BUILDING LIFE SKILLS – CATCH THEM YOUNG
As children grow into teenagers and then into adults the type of environmental groundwork at home and the emotional support they get through communication is the foundation that has to be built by the parents from very early age on. The childhood is the preparation for the adolescence and rest of their adult lives.
As parents, we have about ten years to teach them all that is necessary: values, attitudes, confidence in them, and self-understanding of feelings of what they have and what they lack. This preparation and framework will help the children develop personalities robust with security, self-worth with which they can cope with any pressures and problems once they enter into the adulthood.
Children are used to confronting both at home and in schools, a host of damaging missiles: barbs of criticism attempts to control and manipulate, shaming humiliation and hatred in public, in front of friends and other adults. Further, they are let down by feelings of defeat, fewer marks, demeaning grades, negligence by teachers and curfew at home; unloved and uncared for: The parent’s compassionate nurturing is demonstrated in being alert to these situations and promptly providing emotional protection to the children and rescue them from these abusive wicked webs.
As parents and educators, we need to teach the children when they are young the importance of responsibility: an important life skill. Making them involved in regular family duties allows them to see that their presence is acknowledged as a part of the family. It gives the needed lift in respect and individuality they look for and in turn, helps to build healthy self-esteem at a young age: giving them the confidence to face the bigger challenges. Parents can encourage them to participate in humble responsibilities like cleaning their rooms, helping the father to wash the car, mother in the kitchen, in schools the opportunities to take up respectable assignments are plenty for any age group.
To understand the benefits of getting to know about their strong values and a belief in them: is the guidance to be provided by the parents and at schools. The supportive coaching must involve making them appreciate the opinion, “I don’t have to be the best, the brightest, I need not always be the first, and I need not be every time smart, charming, and I’m happy I have done my best and I’m content with I have achieved” this reflects the self-worth of any young one’s prominently. This is precisely what the parents have to focus to cultivate in their children.
“Children must be taught how to think, not what to think” – Margaret Mead.