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Day 14 - Set a good example

Day 14 - Set a good example

Alexis Ralphs Sep 16 • 7 min read

‘Try your best.'

'Have a go. Don't give up.'

'Don't just sit around watching television, go out and find something fun to do.'

'See if you can work it out for yourself.'

We've all said these things to our children. But do we truly embody these values ourselves? What do our children see us do all day? This sets the pattern for their attitude to learning as much as any well-considered activity.

My children rarely see me write. I work from a laptop. I tell the five-year-old to sit down and practise his handwriting, but if he thinks that writing is no use to a grown-up, what incentive does he have to do it?

By far the best way to get your child to do something is for them to see you doing it.

Set a good example. Have an enquiring mind. Try to find things out, or even better, work them out for yourself. Model good behaviour and make it explicit. Make sure your child understands that you're doing it.

You'll be laying down good habits for life.

Here's the rest of the series:

Introduction

Day 1 - Theories of Development

Day 2 - Stages of Play

Day 3 - Play is Multisensory

Day 4 - Gender-Neutral Toys

Day 5 - The Zone of Proximal Development

Day 6 - Heuristic Play

Day 7 - Spot the Difference

Day 8 - Sorting

Day 9 - Schemas

Day 10 - Ask good questions

Day 11 - Conservation

Day 12 - Seriation

Day 13 - Observation

Day 14 - Set a good example

Day 15 - Fewer toys = more focus

Day 16 - The Hundred Languages of Children

Day 17 - Plan-do-review

Day 18 - Practical life

Day 19 - Free-flow play

Day 20 - Executive functions

Day 21 - Spaced repetition

Day 22 - Independent play

Day 23 - Project-based Learning

Day 24 - The Environment As The Third Teacher

Day 25 - Start With The Child

Day 26 - Symbolic Play

Day 27 - Learning To Write

Day 28 - Blocks: the indispensable toy

Day 29 - Outdoor Learning

Day 30 - Play

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