Helene Goldnadel Discussing The Importance of Field Trips For Child Development

Outdoor is probably the ideal place for growing ups because there the children come directly into the contact of nature. It is often noticed that children who usually play a good period of time playing outdoor games become much more physically stronger and mentally sound, then children who ideally pass their free time playing video games or watching television. Young minds should constantly be exposed to travels to boost and enrich their intellectual base and worldview. These educational tours or field trips not only give an insight to the world around, but give the students a chance to know different cultures. No one can deny the benefits of educational tours. Books give us the theoretical knowledge; whereas educational tours practically transform that knowledge for our better understanding. The great Indian Laureate Rabindranath Tagore once wrote, “The health of the mind cannot be maintained on the ration of books served upon in motionless classes within the prison walls of a static school”.

 

Helene Goldnadel is of the view that field trips or educational tours provide children hand on learning experience. There is no denying the fact that in this superfast world of internet and e-books, one can get all the information sitting online only. But say when children visit a farm to learn about vegetables, they get a clear idea about how the vegetables grow and also get some additional information about them. Moreover, when children go together to a particular field trip, it gives them a chance to socialize with each other. It’s a great way of promoting team spirit among them by organizing group activities and sport events. Field trips are great ways for teachers to make children understand that learning can be a fun filled activity. When children are exposed to different subjects in a practical way, they start generating interest in it. This results in high academic performance.

 

Field trips are a break from usual day to day activities. It breaks the monotony of school life by introducing to children a different way of learning. Field trips can be taken to a variety of places and events. Zoos, museums, parks, nature centers, plays, cultural celebrations and events are all possible locations for field trips. As field trips provide sensory experience, it becomes very important to collaborate this in school curriculum. The modern day schools give ample importance to that and thus organize field trips after regular intervals. The teachers also get benefited by these trips as they come across new things during their trips. Field trips or educational tours help strengthening the bond between teachers and their students. These trips are beneficial for students in their professional life also. As in these trips, students come across different kinds of people, so it develops their interactive skills. Children who go on field trips are often capable of grasping global ideas and concepts with greater ease and are even capable of thinking about global issues freely on their own too.

 

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Emotional Regulation and Effective Learning

Life offers you a relentless array of stimuli, situations and experiences. In order to maintain your sanity throughout what seems too many as bustling chaos, you need to regulate your reactions and emotions to these varying and sometimes distressing experiences. Inability to do so may cause an individual to experience emotions such as anxiety, depression, fear or anger.

Children with autism tend to find it harder to regulate their emotions and reactions in the face of different experiences, owing to certain distinctive physiological and psychological factors.

Helene Goldnadel explains here what emotional regulation is, the factors that make it difficult for children with autism to regulate their emotions and the possible interventions that can help children with autism regulate their emotions better.

What is emotional regulation and why is it so important?

Emotional regulation is the ability to respond to the ongoing demands of one’s experiences in a way that is socially feasible and allows you enough flexibility to respond appropriately to a situation.

It is an indispensable life skill to be able to regulate our emotions as it helps us evaluate a situation objectively and respond appropriately, without getting overwhelmed by emotions.

When individuals are well-regulated emotionally, they are most available for learning and engaging. In learning environments such as schools, it is imperative for a child to be emotionally regulated in order to be able to engage in what’s being taught and learn effectively.

How is emotional regulation achieved?

Emotional regulation can be achieved in the following two ways:

Self-regulation

Self-regulation is emotional regulation that is achieved independently by individuals. Self-regulation strategies can vary among individuals. Some people may start pacing in an emotionally taxing situation while others could resort to simply taking a few deep breaths.

On the other hand, repetitive sensory motor stimulation such as finger flicking, flapping and delayed echolalia are measures commonly resorted to by autistic children in emotionally distressing situations. These measures are regarded as unconventional and could cause disruptions in a classroom, even though they may help the individual child to calm down.

Mutual regulation

Mutual regulatory abilities allow a person to achieve a more regulated emotional state either through the presence or actions of other people or by requesting assistance and support from others.

For example, for a child who’s had a stressful day at school, returning home to their mother’s loving disposition could help calm them down. Alternatively, the child may discuss the happenings of the day with their parents to seek their support and guidance.

Risk factors that make autistic children prone to emotional dysregulation

Emotional dysregulation refers to a set of emotions and behavior exhibited by a person who is unable to regulate their emotions effectively. It may be characterized by a mild state of discomfort or increasingly overwhelming negative emotions such as anxiety, anger and associated defensive/aggressive behavior.

Autistic children may encounter periods of emotional dysregulation owing to the following factors:

Physiological factors

Children with autism often grapple with sensory challenges. They may be hypersensitive or hyposensitive (undersensitive) to sensory stimuli. A noisy room could make it difficult for a child with autism to focus on their task.

Arousal bias is another cause that is common to people with or without autism. Some people are predisposed to be bias for high arousal states, perpetually craving activity, while others are more passive in nature and prefer a low arousal state.

Strategies to assist a child in regulating their emotions

Preventive strategies

Preventive strategies, are aimed towards the prevention of a child experiencing a state of emotional dysregulation. These can involve:

  • Offering opportunities for physical movement and exercise to help curb the sensory discomfort or imbalance possibly experienced by the child
  • Adjusting or reducing sensory input when it seems to perturb the child
  • Communicating in a way that’s literal and simple
  • Extensive use of visual supports for academic teaching

Reactive strategies

Reactive strategies involve measures you can take once you notice that a child is finding it hard to deal with the demands of an experience and seems to be getting emotionally distressed. These strategies may involve:

  • Reducing the duration of an activity
  • Simplifying an activity
  • Allowing the child access to a quiet place to help calm them down

Strategies to help teach emotional regulation

Another way to help children learn to manage their emotions and reactions is to equip them with the tools to do so.

Teaching them to adopt soothing sensory-motor stimulation strategies during stressful times such as focusing on a calming activity (e.g., listening to music or gentle swinging) can help them acquire effective tools to help regulate their emotions.

Additionally, teaching children how to express their emotions through nonverbal gestures and verbal language can equip children with the know-how to deal with varying situations.

Specialized schools that cater to children on the autism spectrum can help accommodate their special needs and challenges in a way that makes them feel focused and emotionally balanced.

 

Also read: Child Learning Game See Your Child Flourish

How You Can Advocate For Your Child With A Learning Disability?

What exactly is an advocate? An advocate is someone who speaks up for someone else, or who acts on behalf of another person. As a parent, you know your child better than anyone else, and you are in the best position to speak for him and act on his behalf.

 

Here are the ways discussed by Helene Goldnadel, you can do that:

 

1) Realize from the beginning that advocating for your child takes a lot of time. Advocating involves a great deal of research, meeting time, and communication. That’s a given. But the end result will be a successful, responsible, happy young adult who will be able to survive the pitfalls of the real world.

 

2) Be informed. The more you know about what is going on with your child, the more comfortable you will be in helping others understand him. Here are some ways you can become informed:

 

  • Read all you can about learning disabilities (especially your child’s learning disability).
  • Attend conferences. That’s a great way to learn and make contact with other people faced with similar issues.
  • Ask questions – seek answers.
  • Join a support group if there is one available. You can learn a lot from a support group.

 

3) Become familiar with the rules and regulations that apply to your child’s special education program. You request copies of the regulations from your local school district office (the special education office, if your district has one) or from your state Department of Education. If you have difficulty understanding these rules and regulations, don’t be afraid to ask the special education director or your child’s special education teacher to explain them to you.

 

4) Work together closely with the professionals who work with your child. This should be done in a positive, cohesive way in order for the child to gain the maximum benefit. Get to know these people – talk with them on a regular basis. Volunteer in the classroom. Don’t be afraid to ask for a meeting with the teacher(s) if you see something going on at home that can be helped at school, or vice versa.

 

5) Keep track of the paperwork that is given to you at the team meetings. This is valuable information that should be kept in an organized place so that you can refer to it easily. If you aren’t sure how to do this, talk with the special education director or special education teacher. They have a system to keep the records organized in the office. Perhaps they would share that with you.

 

6) Don’t be afraid to communicate with the professionals. Be prepared when you go to the team meetings, and don’t be afraid to calmly and assertively state your views. Take notes into the meeting with you so you won’t forget the questions you want to ask or the points you want to make. Remember, the professionals need insight from you as much as you need insight from them. The more communication you have, the more powerful the educational team to help your child.

 

7) Don’t be afraid to ask questions. The field of special education is as complex as your child’s needs. Asking questions doesn’t mean that you are stupid. It just means that you are interested in your child’s education and well- being and want to be an informed parent. You will most likely hear the professionals asking lots of questions as well!!!

 

8) Keep the lines of communication open with your child. Talk with him about his life both in and outside school. Allow him to express his frustrations, his successes, his disappointments, his hopes, his likes and his dislikes. The better you know your child and what is going on with him, the better you can help other people to work with him.

 

9) Know your child’s strengths and weaknesses and share them with the professionals. Children with learning disabilities, although they have weaker areas, have many strong areas, too. By highlighting these areas, it makes it easier for the professionals to use them as tools to strengthen the weaker skills. It helps them see the child in a more positive light, and it helps them relate to the child. And it helps your child’s self-esteem to know that the teachers see good things in him.

 

10) Help your child learn to advocate for himself as early as possible. As time goes on, and your child has heard you advocate for him, he will be able to understand how to advocate for himself. If he’s heard you say positive things, not only does it increase his self-esteem but it gives him the confidence to speak up for what he needs. Teach him how to communicate how he learns best, what he needs to help him get the most from his classes, and how he feels when confronted with certain issues, such as testing and peer pressure. Give him the power to make his life a success.

 

You can help your child be able to be a successful, happy, responsible student, well on his way to being the same kind of adult. Advocate for him.

Also read: Subliminal Mind Learning Explained by Helene Goldnadel

Can a Multisensory Reading Program Help My Child Learn to Read

Is your child with Dyslexia struggling to learn to read despite receiving special education services? Have you heard that a multisensory reading program might be appropriate for your child? Do you wonder what a multisensory reading program teach? This article will discuss what multisensory reading programs are, the principles of instruction, and what specific skills that they teach.

 

Studies from the National Institutes of Child Health and Human Development have shown that for children with difficulties learning to read, a multisensory teaching method is the most effective teaching method. This is especially crucial for a child with dyslexia.

 

A multisensory teaching approach means helping a child to learn through more than one of the senses at a time. According to the International Dyslexia Association: The Principles of Instruction are;

 

  • Simultaneous Multisensory which means that teaching is done using all learning pathways in the brain (visual, auditory, kinesthetic/tactile).
  • Systematic and Cumulative which means Multisensory language instruction requires that the organization of material follows the logical order of the brain. Each step must also be based on those already learned.
  • Direct Instruction: The learning of any concept cannot be taken for granted. Multisensory language instruction requires the direct teaching of all concepts with continuous student-teacher interaction.
  • Diagnostic Teaching means that the teacher must be adept at individualized teaching. The teaching plan is based on the careful and continuous assessment of the child’s needs. The content presented must be mastered to the degree of automaticity.
  • Synthetic and Analytic Instruction: Multisensory, structured language programs include both synthetic and analytic instruction. Synthetic instruction presents the parts of the language and then teaches how the parts work together to form a whole. Analytic instruction presents the whole and teaches how this can be broken down into its parts.

 

According to LD online and The International Dyslexia Association: A multisensory reading program teaches the following:

 

  • Phonology and phonological awareness. Phonology is the study of sounds and how they work together. Phonological awareness is the understanding of the linguistic structure of words. An important aspect of phonological awareness is phonemic awareness or the ability to segment words into their component sounds.
  • Sound Symbol association. This is the knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds. Sound-symbol association must be taught in two directions: visual and auditory and auditory to visual. Students must also learn the blending of sounds and letters into words as well as the segmenting of whole words into the individual sounds.
  • Syllable instruction. A syllable is a unit of oral or written language with one vowel sound. Instruction must include teaching of the six basic syllable types in the English language: closed, vowel-consonant-e, open, consonant-le,r-controlled, and diphthong.
  • Morphology is the study of how morphemes are combined from words. The curriculum must include the study of base words, roots, prefixes, and suffixes.
  • Syntax is the set of principles that dictate the sequence and function of words in a sentence in order to convey meaning. This includes grammar, sentence variation and the mechanics of language.
  • Semantics is that aspect of language concerned with meaning. The curriculum must include instruction in the comprehension of written language.

 

Helene Goldnadel is of the view that children with reading disabilities and dyslexia can both benefit from a multisensory reading program and teaching style. By understanding what a multisensory reading program is and how it is effective in teaching children to read, you can fight for one for your child.

 

Also read: Homeschooling Benefits and Advice Discussed by Helene Goldnadel!

Choosing The Right Activity For Your Child

As vacations draw near, most parents are on the lookout to keep their children engaged. Finding a children’s activity center or classes for your child is not a difficult task. The options are aplenty – swimming, skating, music, karate, gymnastics, science workshops, personality development workshops. The tough part is to pick the right activity for your child. As an involved parent, how will you make the right decision? Let’s take a look at the factors discussed by Helene Goldnadel that play into zeroing in on a suitable activity for your child or even a workshop for that matter.

  • Age: Every activity is age specific. You may wish that your little one discovers a hobby or liking towards a sport early on. But there is an appropriate time for everything. Find out if your child is eligible for the summer camps or activities you have planned for them.
  • Fees: How will you ensure that the summer workshop offers value for your money? Speak to the coach or teacher and explain the fee structure. Ask for a free trial session to see whether it is worth it.
  • Reference: Speak to parents whose children have already attended the activity classes or workshop that you plan to enroll your child for. Ask for feedback and gauge if that is what you want for your child. If he or she highly recommends it then you have a good starting point.
  • Commute: Dropping and picking up children from various activity classes can be time consuming for you. And it is also very tiring for the child to travel from one place to another. Look for something that minimizes the commute time to and from the summer camp location.
  • Aptitude: Is your child inclined towards science or would he rather spend his time on the football field. Or both? If you know your child’s preference, you are in luck. Most parents find it difficult to understand what interests their child and are confused.

Some basic research on the top four points above will help you take an informed decision on which after school activity to choose for your child. But what about the child’s aptitude? How will you know what activity your child likes? How will he/she know until they have tried it out? One way to find what is best for your child is by experimenting. Trial and error by way of offering various options to choose from.

One major disadvantage of this method is that if you always make the wrong choice, the child may lose interest in after school activities permanently and not take them seriously. Moreover, he/she ends up losing time in something that they have no proclivity towards. Imagine if the same time and effort was invested in something that he/she has the potential and inherent talent for.

It could work wonders not only as a co-curricular activity but can also chart the road ahead in their career. So do you want these activities to be counted as just hobbies or something beyond that?

What are the options?

Every child has a different predilection and bent of mind. Some children enjoy free play while some prefer organized activities. Free play consists of unplanned activities which the child plays in an arbitrary manner without supervision.

Girl experimenting on the other hand organized activities are supervised, methodical lessons that are imparted by a professional. Each method benefits the child in its own way and there are no pros and cons associated. Free play may make the child better at decision making and problem solving. However organized activities may encourage brain development and improve concentration of the child.

So how do you decide the activity?

Have realistic expectations from your child. Think of what you want your child to gain from the workshop or the activity. Are you looking at introducing him/her to a sport? Or do you want them to relax and have fun during vacations. Speak to your child about what he/she wants too. Present concrete options for them to pick from and discuss the benefits of each.

Sometimes parents unknowingly impose their own unfulfilled childhood dreams on their child. Remember that each individual is different. What you harbored as a passion for in your formative years may not appeal your child as much.

Analyze the strengths and weaknesses of your child before taking a decision. A personality development course for children between ages 6 to 15 years is a good option to begin with. These courses usually last for 3-5 days and are a fun way to develop traits that could last a lifetime.

What next?

After you enroll your child in the summer camp or the activity you thought suited them the best, your job is half done. Yes! You still have to find out if she has the talent for it. You can find out from the child about what is being taught. Feel free to speak to the instructor on the progress. Additionally track their progress on your own. As a well-informed parent you are now capable of understanding your child’s abilities and competencies based on the activity they pursue

To read more, please visit here: http://helenegoldnadel.strikingly.com/