along with the child. You may also engage in their learning by constantly introducing new rhymes to them which teaches them concepts like colors, shapes and numbers.

How to assess and compare inter-rater reliability, agreement and correlation of ratings: an exemplary analysis of mother-father and parent-teacher expressive vocabulary rating pairs.

This report has two main purposes. First, we combine well-known analytical approaches to conduct a comprehensive assessment of agreement and correlation of rating-pairs and to dis-entangle these often confused concepts, providing a best-practice example on concrete data and a tutorial for future reference. Second, we explore whether a screening questionnaire developed for use with parents can be reliably employed with daycare teachers when assessing early expressive vocabulary. A total of 53 vocabulary rating pairs (34 parent–teacher and 19 mother–father pairs) collected for two-year-old children (12 bilingual) are evaluated. First, inter-rater reliability both within and across subgroups is assessed using the intra-class correlation coefficient (ICC). Next, based on this analysis of reliability and on the test-retest reliability of the employed tool, inter-rater agreement is analyzed, magnitude and direction of rating differences are considered. Finally, Pearson correlation coefficients of standardized vocabulary scores are calculated and compared across subgroups. The results underline the necessity to distinguish between reliability measures, agreement and correlation. They also demonstrate the impact of the employed reliability on agreement evaluations. This study provides evidence that parent–teacher ratings of children’s early vocabulary can achieve agreement and correlation comparable to those of mother–father ratings on the assessed vocabulary scale. Bilingualism of the evaluated child decreased the likelihood of raters’ agreement. We conclude that future reports of agreement, correlation and reliability of ratings will benefit from better definition of terms and stricter methodological approaches. The methodological tutorial provided here holds the potential to increase comparability across empirical reports and can help improve research practices and knowledge transfer to educational and therapeutic settings.

The mommy brain [electronic resource] : how motherhood makes us smarter

“Paperback edition first published in 2005 by Basic Books.”

Includes bibliographical references (p. 245-269) and index

Smarter than we think — Honey, the kids shrunk my brain! — The nearly uncharted wilderness of mothers’ brains — Perception : the expanding realm of a mother’s senses — Efficiency : how necessity is the mother of multitasking — Resiliency : reducing stress, enhancing smarts — Motivation : how mothers summon courage & ambition — Emotional intelligence : how motherhood teaches social smarts — Mr. Moms & other altruists : paybacks to proxies — Better than business school : mothers’ added value at work — Smarter than ever : why motherhood today takes a lot of brains — Re-engineering the mommy track : ideas from some brainy travelers — Political drive : the magic of motivated mothers — Neuroscientists know best : 10 tips to make the most of your mommy brain

Electronic reproduction

Life And Message Of The Holy Mother by Swami Shantatmananda

Sri Sarada Devi, known to millions as Sri Sri Maa or Holy Mother, is the spiritual consort of Sri Ramakrishna. Born on 22 December 1854 in the village of Jayrambati, she was married to Sri Ramakrishna, according to the custom prevalent in India in those days, at the age of six. At the age of eighteen, she went to Dakshineswar. Sri Ramakrishna worshiped her as the Divine Mother and taught her how to discharge the duties of life and at the same time lead an intensely spiritual life.

After the Master’s passing away, she played a significant role as the spiritual teacher and universal Mother in the development of the Ramakrishna Movement. By her life of sacrifice, forbearance, service and motherly love, which knew no distinctions of caste, creed, race or wealth, she has set a shining ideal for women all over the world.

Teachers’ Technology Use in Vocabulary Teaching

It cannot be denied that vocabulary learning is central to learning a language, be it a mother tongue or the second/foreign language. According to Nunan (1991), learning vocabulary in the very early stages is more fundamental than grammar, since without vocabulary one would not be able to use the structures and functions for effective communication. In other words, one can say that without grammar one can communicate little; however, without vocabulary, one can communicate nothing. This, in turn, results in the necessity of placing emphasis on vocabulary learning activities in language learning and teaching. However, as there are no clear-cut answers as to which tools or strategies to learn vocabulary are the best and most teachers have different beliefs about vocabulary learning, they generally follow the activities suggested in the course book in a slave like manner. Vocabulary teaching and learning require several strategies to be put into use and supported by technology, which empowers the process. However, language instructors do not always benefit from computer resources available on CDs or the Internet. As the results of the survey among 80 language instructors show, they are not aware of the opportunities that technology provides to them. Moreover, word lists and flashcards are still the widely used materials used for teaching vocabulary, while online glossing and wikis are rarely used.

IJLL The Role Of Mother Tongue In The Process Of Li

Translating literary works requires some knowledge more than the mere proficiency in both source and target languages, which is undoubtedly the primary necessity of this task. Socio-cultural issues ongoing within a literary text and the aura of the work are to be considered in addition to literary techniques and figurative language at work. Accordingly, the translator is attempting to convey all the emotion of the text thoroughly. Considering the connotation of words and their psychological associations, the reader feels more indulgence and affinity to the work. This research intends to find out how the difference in understanding the mother tongue and the literature of the second language affects the quality of its translation. Ninety percent of the students of English Literature in the University of Tabriz speak their local languages rather than Persian, which is the official language of Iran. Upon exposure to the literature of their mother tongue and the second language, the difference in their motivation level, comprehension of the source text, connection to the aura, a deeper transference of thoughts and emotions, precision of selected equivalents, personal satisfaction of the translator and the joy of translating is notable in their translations.