As summer closes, parents begin to prepare children for their return to school.
Even when children attend year-round sites, Fall is usually perceived to be a time when families change routines and activities.
The days grow shorter and family life becomes more centered on school.
In the process, school issues such as homework and grades take on new prominence.
During this time it is wise to reflect upon the importance of valuing the whole child, not just the school achiever.
It is possible to focus narrowly upon the intellectual child to the detriment of the social, spiritual, and artistic parts of the youngster.
This is particularly true when a child has a learning problem.
Children who have achievement delays frequently make comparisons between themselves and other students.
No matter how diligently the adult focuses on the positive, the struggling student invariably weighs her own progress and skills against the productions of others in her class.
In doing so, she may develop an "I can't.
" self-image.
This is typically the case when there are also siblings in her family who are more successful learners.
For such a child, it is critical that caring adults help the youngster identify a strength, skill, or competency in some area of life so that balance and a sense of mastery are maintained.
The child who feels competent in at least some areas of life is much less likely to give up when faced with challenges.
As a student, learning and performing in class involves the ability to risk.
In learning new information one often risks failure and embarrassment.
It is frequently difficult for a child to raise a hand to express confusion.
It is difficult to be singled out for help.
It is embarrassing to be behind other classmates in understanding or accomplishment.
In order to risk trying, a child must have some inner sense of self-confidence which allows her to acknowledge the initial confusion when learning a new concept, but maintain faith that mastery will come with work.
Confidence comes when one is successful in at least some area of one's life.
Often, this success is derived from participation in affirming activities outside of the school setting.
Whether it is sports, art, drama, social skills, church, cookery, gardening, volunteer work, each of us has some skill which can be encouraged and celebrated.
In his book, "The Self-Esteem Teacher", Dr.
Robert Brooks calls this, "the search for islands of competency.
" He is referring to educational competencies but it applies to all areas of a child's development.
A competent child takes risks, tries new activities, accepts reasonable challenges, enjoys overcoming obstacles, and performs age appropriate responsibilities.
As adults, it is important for us to help the children we know to recognize their unique gifts and talents (especially when there are academic problems).
We can help develop them and celebrate them so that they become a sound foundation for educational endeavors.
It is important to support education, buy new notebooks, review homework, and attend Back-to-School Night.
It is also important to search for the "islands of competency" and in so doing, nurture the 'whole' child.
In doing this we help prepare each one to become competent, responsible adults.
Even when children attend year-round sites, Fall is usually perceived to be a time when families change routines and activities.
The days grow shorter and family life becomes more centered on school.
In the process, school issues such as homework and grades take on new prominence.
During this time it is wise to reflect upon the importance of valuing the whole child, not just the school achiever.
It is possible to focus narrowly upon the intellectual child to the detriment of the social, spiritual, and artistic parts of the youngster.
This is particularly true when a child has a learning problem.
Children who have achievement delays frequently make comparisons between themselves and other students.
No matter how diligently the adult focuses on the positive, the struggling student invariably weighs her own progress and skills against the productions of others in her class.
In doing so, she may develop an "I can't.
" self-image.
This is typically the case when there are also siblings in her family who are more successful learners.
For such a child, it is critical that caring adults help the youngster identify a strength, skill, or competency in some area of life so that balance and a sense of mastery are maintained.
The child who feels competent in at least some areas of life is much less likely to give up when faced with challenges.
As a student, learning and performing in class involves the ability to risk.
In learning new information one often risks failure and embarrassment.
It is frequently difficult for a child to raise a hand to express confusion.
It is difficult to be singled out for help.
It is embarrassing to be behind other classmates in understanding or accomplishment.
In order to risk trying, a child must have some inner sense of self-confidence which allows her to acknowledge the initial confusion when learning a new concept, but maintain faith that mastery will come with work.
Confidence comes when one is successful in at least some area of one's life.
Often, this success is derived from participation in affirming activities outside of the school setting.
Whether it is sports, art, drama, social skills, church, cookery, gardening, volunteer work, each of us has some skill which can be encouraged and celebrated.
In his book, "The Self-Esteem Teacher", Dr.
Robert Brooks calls this, "the search for islands of competency.
" He is referring to educational competencies but it applies to all areas of a child's development.
A competent child takes risks, tries new activities, accepts reasonable challenges, enjoys overcoming obstacles, and performs age appropriate responsibilities.
As adults, it is important for us to help the children we know to recognize their unique gifts and talents (especially when there are academic problems).
We can help develop them and celebrate them so that they become a sound foundation for educational endeavors.
It is important to support education, buy new notebooks, review homework, and attend Back-to-School Night.
It is also important to search for the "islands of competency" and in so doing, nurture the 'whole' child.
In doing this we help prepare each one to become competent, responsible adults.
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