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Follow the characteristics of levels from (3-6) years (cognitive characteristics 3) | my baby

Follow the characteristics of levels from (3-6) years (cognitive characteristics 3) | my baby


Follow the characteristics of levels

 from (3-6) years (cognitive characteristics 3)


Cognitive characteristics 3

Follow the characteristics of levels from (3-6) years (cognitive characteristics 3) | my baby

Children in kindergarten may stick to their rules for using the language. Roger Brown (1973) concluded that the efforts of parents and teachers to increase children's acquisition of correct pronunciation and speech may not always be successful.

Steps to promote the efficiency of children

Follow the characteristics of levels from (3-6) years (cognitive characteristics 3) | my baby

 Efficiency can be promoted by interaction, interest, imposition, urgency, boundaries, admiration, sympathy and love. Studies on highly qualified young children have shown that those who want to encourage these children to develop most of their abilities should follow the following guidelines:

Interacting with the child frequently and in a variety of ways.
Show interest in what the child is doing and saying.
Provide opportunities for the child to search and tell many things.

Allow and encourage the child to do many things for the future.
Urging the child to try to acquire mature and skilled patterns of behavior.

- Explain consistent and stable boundaries for unacceptable forms of behavior, explain their causes as soon as the child becomes able to do so, and listen to complaints if he feels that the boundaries are 

too restrictive, and you must provide additional reasons if the original boundaries must be preserved.
Show that the child's achievements are admired and appreciated.
- Express his love in a sincere and warm way.

Parents leave their children special abilities that make them competent

Follow the characteristics of levels from (3-6) years (cognitive characteristics 3) | my baby

Diana Baumrind's 1971 analysis shows that authoritative, authoritarian, and permissive methods lead to competence in children. This researcher found that the parents of competent children were decisive and that they had confidence in their abilities as parents, and thus provided their children with a 

model of competence that they imitated. When they showed and established borders for their children and explained their reasons for them, they encouraged them to set standards for themselves and to think about the reasons why certain procedures should be followed. As these parents are friendly and 

compassionate, their positive responses are valued by their children as evidence of mature behavior. The authoritarian parents brilliantly exercised their authority and demands, but their failure to observe the child’s point of view and their image limitations led to insecurity on the part of the child

anger, and resentment. And children of authoritarianism may be blinded to what is required of them but it is more likely that they will do this in keeping with fear or rather than wanting to gain love or approval. The tolerant fathers were disorganized, uncoordinated, and lacking confidence. Their 

children often mimic this behavior. Moreover, these parents do not demand much of their children, nor do they discourage them from immature behavior. You may remember or return to these 

observations about the three methods of education, not only when you plan to encourage competition among the children, but also when you consider the type of climate that you hope to provide.

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