Saturday, 7 December 2019

How lack of sleep affects your baby's brain and personality

A leading researcher on temperament in infants and young children once said in despair, “When I raised my first child, I believed behavioral theories claiming that what I do as a parent molds my child’s character. With my second child, I was already a geneticist and believed that a child is born with characteristics that are passed on through heredity and that environmental influence is minimal. I barely knew my third child at all...”
This analysis was, of course, exaggerated, but it demonstrates the ongoing quest of parents and scientists to answer this question: what determines the personality and personal characteristics of the child?
The question of heredity (“She got her shyness from her dad’s family”) versus environment (“If his mother were more strict with him, he would be calmer”) underlies parents’ attempts to understand the range of influence they have in molding their child.
Up-to-date research points to a complex picture: the influence of heredity and environment on the child. Much evidence suggests that the baby is born with genetic baggage that not only determines how he looks, the color of his eyes, and his chances of suffering from various diseases but also significantly influences the character traits that he or she will develop.
Physical activity level, shyness or sociability, openness to new situations, and anxiety are among the traits that are related to the genetic predisposition with which babies enter the world. Many parents discover that their child has traits that are undesirable to them—especially if they remind them of qualities they dislike about their parents, their spouses, or themselves.
Parents frequently try to fight these traits, but they often discover that it is a losing battle.
It seems that the most important variable that influences the quality of the relationship between parents and children is the “goodness of fit” between the child’s traits and the parents’ expectations.
A very active child, for example, may be adored by a father who appreciates and identifies with this trait but merely tolerated by a father who expects a calmer child.
On the other hand, a quiet, calm child may be considered depressive or lifeless by the first father, while the second father sees her as perfect.
Incompatibility between parental expectations and the child’s traits may lead to frustration and stress in the relationship, particularly if the parents try to “correct” the child to conform to their expectations.

    The Relationship Between Temperament And Sleep
Every parent is familiar with the situation in which her child demonstrates by his behavior that he “is up past his bedtime.”
When scientists asked parents to describe this situation, some said that the child calms down, seems sleepy, falls asleep on his own, or asks directly or indirectly to go to bed. Other parents said that their child in this situation “climbs the walls,” “is a crybaby,” “is nervous and unhappy with everything,” “doesn’t respond to what he’s told,” or “simply does annoying things.”
Clearly, young children react to tiredness in significantly different ways.
A state of fatigue is not necessarily expressed by decreased activity and obvious sleepiness.
Sometimes the symptoms can be just the opposite.
Some of the typical “negative” behaviors of the tired child are compatible with general patterns that characterize behavior disorders.
Much evidence points to a strong correlation between sleep and the development of the child’s personality traits.
Studies have shown that a baby who suffers from sleep disorders (difficulty falling asleep, for example, or many awakenings during the night) tends to be “more difficult” in other behavioral domains.
In a study conducted in several sleep laboratories, scientists compared a group of nine- to twenty-four-month-old babies whose parents had come for a consultation about their children’s sleep problems with a control group of babies without sleep disorder – not surprisingly, what they found is significant differences in the traits that the mothers attributed to babies.
The mothers completed a temperament questionnaire, which is a sort of “personality” test for young children.
The mothers rated their degree of agreement with such sentences as “The child agrees to be dressed and undressed without protesting,” “The child responds strongly (screams, yells) when frustrated,” and “The child sits quietly when waiting to eat.”
In general, the mothers of babies with sleep problems described them as more demanding, complaining, annoying, negatively sensitive to different stimuli, and difficult to adapt to different situations, as compared with babies without sleep problems.
One of the traits measured in the temperament questionnaire is the degree of sensitivity or responsivity of the baby to different sensory stimuli (noise, temperature, taste, smell).
Some babies are very sensitive to any kind of sensory stimulus, and others are sensitive only to a specific type of sensation—for example, those who recoil from skin contact.
A wide range of babies do not respond in an outstanding way to sensory stimuli.
One of the hypotheses that the researcher William Carey examined in 1974 was that babies who suffer from hypersensitivity to sensory stimuli would tend to develop sleep difficulties.
Carey’s findings supported the hypothesis, and he claimed that the heightened sensitivity to sensory stimuli is hereditary.
In order to fall asleep, the baby has to disassociate himself from the external environment and stop responding to people, noise, light, and temperature, and to disassociate from internal signals as well, such as pain, discomfort, and hunger. This ability to disassociate is most critical for maintaining uninterrupted sleep and for preventing awakenings in response to various stimuli.
A baby who is sensitive from birth to any internal or external stimulus will have trouble disassociating from environmental stimuli, which will interfere with his ability to relax and fall asleep easily and will cause him to awaken easily and frequently over the course of the night.
This correlation between sleep and behavior continues throughout later childhood.
Studies that examined school-aged children found a correlation between sleep disorders and problems with behavior and more general adaptation.
Actually, sleep disorders serve as a sensitive barometer of general adaptation problems among children and adults.
Sleep disorders are a prominent sign of stress and anxiety, depression, and adaptation problems. Sleep problems are so prevalent in some behavior or emotional disorders that they have been included in diagnostic criteria.
One factor that strengthens a diagnosis of anxiety disorders in a child, for example, is the presence of a sleep disorder.
The close correlation between sleep disorders and behavior problems in children can be explained in a number of ways.
Perhaps a child born with a tendency toward problematic behavior develops sleep problems as well, as a result.  At the same time, it is reasonable to believe that significant sleep problems will lead to insufficient sleep or sleep deprivation, which may cause the child to be nervous, impatient, and harder to manage.
In addition, a third cause, such as incompatible parenting patterns, may provoke or aggravate both behavior problems and sleep difficulties.
In treatment centers, scientists frequently come across babies or young children who are described by their parents as hyperactive.
The parents use this term casually, but professionals use it to diagnose a condition—the professional term is attention deficit hyperactivity disorder— that occurs only in older children.
These babies are described as especially active and restless and are said to demand attention and seek stimuli constantly.
Often parents associate their child’s sleep difficulties with his wakeful restlessness. Occasionally a parent says something like, “This boy has a turbo engine and he cannot shut it down at bedtime,” or “He is like the Energizer bunny; he keeps going and going and going.”
Although hyperactivity is diagnosed at a later age, there is evidence that most hyperactive children were overactive, restless babies, with difficult temperaments.

Again, we face a chicken-or-egg question: are these babies unable to sleep like “normal” babies because they are unusually active, or does their sleep problem underlie their “hyperactivity”?
In many cases sleep disruption appears to lead to “hyperactive” behavior patterns, even though no research has directly confirmed this fact.
More and more evidence demonstrates that lack of sleep may bring on behavior that resembles that of a hyperactive child.
From an intuitive perspective we can all recall methods we use to keep ourselves awake when we are tired.
These methods include increasing our activity, fidgeting, fiddling with our hands or our facial muscles, and similar strategies.
This pattern contradicts the expectation that the tired child will relax and slow down.
The clinical literature has documented certain cases in which significant sleep problems have been found to lead to “hyperactive” behavior patterns and later to a wrong diagnosis and treatment.
It is of utmost importance to examine the possibility that the sleep disorder is the source and not the outcome of the “hyperactivity.”
In the event that a sleep disorder exists, it should be treated before treating the disorders that result from it.
In some cases treating the sleep disorder may spare the child from receiving unnecessary medication like Ritalin, which is the most prescribed chemical response to children’s behavioral problems.
An erroneous interpretation of a child’s behavior can also result when she responds to a sleep disorder with heightened tiredness, indifference, and lack of interest in the environment. This pattern may be interpreted as depression, and sleep difficulties can be seen as the result of that condition.
As the professional literature reveals, such an erroneous diagnosis can result in a failure to detect and treat a primary sleep disorder, as well as mistaken treatment for depression.
Case studies have shown that when the problem is diagnosed correctly as a primary sleep disorder and treated accordingly, there is a parallel improvement in sleep and disappearance of the “depressive” symptoms.

    Intellectual Development
Assessing intelligence in infancy is a very complex task.
Tests used on infants to assess early mental abilities that could be considered components of intelligence have generally failed to predict intelligence or cognitive abilities and achievements in later ages.
The research on the relation between sleep and intellectual development has been hampered by our limited capacity to assess intelligence in infants.
Efforts to study this issue have failed to provide a clear picture of the situation, and we need to call upon additional studies on older children and adults to help us consider the issue more systematically.
Scientists from the University of Connecticut in Evelyn Thoman’s group, which has contributed significantly to the field of the study of infant sleep, examined this question. They followed sleep of newborns over the course of their first two days of life and examined their development at the age of six months.
Special recording devices documented the babies’ sleep in hospital bassinets after birth.
The scientists then tested the mental, motor, and perceptual abilities of the babies at the age of six months, using the Bayley Test.
They found a correlation between sleep measures of the newborns on their first day of life and their development six months later.
Some scientists found a correlation between sleep disorders in infancy, especially those that are caused by respiratory problems, and possible shortfalls in intellectual development and academic achievements at a later age.
Other studies, however, found no comprehensible correlation between sleep and later mental function.
Studies on older children and adults have shown that sleep disorders or insufficient sleep primarily interfere with cognitive abilities associated with attention and concentration.
That is to say that the ability to focus on certain stimuli for extended time deteriorates.
People who don’t get enough sleep react more slowly and make more mistakes on tasks that demand attention and continuous concentration. Although the question of sleep and attention has not been directly studied in infants, some support for their correlation comes from indirect approaches.
For example, mothers described their babies (aged nine to twenty-four months) who suffered from sleep problems as having trouble concentrating on play or a particular activity for an extended length of time, and as easily distracted by other stimuli.
In another recent study, sleep scientists examined the relationship between sleep patterns and learning skills, concentration, and attention among school-aged children.
The sleep patterns of the children were examined objectively by using sleep watches, and their learning functions were examined by computerized tests.
Similar to the results in studies of adults, they found that children whose quality of sleep deteriorated (as manifested by many or lengthy awakenings from sleep during the night) also had decreased attention abilities.
These findings support the assumption that these critical functions for learning and academic achievement are adversely affected by sleep disorders among children.
Furthermore, recent studies have shown that if “normal” children are requested to shorten their sleep for experimental purposes, they suffer negative consequences, and their learning and attention abilities are significantly compromised.
On the basis of what we have learned about older children and adults and from the limited information on infants, it is fair to conclude that the intellectual abilities of infants are challenged by disrupted or insufficient sleep.

Friday, 6 December 2019

Toddlers and Toys: How to Deal with Toddlers who Grab Toys at the Park

I received a great email from a customer, John, in California the other day asking for help. I decided to turn my answer into a blog post because it’s one of those questions that you just know millions of other parents are dealing with. The father who wrote in is struggling with his 3 year old son. The boy seems to be grabbing toys from other children in the playground. When the father corrects the matter (presumably taking the toy away and returning it to the other kid), his son cries and screams.

I love getting emails like this. It takes me back to the days when I too had “toddler toy takers”. So many parents go through this phase with their kids, and it’s a perfectly normal. Kids have to develop. They have to go from knowing nothing about social etiquette, and right from wrong, to actually understanding these things. The only way to get there is to experience these situations first hand. John, you are not alone!

As parents, I’m sure most of us can relate to the stress and frustration of dealing with this problem. Despite logically understanding that these child behaviors are normal, we all somehow think that the other parents will see our kid as a thief in the making. It causes parents to worry and feel embarrassed. The good news is you don’t need to feel this way, and your child will grow out of this behavior as he or she develops socially skills. This is all apart of growing up.

So how can you, as a parent, make this situation easier to deal with? How can you speed up the learning process while avoiding the tears as much as possible? Here are some ideas:

Enter your child’s world. I use this expression a lot, and for good reason. As a parent you need to really understand what it is like to be in your child’s shoes. The toy taking behaviour could be as simple as your child’s curiosity, or your child’s way of trying to engage in play with another child. Most likely he doesn’t realize he’s doing anything wrong.

Approach your child with a gentle hand, no matter how you handle it.

Set expectations while you are not at the park. In a non-threatening manner have a talk about the child’s behavior. Do this at home before going to the park. If you only bring up the topic when the offence has taken place, emotions are engaged and you’ll get nowhere. A three year old can listen and express himself just fine.

Role play. One way to discuss this at home is to role play. Have your child hold a toy and pretend he’s at the park. You play the role of another child.

Go take the toy away. Ask your child how he’d feel. Then do something else instead of toy taking. Askyour child if you can play with him. Ask if you can borrow the toy. Role playing will teach better social behavior.

Use logical consequences. Once your child understands the social rules, you can implement logical consequences. Again, you have to communicate the consequence ahead of time, so explain what happens if your child was to steal toys away from another child. A good logical consequence is to leave the playground. A poor consequences is something like “no dessert tonight” – because that would be totally disconnected from the behavior Logical consequences must be communicated in advance and relate to the behavior.

Avoid emotion. When you implement a consequence, always remember to be unemotional and calm. No nagging or whining. No guilt trip. Think of it like a policeman writing you a parking ticket. You get a fine, not a lecture.

Think outside the box. Here’s another idea that I bet you won’t have thought of – Ask the caregiver of the other child to politely take the toy back and explain that it doesn’t belong to him. Your child will likely be shocked and confused by this. I suspect this will be a much more powerful lesson to your child since it isn’t mom or dad (or a usual caregiver) correcting the problem. He may cry and come running over to you. That’s fine. You can then remind him of social rules, or explain to him what just happened. You’ll be in a supportive coaching role rather than trying to police the situation. Encourage your child to go back and politely ask to join the other child in playing.

Teach “use your words”. Always encourage your child to use their words instead of grabbing. Over time, they will see the benefit in this.
Want to learn three more powerful language tricks? Listen to this free audio lesson. Do it now because you’re going to love it!

Enjoy your children.

Tuesday, 3 December 2019

Tips to add spice and keep the love in your marriage.

We've heard the term 'two old marrieds' before. Most of us 'younger marrieds' harbor dreams of getting to that point. Some of us find it unappealing and unexciting. After all, what would you always prefer? A marriage as comfy as an old sock or the one hyped up in romantic novels and comedies?

Interestingly, it does take years of passion, love and intimacy to get to the point where a couple is so comfortable with each other that they finish each other's sentences and depend on each other. Want to know a secret? Studies say that couples like these have an even better sex life in their marital futures than the ones with all the passion at the start then burn out later on. 

Why? Because these savvy couples don't let up on keeping the intimacy, passion and spice in their marriages. They've built it up through the years to what we can call as a marriage 'art form'.

How can you learn these spicy tips to keep the love in your marriage? Here's some of them!

1. Prioritize each other.

This is the mother of all tips. Successful old marrieds have come to realize that above all relationships each one has in their lives ' even kids, own parents, siblings, co-workers, best buds ' a couple has to prioritize their marriage.

Why? Ultimately, it will be just the two of you going through life together and you made the promise to do so. People fail to realize that your spouse is your first and foremost priority! They allow their marriages to get caught in between squabbling kids, family politics and even work obligations. Big no-no.

Your spouse has to know that he or she can trust on you to do what's best for the relationship and vice versa, that he or she is your best friend and will never let you down. When you work as a team, you face the obligations you have towards others as a team.

2. Don't give up dating... Each other!

The humdrum of life, kids and laundry can take a way time for each other. Don't allow it! If you're the spontaneous type, rethink your understanding because you really do have to set a date to date your spouse ' and keep it regular!

You can even take turns planning surprise dates. They don't have to be grand, they just have to be time off to feed number one above. And, don't forget, they same way you are creative in dating your spouse, learn to be creative in the bedroom!

3. Fight fair, laugh always.

You might think the elements in this tip are not related but they absolutely are! It's all a matter of attitude. How do you see fighting or arguing in your relationship? How do you see humor? If you can inject both with a positive approach always, then you realize that it all comes from the inside.

Learn how to fight constructively with the correct communication tools. And don't take fighting too seriously. Laugh with your spouse at your annoying little fights. See them both as essential to your marriage.

4. Talk, discuss, agree to disagree!

As a couple, it's better if you share a majority of your beliefs and perspectives about life. But, even if you don't, talking, discussing and bantering are important in keeping the spice in your marriage. You can even agree to disagree and that's that! The more you talk, the more you get to know what your spouse is thinking and feeling. The more you get to know the real person behind the words. The more opportunities you find that you still surprise each other after all!

Sunday, 1 December 2019

Phonemic Awareness Research

Phonemic Awareness is the ability to hear, identify, and manipulate the individual sounds which make up words. In the past few decades, large amounts of research have improved our understanding of phonemic awareness and its importance in helping children learn to read. There are hundreds of research studies conducted on all aspects of phonemic awareness, and how it affects and benefits reading and spelling abilities of young children. The National Reading Panel of the US have stated that phonemic awareness improves children's reading and reading comprehension, and that it also helps children to learn to spell. Based on the research and reviews done by the National Reading Panel, they have concluded that teaching phonics and phonemic awareness produces better reading results than whole language programs.

When teaching phonemic awareness, children are taught the smallest units of sound, or phonemes. During the teaching process, children are taught to focus on the phonemes, and learn to manipulate the phonemes in words. Studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during the first 2 years of instruction. In a review of phonemic awareness research, the National Reading Panel (NRP) identified 1,962 citations, and the results of their meta-analysis were impressive as stated in the NRP publication:

    Overall, the findings showed that teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to phonemic awareness (PA).

    Specifically, the results of the experimental studies led the Panel to conclude that PA training was the cause of improvement in students’ phonemic awareness, reading, and spelling following training. The findings were replicated repeatedly across multiple experiments and thus provide converging evidence for causal claims.

As can be clearly seen, teaching children phonemic awareness early on significantly improves their reading and spelling abilities. Furthermore, the NRP research stated that these beneficial effects of phonemic awareness teaching goes well beyond the end of training period. The NRP phonemic awareness research also found that the most effective teaching method was to systematically teach children to manipulate phonemes with letters, and teaching children in small groups.

Phonemic awareness (PA) teaching provides children with an essential foundation of the alphabet system, and a foundation in reading and spelling. The NRP has stated that PA instructions is a necessary instructional component within a complete reading program.

Below are two other studies done on phonemic awareness, and its effects on reading abilities. In a study involving children aged 6 to 7 years old, researchers found that the few readers at the beginning of grade one exhibited high phonemic awareness scored at least close to perfect in the vowel substitution task, compared to none in children of the same age group who could not read when they entered school. The research also stated that phonemic awareness differences before instruction predicted the accuracy of alphabetic reading and spelling at the end of grade one independent from IQ. Children with high phonemic awareness at the start of grade one had high reading and spelling achievements at the end of grade one; however, some of the children with low phonemic awareness had difficulties learning to read and spell. The study suggested that phonemic awareness is the critical variable for the progress in learning to read. [2]

Another study looked at phonemic awareness and emergent literacy skills of 42 children with an average age of 5 years and 7 months. The researchers indicated that relations between phonemic awareness and spelling skills are bidirectional where phonemic awareness improved spelling skills, and spelling influenced the growth in phonemic skills. [3]

It is clear that with the conclusions made by the National Reading Panel and other research studies on the benefits of phonemic awareness, children should be taught PA at a young age before entering school. This helps them build a strong foundation for learning to read and spell.

Saturday, 30 November 2019

Sleep Problems And Nighttime Feedings

Although your baby may give up regular nighttime feedings on his own by the time he’s three months old, do not expect – or insist – that such a young infant give them up altogether, all of a sudden.
But if your child is at least three months old, still nurses or requires a bottle at bedtime, and needs to eat again several more times during the night, then the extra feedings may well be causing the extra wakings. If that is the case, you may be able to help him sleep better by decreasing the number of these feedings.
However, if your baby takes in a substantial amount of food – from extended feedings at the breast, or bottles adding up to more than eight ounces over the course of the night – then he has learned that certain times of night are mealtimes. To eliminate these feedings suddenly wouldn’t be wise or nice.
The amount of milk or juice your child drinks during the night may be considerable. If he finishes four full eight-ounce bottles, that is a large amount for even an adult to consume overnight.

Solving The Problem
If you have concluded that excessive and unnecessary feedings at night are disrupting your child’s sleep, you will be relieved to learn that although such feedings can lead to severe sleep disturbances, the problem is also one of the easiest to fix.
Two things need to be addressed. The first is to reduce or eliminate the nighttime feedings to avoid their various sleep-disrupting effects. The second is to teach your child new sleep associations so that he can fall asleep without being held, without eating, and without sucking on the breast or bottle. You can do these things at the same time, or one at a time.
To fix the problems caused by the feedings, start by gradually decreasing the number of nighttime feedings, their size, or both. Just don’t stop the feedings suddenly. A program designed to allow new patterns to develop will be easier for him to follow.
Your goal is to gradually move your child’s feelings of hunger out of the nighttime and into the daytime. Once there is only a single remaining nighttime feeding left, you can choose to stop that feeding right away – instead of gradually – if you prefer, since the total amount of ingested food during the night is now fairly small.
If you are working on sleep associations and hunger patterns simultaneously, put your child in bed as soon as each feeding is over, even if he wakes and begins to cry. If you nurse him and he sleeps next to you, move him off of you when the feeding is done so that he can learn to fall asleep without using your breast as a pacifier. You’ve just fed him, so he is not hungry – now you are only changing his expectation of what happens while he falls asleep.
Within a week, if all goes well, you will have finished cutting down or even eliminating the nighttime feedings. After that, continue applying the technique of progressive waiting at any waking at night (except for feeding times) until the wakings stop. It should not take more than another few days.

Friday, 29 November 2019

Fix These Fatal Mistakes When Enforcing Consequences with Children

I’d like to give you some quick tips on threatening and enforcing consequences with your children.

No matter how good your parenting skills are, you’ll face plenty of times when toddlers and young children will misbehave. And you’ll need to enforce some kind of consequence.

Lots of people have emailed me asking how to get one child to stop hitting a sibling, to stop throwing food, or any other such punishable offense.

I want to keep this article short and sweet, but still deliver real valuable help to all of you So I’ll get right to the point.
Tip #1: When you need to threaten consequences, you must pick something that is realistic.

Let’s use the example of a child who is throwing food at the table. If you’ve warned him that this needs to stop, and it doesn’t, then you have to take action. You can’t keep asking him to stop or you’ll be teaching him that you are a talker, not an action taker.

If you’ve explained what the consequence of throwing food will be, you have to enforce it. And in order to do so, it needs to be realistic.

You can’t say to your child, “Johnny – if you do that ONE more time I’m going to cancel our trip to DisneyLand”

… or even worse, “You’ll have to stay home from DisneyLand all by yourself”.

Clearly these are not realistic threats, and depending on the age of your child he or she may actually realize this. But regardless, you don’t want to put yourself in a position where your child repeats the offense and calls your bluff.

If you make a threat and do not carry it out then your child learns this pattern. They learn that you are not going to follow through. Then you are in bigger trouble.

So – make your threats realistic and then enforce them when you have to.

Tip #2: Establish consequences that are logically related to the offensive behavior.

If Johnny is throwing food, a logical consequence would be that dinner time is over for him. If you can’t behave at the table, you don’t eat at the table. If you can’t behave around food, you don’t eat the food. This may sound harsh to some, but no child will allow himself to go hungry for very long. Instead, they’ll fall into line and realize that you mean business.

Most other consequences (for throwing food) won’t be logically connected to the bad behavior. Cancelling a play date, or taking away iPad or TV privileges, for example, are not connected to the problem of throwing food. So the consequence will seem unfair, and will actually prevent the child from learning anything!
Tip #3: Be unemotional when enforcing consequences.

If you get all upset and emotional, you will come across as weak and whiny. These are the same characteristics you don’t want your children to have, right? So don’t model bad behaviours yourself!

If Johnny is throwing food you don’t want to whine at him, “Johnny, I really Haaaaate it when you do that. Stoooop it. You’re getting food all over my clean floooooor!”

When kids hear their parents whining about behavior, they model this behavior and feed it back to you.

The better alternative is to be matter of fact. Be crisp. Be unemotional. After all you’re just laying out the consequence. You’re the police man informing a driver he was speeding, and now has a fine to pay.

“Johnny – I see you’ve chosen to keep throwing food. That’s not acceptable. Dinner is over for you. You may go do something else now. I hope you make a better decision at the next meal.”

You don’t need to scream at your children when you state rules and enforce them through consequences. You simply need to make them aware, in an unemotional way, that their behavior led to a certain outcome (consequence / punishment). That is your entire goal.

Customers who have purchased my audio course, “Talking To Toddlers” have also learned how to to introduce a consequence such that the child is much less likely to repeat the offense.

We accomplish this by making the punishment feel very vivid and real in the child’s mind. We do this in a very caring and compassionate way and it WORKS.

Thursday, 28 November 2019

Kids and Goal Setting, Why is it So Important?

This can be great fun, and can make a huge difference in their lives. Goal setting for kids books, worksheets and activities will all help you to introduce this idea to your children. It doesn't matter if you are a parent, teacher, grandparent or friend, if you can encourage the children in your life to start setting goals at an early age, you can have a profound affect on their lives.

But why would you bother with this goal setting activity with kids?

You're busy enough aren't you?

    In today's information age, people are bombarded with so many choices, decisions and options. It's very easy to get sidetracked or to just "go with the flow."? Learning how to set goals at an early age will give your child the tools needed to live a purposeful life. They will be able to make decisions that get them where they want to go instead of just reacting to whatever is in front of them at that moment.

    Most highly successful people are avid goal-setters. Pick up any best-selling book from personal growth gurus and there will be a section dedicated to goal setting. These coaches don't consider goal setting an option; to them it's mandatory if you want to live an amazing life.

    When you take the time to sit down and totally focus on your child, you KNOW how much they love that. This is about more than just Goal Setting, it is about saying how much you love them, and that you care enough about them and their future, that you are prepared to spend time working on it with them. You KNOW what an impact that will have with them. They will love Goal Setting, and feel so proud when they have written their first goal.

    Setting goals can lead to profound feelings of happiness, purpose, confidence and self-worth. Imagine your child being confident because they know that they have the ability to achieve whatever they want to achieve. Imagine how exciting the world would be to them!