lunes, 20 de octubre de 2008

Types of food,Eating habits and bahaviors at the table

Types of food: in order to understand how we can enjoy greater health and eellbeing we need to understand something about food. There are four essential groups of food. For health and wellbeing we require food from all the groups.many foods contain more than one group of food, and milk contains all groups of food.

Food is often classified as:
1.Protein
2.Fat
3.Carbohydrate, including Fibre
4.Vitamins and Minerals

If these situations are common in your family, you can set a more relaxed atmosphere and help your young child enjoy mealtime with some suggestions from the LSU AgCenter nutritionist:

  • Serve small portions on a small plate.
  • Serve new foods at the beginning of a meal while your child is hungry. Serve familiar foods with new foods. A disliked food may be accepted later if the issue isn’t forced.
  • Use your imagination, and serve food in different ways: cut meat in strips or bite-sized pieces; cut vegetables and fruit in rings; serve foods in a pretty, but unbreakable dish.
  • Be casual, friendly, patient and set a good example: say nice things about food; enter into friendly conversations; practice good manners. Children are great imitators.
  • Let children help. Eating is more fun for the child who helps prepare the meal. Children can scrub potatoes or carrots, set the table (so what if silver is misplaced?), pour milk onto cereal from a small pitcher or do other small tasks.
  • Children like to feed themselves, and, even though there may be a mess, they need to learn. They’ll use fingers first, but you can patiently show them how to hold and use a spoon and fork. Be prepared for accidents, and keep your sense of humor.

Reames says to allow time to eat and have meals at regular times so your child will be ready to eat. "Let small children leave the table when they have finished eating," she says, noting, "They have trouble sitting still for long." A simple, "May I be excused?" can be learned quickly. Perhaps if mealtime is fun for everyone, the youngster wouldn’t want to leave the table!

Food used as a reward gives confusing messages to a young child. Eating should be enjoyable and should provide the nutrients needed for good health. Using food to control behavior can lead to eating problems that can last throughout life. Rewards for good behavior might include reading a book together, playing a game or taking a trip to a favorite spot

You can help your child develop good habits by making mealtime pleasant and relaxed. Mealtime can be a time to enjoy a variety of things and to learn about food.

A child who is overly tired at mealtime, however, may be irritable and refuse food. Mealtime also may be less enjoyable if meals are hurried and family members rush off to watch TV or do other things, or if family members use the occasion to air their disagreements.

martes, 30 de septiembre de 2008

Multiples Intelligences

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults.
These intelligences are:Dr. Gardner says 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. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school.

martes, 23 de septiembre de 2008

dyslexia

DYSLEXIA
A comprehensive history of Dyslexia by a researcher into the genetics of Dyslexia is available online as a
PDF file. Another more detailed look at how ideas about Dyslexia have developed from a Clinical Neuropsychology point of view can be found here.
Why is dyslexia a gift?
Dyslexic people are visual, multi-dimensional thinkers. We are intuitive and highly creative, and excel at hands-on learning. Because we think in pictures, it is sometimes hard for us to understand letters, numbers, symbols, and written words.
We can learn to read, write and study efficiently when we use methods geared to our unique learning style.
Students with dyslexia usually read very slowly,and they misread lots of words—which can lead to comprehensionproblems. Their reading skills are often waybelow grade level. So although they may be able to learnby listening, by watching demonstrations or videos, byparticipating in discussions, and through hands-onactivities, they can’t learn very much by reading.It takes special training, and the use of an Orton-Gillingham-based system, to improve the reading skillsof a student with dyslexia. I do not expect a regulareducation teacher to have that specialized training. ButI do expect her to provide an alternative to reading thetextbook.If a teacher provides time to read books duringclass (often called “silent sustained reading”), I recommendthat she have five or six copies of the book onaudiotape, (along with inexpensive tape players withheadphones that cost less than $10 at most large discountstores). She can allow all students to either justread OR to listen and read. Good readers will discoverthat listening while reading slows them down. So, generally,only poor readers will take advantage of the listenand read option.By the way, it’s better to have a dyslexic student listento a book written at his grade level—so it will challengehim intellectually, improve his vocabulary, andallow him to participate in classroom discussions aboutthe book—than read a book written for much youngerstudents. (Forcing a sixth grader to read a third-gradebook in view of his friends will not only increase hisanxiety, but it will teach him to hate and resist reading.).
SPELLING.
Unless a dyslexic student has had Orton-Gillingham tutoring, or has unusually good visualmemory for words, his spelling will be far worse thanhis reading. Traditional methods of spelling instructiondo not work for students with dyslexia.
WHAT DYSLEXIC STUDENTS NEED.
Dyslexic students need a teacher who understandsthe frustration of being smart, yet unable to do what otherstudents do so easily: read, write, spell, and memorize.They need a teacher who understands that thesedifficulties are due to a brain difference—not laziness,lack of intelligence, or lack of motivation.They need a teacher who will not give up onthem—a teacher who is willing to learn how to teacharound their weaknesses.They also need a teacher who knows that they sufferfrom extreme anxiety. More than anything else,these students fear that their teacher will make themlook stupid in front of their peers.
FEAR & ANXIETY.
Why do children with dyslexia complain ofheadaches and stomachaches right before school, andbeg their parents not to send them to school? Why dostudents with dyslexia tend to sit in the back of theroom? Why do they rarely make eye contact with theteacher? It’s because they dread school. They rarelyparticipate because they don’t want to appear stupid infront of their friends.Whenever a teacher shows the rest of the class whata dyslexic student cannot do, directly or indirectly, onpurpose or accidentally, our student feels humiliated. Ifthis happens often enough, our student may developan anxiety disorder.Astudent who is in a constant state of fear and anxietycannot learn. So before you can teach our student,you must reduce his anxiety. You can do that by privatelypromising him that you will:
• NEVER force him to participate in a spelling bee.Instead, you’ll let him be the scorekeeper or dosome other administrative task.
• NEVER force him to read out loud in class, withoutgetting his permission in advance, and without alsoshowing him, in advance, the passage that he’llhave to read, so he can practice ahead of time.
• NEVER force him to write on the board whereother students can see his spelling mistakes andhis terrible handwriting.
• NEVER collect or distribute tests or homework bypassing papers down the row, where other studentscan see his handwriting, spelling, and mistakes.
• NEVER allow other students to correct his assignmentsor grade his tests.