Tuesday 17 July 2012

Hi Folks!

Beyond Potential will be at the Future-Ed Expo at the Coca-Cola Dome from the 19-21 July!

Would love to see you there! Come and chat to us about Enriched Education for your children or your school!

We are at stand B7 near the main entrance.

Hope to see you there!


http://www.future-ed.co.za/

Thursday 14 June 2012

What causes low Self-Esteem in children?


1.    Faulty Child Rearing Practices:


Overprotection
·         Overprotected children find it difficult to become independent, to trust and respect their own judgment. These children do not learn coping skills, since their parents do not allow them to handle normal stress and see the world for what it is
·         They are afraid of making mistakes, get hurt easily, find it difficult to defend themselves and sometimes hide behind an overly confident appearance

Neglect
·         Children who are not cared for physically and psychologically often experience feelings of worthlessness, seldom develop independence and lack self-respect  - this becomes even worse when there is a lack of approval from others

Perfectionism
·         Parents often expect children to be perfect, i.e. to only display strengths and no weaknesses - the children feel incompetent and can’t live up to the standards that their parents set for them
·         Fear of failure prevents them even from trying a little harder and longer

Autocratic and punishing attitudes
·         Some parents communicate total power (domination) over their children - in the process there is little positive interaction and mutual respect in the relationship
·         Excessive or unjust punishment prevents a child from developing a positive self-esteem
·         The most destructive form of punishment is displayed when a father is demanding and authoritarian towards his son

Critical and disapproving attitudes
·         Whenever a child feels that he is being rejected and criticized in everything he says or does, he will develop feelings of worthlessness and give up trying even before he starts
·         Blame from adults result in the “naughty” self-image of a child: the child behaves badly and thus confirms his image of being "bad"
·         The approval of teachers also plays a major role in the development of a self-esteem, if the teacher displays excessive disapproval the child is likely to develop a poor self-esteem; he may also behave badly since that is what the teacher (and everyone else?) expects of him

2.    Modelling

·         Parents with a low self-esteem treat their children with the same lack of respect they have for themselves - the children therefore do not grow up in an atmosphere where people feel good about themselves
·         Children who grow up in such conditions tend to display similar behaviours

  1. Being different or handicapped
·         Children who appear much different than others usually experience a low self-esteem and often anger towards themselves
·         The same pattern occurs with handicapped children, often in a more intense manner since the physical proof of not being normal is always present - note that "handicapped" in this context may also refer to minor handicaps, e.g. impaired vision or a hearing problem

  1. Learned irrational beliefs
·         Irrational beliefs often develop at home because of aspects such as modelling, and the other faulty child rearing practices previously described
·         Children with a low self-esteem believe they are incapable of handling situations (even routine ones!) and the daily aspects of their lives
·         Young children do not have yet the judgment and have not learnt to separate negative comments and behaviour from their personality – all negative comments are seen as part of their personalities and of them "being bad".

Monday 4 June 2012


HEIGHTEN YOUR CHILD’S PERCEPTUAL EXPERIENCES.



·         Sounds

Take a walk with your child. Ask him or her to listen for different sounds and try to remember them. Later help your child recall some of the sounds.



·         A familiar song

Sing the alphabet song with your child. It might be fun to start together and then take turns singing alone. For example:  Both sing a, b, c then one sings d, e, f, the other h, i, j.  Continue singing the letters in this way.



·         Singing and keeping rhythm

Ask your child to choose a couple of songs that the two of you can sing together. Keep time to the music by tapping your foot or clapping your hands.



·         Reading poems

Together find a comfortable spot and read some of the poems from your child’s favourite Nursery Rhyme or library book.



·         Yesterday I…

Ask your child to tell you some of the things he did yesterday.

Tuesday 22 May 2012

Does every child have hidden potential for excellence in some sphere? We believe that with the correct early intervention every child's talents and "giftedness" can be discovered and developed! Spend quality time using our products to unlock your child's hidden potential! 


http://www.beyondpotentialkids.co.za/


Thursday 17 May 2012

Free Newsletter

Hi all,

Please check out the following link. You can receive a free bi-monthly newsletter, contain parenting articles, fun activities to do with your kids and much more!!

http://www.beyondpotentialkids.co.za/catalogue.html


Monday 26 March 2012

Why choose Beyond Potential??









How can Beyond Potential help to nurture the Gifted Child?

1. Early intervention promotes optimal development.
a. Giftedness can be observed in the first three years by rapid progression through the developmental milestones.
b. Early identification of advanced development is essential.
c. The ideal age to begin intervention and enrichment is between 4 and 8.
2. “Beyond Potential” has developed effective strategies for teaching visual-spatial learners.
a. The child who is talented, creative and gifted is very often a visual-spatial learner. He thinks in pictures. Traditional education is better matched for auditory-sequential learners.
b. The gifted child often has hidden learning disabilities, recognised as dual exceptionalities. Giftedness could mask disabilities, but higher abstract reasoning enables some children to compensate for these weaknesses, making them harder to detect.
3. It is essential to create an environment that celebrates children’s differences.
a. Over 60% of gifted children are introverted. Introversion correlates with introspection, reflection, the ability to inhibit aggression, deep sensitivity, moral development, high academic achievement, scholarly contributions, leadership in aesthetic and academic fields in adult life and smoother passage through midlife; however, it is often misunderstood and ’corrected’ by well-meaning adults.
b. The gifted child is asynchronous. His development tends to be uneven, and he often feels out-of-sync with age peers and school expectations. He is emotionally intense and has a greater awareness of the perils of the world. He may not have the emotional resources to match his cognitive awareness.
4. Giftedness can be nurtured in a supportive environment with the Beyond Potential Programme.
a. Social self-concept improves when a child is placed with true peers in special groups.
b. Perfectionism, sensitivity and intensity are three personality traits associated with giftedness. The brighter the child the earlier and more profound is his or her concern with moral issues. This potential does not develop in a vacuum.
c. The gifted child thrives in programmes using differentiated instruction, where groups are multi-age and enrichment activities are varied.

Wednesday 7 March 2012

Educational Enrichment - Beyond Potential Kids













Why settle for average or underachievement? Does IQ have to remain constant? Can a child’s IQ improve?

A child’s knowledge, skills and attitudes can be greatly enhanced; his/her cognitive development stimulated; perceptual, physical, social and emotional development boosted ~ while having fun and interacting with adults and other children in a positive way.

Allow your children to experience success, gain confidence and reach or even surpass their expected potential!

The Beyond Potential programme is a structured and constructive way of spending quality time with children. The whole “BP” concept has been designed and created by psychologists and educators.

Every exciting new BP pack is based on a different theme, and is specially designed with a child’s age and stage of development in mind.
Every pack contains:
• A Story book, brightly illustrated with colourful pictures, and a section of enrichment at the back for discovery and discussion.
• A BP Activity book, packed full of fun and educational activities, a craft to enjoy together, games to play and puzzles to solve.
• An Information booklet containing inspiration, parenting tips, educational articles and much more!
• An Educational game to enjoy!

Contact Brett Adam at: 082 312 5053
View our website: www.beyondpotentialkids.co.za
Email: beyondpotentialinfo@gmail.com