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WHAT IS PTSD?

Post-Traumatic Stress Disorder is a psychiatric disorder that may occur in people who have experienced or witnessed a traumatic event such as a natural disaster, a serious accident, a terrorist act, war combat, rape, or who have been threatened with death, sexual violence, or serious injury. PTSD’s symptoms may begin either shortly after the event, or months or years afterward. 

According to DSM-5 Checklist, we can learn to be aware of these symptoms and find effective treatments. 

1. Person is exposed to a traumatic event-death or threatened death, severe injury, or sexual violation.
2. Person experiences at least one of the following intrusive symptoms:

• Repeated, uncontrolled, and distressing memories
• Repeated and upsetting trauma-linked dreams
• Dissociative experiences such as flashbacks
• Significant upset when exposed to trauma-linked cues
• Pronounced physical reactions when reminded of the event (s)

3. Person continually avoids trauma-linked stimuli
4. Person experiences negative changes in trauma-linked cognitions and moods, such as being unable to remember key features of the event or experiencing repeated negative emotions. 
5. Person displays conspicuous changes in arousal and reactivity, such as excessive alertness, extreme startle responses, or sleep disturbances.
6. Person experiences significant distress or impairment, with symptoms lasting more than a month. 

Treatment for PTSD:

Treatment can be procedures vary depending on the type of trauma that he or she experiences. The goals for the treatment are to end lingering stress reactions, gain perspective on painful experiences, and return to constructive living as usual. 

Psychotherapy/Talk Therapy treatment (can also include medication): this psychotherapy will teach some of the skills to have you a better think of yourself, others, and the world. This treatment can help a person identify and change troubling emotions, thoughts, and behaviors. 

Cognitive Behavior Therapy (CBT): this CBT is an effective treatment in both for short and long term. This treatment will help to focus on the trauma event(s) that he/she experienced such as how the thoughts, beliefs, and attitudes affect our feeling and actions. CBT teaches us some coping skills for dealing with different types of problems. 

From birth through to early childhood, children use their senses to explore and try to make sense of the world around them. They do this by touching, tasting, smelling, seeing, moving and hearing.

Young brains are driven to seek out new experiences and learn new things. New sensations and experiences are fuel for brain growth. 

 

Why is sensory play such as finger-painting, play dough, sand, mud, and etc important to a child’s development?

When engaged in sensory play children use all of their senses. It promotes sensory integration which is the ability of the body to integrate and process all of the information it receives via the sensory modalities of touch, taste, smell, hearing, and vision. As children pour, dump, build, scoop, and explore they are learning about spatial concepts (full, empty). They learn pre-math concepts along with language and vocabulary.  Messy play can be calming to children. It is not just about making a mess and getting dirty; it is an essential component to learning that encourages exploration and discovery through play.

Here’s why sensory play is so crucial for your child’s brain development:

• Combining the sense of touch with vision, hearing, taste, and smell helps build cognitive skills.
• Young children learn by using multiple senses simultaneously.
• Sensory play is the foundation of all the skills children will use in school as they learn to read, write, and solve math problems.

Why is Sensory Play so Important?

Sensory Activities and Toys to Help Your Young Child’s Brain Development

A love of reading opens the door to adventures, learning new things and a whole host of key language skills such as speech development and vocabulary building. Spending time with books also creates special moments for you to bond with your child and enjoy each other’s company.

Just 10 to 15 minutes a day with a book is enough to spark your curious little one’s interest. Read on for our top tips on fostering a love of literature.

Start right away

Reading to your newborn helps to give them the best start in life. Babies learn language from adults who repeat and read words to them. When you read to your little one, talk about the characters and objects in the book or the sounds the animals make. Hearing your voice helps give meaning to the letters and pictures they are seeing. As you read, vary the pitch and tone of your voice and try different accents or voices for different characters. It helps to keep your child engaged and makes the story jump off the page!

Remember, children learn to love books long before they learn to read. Spending time with books together now will help children grow to enjoy them even more as they get older.

Model what a good reader looks like

It is important for children to see reading as something fun and pleasurable to do rather than a difficult task. What better way to teach this than to show them the ropes yourself! If your children see you reading often, it is more likely to encourage them. This will also help to promote time away from screens.

Take turns

As your child grows older, take turns reading out loud to each other. If you have an early reader, this can be as much as asking your child to point out letters and words he recognizes. Next, take turns reading sentences. As his abilities grow, you can take turns reading pages and eventually chapters. As you read together, ask questions about what you are reading: “What do you think will happen next?” “Why do you think the elephant did that?”

The time you spend reading out loud to each other will help build confidence in speaking aloud and will reinforce what your child has learned.

Listen to your child

As your little one grows, pay attention to her interests. If she is particularly drawn to a particular topic, like dinosaurs, try to find children’s books about that subject. This will help to reinforce that books are tools for learning more about the things we care about and she will be more likely to read if the subject matter is her favourite dino!

Make it a routine

Making reading an enjoyable part of your child’s life starts with incorporating books into your daily routine. Create a special reading time before bed or while taking public transportation. While you are together, make sure to limit distractions like mobile phones and television. Your time should be all about each other!

Reading milestones

While every child is different, here are some of the milestones you may observe as your child’s reading skills develop:

Birth – 18 months

• Understands some simple phrases
• Looks at books and tries to turn pages
• Imitates speech
• At around 1 year can say one or more words

18 months – 3 years

• Can say 250 – 350 words at around 2 years and 800 – 1,000 words at around 3 years
• Enjoys listening to familiar books
• Says a repeated phrase from a favourite book
• Imitates the sounds of adults speaking
• Asks to be read to

3 – 5 years

• Recognizes familiar letters and tries to write them
• Holds a book correctly and turns the pages
• Identifies rhyming words
• Uses sentences comfortably
• Learns from books that are read aloud

https://www.unicef.org/parenting/child-care/teach-your-child-to-love-reading

 

Children’s brains develop in spurts called critical periods. The first occurs around age 2, with a second one occurring during adolescence. At the start of these periods, the number of connections (synapses) between brain cells (neurons) doubles. Two-year-olds have twice as many synapses as adults. Because these connections between brain cells are where learning occurs, twice as many synapses enable the brain to learn faster than at any other time of life. Therefore, children’s experiences in this phase have lasting effects on their development.

This first critical period of brain development begins around age 2 and concludes around age 7. It provides a prime opportunity to lay the foundation for a holistic education for children. Four ways to maximize this critical period include encouraging a love of learning, focusing on breadth instead of depth, paying attention to emotional intelligence, and not treating young children’s education as merely a precursor to “real” learning. 

Young children need to enjoy the process of learning instead of focusing on performance. Educators and parents can emphasize the joys of trying new activities and learning something novel. We need to help children understand that mistakes are a welcome, normal part of learning.

https://www.edutopia.org/article/why-ages-2-7-matter-so-much-brain-development?fbclid=IwAR3hT2MrtJFZ2JKszMWujtmY5DRa0D2XcQvJYLi2Zjhd1tv0TgiRQjBb-XM

The importance of how children learn through play

Learning through play

Play is one of the main ways in which children learn and develop. It helps to build self worth by giving a child a sense of his or her own abilities and to feel good about themselves. Because it’s fun, children often become very absorbed in what they are doing. 

Play is very important to a child’s development, it is an integral part of a child’s Early Years Foundation Stage and supports their learning journey too. Young children can develop many skills through the power of play. They may develop their language skills, emotions, creativity and social skills. Play helps to nurture imagination and give a child a sense of adventure. Through this, they can learn essential skills such as problem solving, working with others, sharing and much more.

In turn, this helps them develop the ability to concentrate. Providing children with a range of playthings will help them learn in a number of ways:

• Sand and water play can be an early introduction to science and maths, eg learning that water is fluid, not solid, and that it can be measured in different sized containers.
• Playing with dough or clay, drawing and painting pictures, dressing up, playing with dolls can encourage creativity, imagination and expression of feelings.
• Building blocks, jigsaws and shape sorters can help with recognising different shapes and sizes, putting things in order and developing logic.
• Playing ball games, dancing, running, climbing all help to develop body movement, strength, flexibility and co-ordination skills.
• Games help with turn taking, sharing and mixing with others.
• Singing, playing simple music instruments help to develop rhythm, listening and hearing.

It’s important that learning is fun at this age. It needs to be about doing things with them that they like. They might find unusual ways of doing things – for a toddler, building blocks aren’t just for making towers, and paint can be used without a brush! Show them how things work, but if they want to experiment, let them.

Children learn through all their senses through taste, touch, vision, hearing and smelling. They will watch those around them and copy language and behaviour. 

Don’t push your child too hard. Children develop in their own ways and in their own time. Try not to compare them to other children. You can also encourage reading, by reading to and with them. Look at the pictures together; this will help younger children make sense of the words.

Sarah Owen, founder of ‘Pyjama Drama’ – drama, music, movement and play for pre-school children says, ‘Many children seem to be born with a natural ability to play, but some children find it more difficult and need to ‘learn’ how to play well and this is where parents can make a big difference. Whilst it is very important that children play with their peers and are given opportunities for unstructured play, children who also play with a loved adult can benefit greatly – the benefits of having fun together cannot be underestimated!’

Adults have a role within the play by making time and space available with the relevant resources. Think about creating play ideas that help support and extend learning and development. 

Dramatic play and role play

Dramatic play is essential to a child’s social (or emotional) development and can play a large part in their physical development too. Children make sense of the world in which they live by acting out situations before they happen and by copying what they see around them. Pretend (or dramatic) play contributes to a child’s emotional development as they learn to see life from a different viewpoint and allows them to ‘trial’ situations before they happen.

Most children are naturally imaginative and will happily talk away to someone on their toy phone or drive the sofa to the shops, and this creativity should be actively encouraged! This type of play also develops children’s imaginations which are closely linked to intellectual development.

Outdoor play and exploration 

Encouraging your young child to explore outdoor play is extremely beneficial and necessary for their development. Outdoor play helps them to learn lots about the ever changing environment and gives them the opportunity to use their whole body and develop their gross motor skills. It can meet their multi-sensory needs and can give them a love for the outdoors. Whether it is messy play, creative or role play, it is an essential part of learning.

https://www.familylives.org.uk/advice/early-years-development/learning-and-play/why-play-matters/

Conduct disorder is a group of behavioral and emotional problems that usually begins during childhood or adolescence. Children and adolescents with the disorder have a difficult time following rules and behaving in a socially acceptable way. They may display aggressive, destructive, and deceitful behaviors that can violate the rights of others. Adults and other children may perceive them as “bad” or delinquent, rather than as having a mental illness.

If your child has conduct disorder, they may appear tough and confident. In reality, however, children who have conduct disorder are often insecure and inaccurately believe that people are being aggressive or threatening toward them.

What Are the Symptoms of Conduct Disorder?

Children who have conduct disorder are often hard to control and unwilling to follow rules. They act impulsively without considering the consequences of their actions. They also don’t take other people’s feelings into consideration. Your child may have conduct disorder if they persistently display one or more of the following behaviors:

• aggressive conduct
• deceitful behavior
• destructive behavior
• violation of rules

Aggressive Conduct

Aggressive conduct may include:

• intimidating or bullying others
• physically harming people or animals on purpose
• committing rape
• using a weapon

Deceitful Behavior

Deceitful behavior may include:

• lying
• breaking and entering
• stealing
• forgery

Destructive Behavior

Destructive conduct may include arson and other intentional destruction of property.

Violation of Rules

Violation of rules may include:

• skipping school
• running away from home
• drug and alcohol use
• sexual behavior at a very young age

Boys who have conduct disorder are more likely to display aggressive and destructive behavior than girls. Girls are more prone to deceitful and rule-violating behavior.

Additionally, the symptoms of conduct disorder can be mild, moderate, or severe:

Mild

If your child has mild symptoms, it means they display little to no behavior problems in excess of those required to make the diagnosis. Conduct problems cause relatively minor harm to others. Common issues include lying, truancy, and staying out after dark without parental permission.

Moderate

Your child has moderate symptoms if they display numerous behavior problems. These conduct problems may have a mild to severe impact on others. The problems may include vandalism and stealing.

Severe

Your child has severe symptoms if they display behavior problems in excess of those required to make the diagnosis. These conduct problems cause considerable harm to others. The problems may include rape, use of a weapon.

What Causes Conduct Disorder?

Genetic and environmental factors may contribute to the development of conduct disorder.

Genetic Causes

Damage to the frontal lobe of the brain has been linked to conduct disorder. The frontal lobe is the part of your brain that regulates important cognitive skills, such as problem-solving, memory, and emotional expression. It’s also home to your personality. The frontal lobe in a person with conduct disorder may not work properly, which can cause, among other things:

• a lack of impulse control
• a reduced ability to plan future actions
• a decreased ability to learn from past negative experiences

The impairment of the frontal lobe may be genetic, or inherited, or it may be caused by brain damage due to an injury. A child may also inherit personality traits that are commonly seen in conduct disorder.

Environmental Factors

The environmental factors that are associated with conduct disorder include:

• child abuse
• a dysfunctional family
• parents who abuse drugs or alcohol
• poverty

Who Is at Risk for Conduct Disorder?

The following factors may increase your child’s risk of developing conduct disorder:

• being male
• living in an urban environment
• living in poverty
• having a family history of conduct disorder
• having a family history of mental illness
• having other psychiatric disorders
• having parents who abuse drugs or alcohol
• having a dysfunctional home environment
• having a history of experiencing traumatic events
• being abused or neglected

How Is Conduct DisorderTreated?

Children with conduct disorder who are living in abusive homes may be placed into other homes. If abuse isn’t present, your child’s mental healthcare provider will use behavior therapy or talk therapy to help your child learn how to express or control their emotions appropriately. The mental healthcare provider will also teach you how to manage your child’s behavior. If your child has another mental health disorder, such as depression or ADHD, the mental healthcare provider may prescribe medications to treat that condition as well.

Since it takes time to establish new attitudes and behavior patterns, children with conduct disorder usually require long-term treatment. However, early treatment may slow the progression of the disorder or reduce the severity of negative behaviors.

Intellectual disability (ID), is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound.

What is intellectual disability?

Someone with intellectual disability has limitations in two areas. These areas are:

 Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.

 Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself.

IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85 and 115. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75.

 

To measure a child’s adaptive behaviors, a specialist will observe the child’s skills and compare them to other children of the same age. Things that may be observed include how well the child can feed or dress himself or herself; how well the child is able to communicate with and understand others; and how the child interacts with family, friends, and other children of the same age.

Intellectual disability is thought to affect about 1% of the population. Of those affected, 85% have mild intellectual disability. This means they are just a little slower than average to learn new information or skills. With the right support, most will be able to live independently as adults.

What are the signs of intellectual disability in children?

There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are:

• Talking late or having trouble with talking
• Slow to master things like potty training, dressing, and feeding himself or herself
• Difficulty remembering things
• Behavior problems such as explosive tantrums
• Difficulty with problem-solving or logical thinking
• Slow development of pre-academic skills
• Difficulties with functional use of academic skills such as money management and time management

In children with severe or profound intellectual disability, there may be other health problems as well. These problems may include seizures, mood disorders (anxiety, autism, etc.), motor skills impairment or hearing problems.

What causes intellectual disability?

Anytime something interferes with normal brain development, intellectual disability can result. However, a specific cause for intellectual disability can only be pinpointed about a third of the time.

The most common causes of intellectual disability are:

•  Genetic conditions. These include things like Down syndrome and fragile X syndrome.
•  Problems during pregnancy. Things that can interfere with fetal brain development include alcohol or drug use, malnutrition, certain infections, or preeclampsia.
•  Problems during childbirth. Intellectual disability may result if a baby is deprived of oxygen during childbirth or born extremely premature.
•  Illness or injury. Infections like meningitis, whooping cough, or the measles can lead to intellectual disability. Severe head injury, near-drowning, extreme malnutrition, infections in the brain, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.
•  None of the above. In two-thirds of all children who have intellectual disability, the cause is unknown.

Three things factor into the diagnosis of intellectual disability: interviews with the parents, observation of the child, and testing of intelligence and adaptive behaviors. A child is considered intellectually disabled if he or she has deficits in both IQ and adaptive behaviors. If only one or the other is present, the child is not considered intellectually disabled.

After a diagnosis of intellectual disability is made, a team of professionals will assess the child’s particular strengths and weaknesses. This helps them determine how much and what kind of support the child will need to succeed at home, in school, and in the community.

What can I do to help my intellectually disabled child?

Steps to help your intellectually disabled child include:

• Learn everything you can about intellectual disabilities. The more you know, the better advocate you can be for your child.
• Encourage your child’s independence. Let your child try new things and encourage your child to do things by himself or herself. Provide guidance when it’s needed and give positive feedback when your child does something well or masters something new.
• Get your child involved in group activities. Taking an art class or participating in Scouts will help your child build social skills.
• Stay involved. By keeping in touch with your child’s teachers, you’ll be able to follow his or her progress and reinforce what your child is learning at school through practice at home.

Get to know other parents of intellectually disabled children. They can be a great source of advice and emotional support.

https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying speech sounds and learning how they relate to letters and words (decoding). Also called reading disability, dyslexia affects areas of the brain that process language.

People with dyslexia have normal intelligence and usually have normal vision. Most children with dyslexia can succeed in school with tutoring or a specialized education program. Emotional support also plays an important role.

Though there’s no cure for dyslexia, early assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed for years and isn’t recognized until adulthood, but it’s never too late to seek help.

Symptoms

Signs of dyslexia can be difficult to recognize before your child enters school, but some early clues may indicate a problem. Once your child reaches school age, your child’s teacher may be the first to notice a problem. Severity varies, but the condition often becomes apparent as a child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

• Late talking
• Learning new words slowly
• Problems forming words correctly, such as reversing sounds in words or confusing words that sound alike
• Problems remembering or naming letters, numbers and colors
• Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia signs and symptoms may become more apparent, including:

• Reading well below the expected level for age
• Problems processing and understanding what he or she hears
• Difficulty finding the right word or forming answers to questions
• Problems remembering the sequence of things
• Difficulty seeing (and occasionally hearing) similarities and differences in letters and words
• Inability to sound out the pronunciation of an unfamiliar word
• Difficulty spelling
• Spending an unusually long time completing tasks that involve reading or writing
• Avoiding activities that involve reading

When to see a doctor

Though most children are ready to learn reading by kindergarten or first grade, children with dyslexia often can’t grasp the basics of reading by that time. Talk with your doctor if your child’s reading level is below what’s expected for his or her age or if you notice other signs of dyslexia.

When dyslexia goes undiagnosed and untreated, childhood reading difficulties continue into adulthood.

Causes

Dyslexia tends to run in families. It appears to be linked to certain genes that affect how the brain processes reading and language, as well as risk factors in the environment.

Risk factors

Dyslexia risk factors include:

• A family history of dyslexia or other learning disabilities
• Premature birth or low birth weight
• Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter brain development in the fetus

Complications

Dyslexia can lead to a number of problems, including:

• Trouble learning. Because reading is a skill basic to most other school subjects, a child with dyslexia is at a disadvantage in most classes and may have trouble keeping up with peers.
• Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior problems, anxiety, aggression, and withdrawal from friends, parents and teachers.
• Problems as adults. The inability to read and comprehend can prevent a child from reaching his or her potential as the child grows up. This can have long-term educational, social and economic consequences.

Children with learning disabilities are often neglected and looked down upon by the society. They often receive negative feedback from schools and hence refuse to develop positive cognitions to the outside world. This is very wrong. As humans, it is but their basic right to an equal opportunity of receiving education.

Special education therefore basically refers to “educational programs and practices designed for students- who are handicapped or gifted, with mental, physical or emotional disabilities and hence require special teaching approaches, equipment or care within or outside a regular classroom.”

In addition to their school system, special education classes for these children are a necessity. Such kind of special education should give priority, to the enjoyment of education by special children. Like other children, special children, too have the right to receive proper education that helps them to grow and enjoy without fearing it.

The key to encouraging reading habits in kids is reading with them at home from a young age. By reading together often, your child will learn first hand the joys reading can bring, helping him or her develop a motivation to read.

However, every student learns and processes information differently. This means that some children may have a natural love of reading, and some may not.

If your child falls into the second category, don’t fret. As parents, there are many different strategies you can use to motivate your child to read.

First, it’s important to figure out why your child doesn’t like reading.

WHY DOES MY CHILD HATE READING?

Not every child loves to read. Some common reasons children don’t like to read include:

• Your child feels like reading is a chore
• Your child has difficulty reading
• Your child thinks reading is boring
• Your child hasn’t found the right book yet

The good news is that when you know why your child doesn’t like to read, you can address the issue and begin to make reading more enjoyable.

Try these easy tips to encourage good reading habits in your child by making reading fun.

Create a reading area

Make an area for your child to read in with his or her help. Grab a bean bag chair, fun accessories, a variety of books, and your child will have his or her own cozy reading corner.

Let them read as per their interest

Rather than forcing the students to read what you like, motivate them to read what they are interested in. This will develop the reading habits of students. Find a book that interests your child. Explore different genres like mystery, science-fiction, comic books, and more. The more interested your child is in a subject, the more he or she will be excited to read!

Set an example

Act as a role model and read in front of your child. Watching you reading magazines, newspapers, and books shows your child that reading is important. Encourage your child to join you with his or her own book while you are reading.

Make connections between reading and real life

Help your child apply what he or she is reading to everyday life. Making connections between books and your child’s own experience can help increase his or her interest in reading.

Talk about what your child is reading

After your child has finished a book, talk about what happened and ask what his or her favorite part was. This will enhance your child’s comprehension skills, and make reading a family activity.

Expose your child to different book

Find a book that interests your child. Explore different genres like mystery, science-fiction, comic books, and more. The more interested your child is in a subject, the more he or she will be excited to read!

Support your child

If your child has difficulty reading and gets frustrated, take a step back and see where he or she is struggling. Talk with his or her teacher and address the issue as soon as possible.

Take Trips to the library 

The trips to the library offer the students an opportunity to develop good reading habits. So make sure that at least once in a week take trips to the library. 

Read each night with your child

Make reading part of your child’s night-time routine. This habit helps your child learn to associate reading with relaxation.

READING SHOULD BE FUN, NOT FRUSTRATING!

Use these tips to get your child interested in reading so he or she can become an even better learner. With a little focus and direction, you can help give your child the reading boost he or she needs.

One of the greatest missions that a parent can have is to teach their children the importance of responsibility, so they can achieve their goals in life with commitment, dedication, and conscience.

Taking responsibility for things should begin when a child is small. Parents are committed to teaching the importance of responsibility to their children.

The rest of the family also plays an important role in teaching this value, starting with the example set by parents, aunts, and uncles. Remember that your child will learn from what they see and imitate it.

Avoid using the punishment model

The best way to teach your child to be a responsible person is to demonstrate it through your behavior. As a parent, it’s important to show them that you are committed to all of your tasks, which will let them know that they need to be responsible, as well.

A child will learn and do what they observe much more quickly than if you tell them to do something. For that reason, aggression and punishment are not the best way to get them to do what you want.

They need to learn to listen and value the opinions of others, just as they value their own opinions. Dialogue, communication, and reason should replace aggression and force.

Avoid the overprotective parent model

Some parents will try to avoid any difficulty that a child may face. They solve all the problems without letting their child realize that there is trouble or an issue to be faced. Unfortunately, this model allows them to grow up thinking that they don’t have to worry about anything.

As a result, overprotected children don’t make decisions or take responsibility for themselves. They will become totally dependent and insecure, not understanding the value of responsibility.

Teach them to value money

Children begin to understand the value of money from an early age, as well as the responsibility that comes with having it.

There’s a big difference between “need” and “want”. You need to explain to your child that they should buy whatever is necessary and wait a bit to acquire the things that they want. You should plan a budget with your child so they can save for and buy what they want, like a toy.

Recognize responsible behavior in your child

Parents usually comment on a child’s behavior when they’ve done something wrong.

You should always recognize them when they do something responsible, however, to let them know what they’re doing right and commend their efforts.

The importance of responsibility

Finally, parents should remember that teaching their children the importance of responsibility is their job alone. Every child needs a role model, and the one that they see every day is their parents.

As for making decisions, you must teach your child to face problems by themselves. This will help increase their self-esteem and sense of responsibility.