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/
Tuesday, 17 July 2012
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
- 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
- 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/
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
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
Subscribe to:
Posts (Atom)