Question: Children's progress has stalled, what should I do?
Answer: Generally speaking, the child will move forward, then stop, and then move forward. But if this stall period lasts for more than two months, we can find out the reason. The following is a reference for possible reasons:
The tension in the family. Bad relationships between parents and parents' energy mainly on another child or other things may make the child feel less caring and not fully patient and understanding. These factors together will cause great damage to children's learning ability.
●The pressure is too high. Any excessive amount of things can lead the child to deviate from the path of progress. Too many people, too many voices, too many exciting things, etc. may destroy the child's balance and thus affect learning.
●External environment changes. For example, moving an acquaintance, changing teachers in an institution, someone bullying him at school, etc.
● Changes in physical environment. For example, diet changes, paint smell after renovating the home, new perfume for the family, etc.
●Intervention plan. Maybe the child has reached a certain stage of development, but our intervention plan is not suitable for the next stage. We may need to adjust the intervention plan.
●Exception in the development process. These new experiences make him uneasy as his child develops gradually and learns more about the world. In order to protect himself, he may also choose to retreat and escape. Give your children more time, more sense of security and more relaxed interactions. Children will absorb this new information in their personality formation and restore their learning ability.
Question: When I make faces and sing children's songs, the child will look at me very focusedly and happily. Is this considered interaction?
Answer: is, but not good enough
It is a good thing for us to please the child and make him happy, but we must avoid the child being only in the "passive observation" stage.
Ideally, we should have "interactive" communication with our children. We first seize the child's attention, and then use appropriate waiting, pause, error, etc. to stimulate the child's willingness to communicate and provide children with opportunities for communication.
When we play with our children, we should try our best to avoid "doing too much by ourselves and doing too little by others" as much as possible, and we should maintain a balanced communication. Of course, this communication can be eyes, voice, body movements or language.
Question: takes the child to his hometown by car. He cries and makes a fuss in the car. What should I do?
Answer: Be mentally prepared and coping strategies
1. We must ensure the safety of children, such as not sticking out the window, not running around, etc. 2. Prepare some toys that your child likes and can calm him down. Usually we do not recommend giving children a mobile phone or iPad, but we can also give them a proper way to play in the car. 3. If the child is sensitive to various sounds in the car, he can prepare an noise-cancelling headset for the child . 4. Parents should remain calm, not beat, scold or nag, and avoid further collapse of their emotions.
Question: As for the mother binding to a deep attachment relationship, is it good for the child to have a mother?
Answer: is not good
Children cannot just establish an attachment relationship with their mothers, they need to maintain attachment with multiple family members. If the attachment relationship cannot be established, it will have a lifelong impact on the individual's healthy social and emotional development. Only in a safe attachment relationship can children have better mental health status and less anxiety, as well as fewer behavioral problems and lower aggression.
Question: What is the difference between children with simple language disorders and children with autism?
Answer: Social communication
There are many types of common language disorders. Some children cannot speak clearly and are dysarthritis; there is also a type of developmental problem with unknown reasons, called "idiopathic language development delay". These children are not pronounced clearly, or have no language or few languages when they are two or three years old, but they are usually normal in terms of eye communication, expression interaction, body movements and other social interactions. Children with "delayed idiopathic language development" can even be better than ordinary children in terms of emotional communication.
