Download Teach Your Children Well: Why Values and Coping Skills by Levine Madeline PDF
By Levine Madeline
Psychologist Madeline Levine, writer of the recent York instances bestseller The cost of Privilege, brings jointly state of the art study and thirty years of medical event to blow up as soon as and for all of the fantasy that solid grades, excessive try ratings, and faculty acceptances should still outline the parenting endgame.
Teach your kids Well is a toolbox for fogeys, supplying details, proper study and a chain of routines to assist mom and dad make clear a definition of good fortune that's in accordance with their very own values in addition to their children’s pursuits and talents. Teach your kids Well is a must-read for folks, educators, and therapists trying to find tangible instruments to assist teenagers thrive in today’s high-stakes, aggressive tradition.
Read or Download Teach Your Children Well: Why Values and Coping Skills Matter More Than Grades, Trophies, or "Fat Envelopes" PDF
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Additional info for Teach Your Children Well: Why Values and Coping Skills Matter More Than Grades, Trophies, or "Fat Envelopes"
Example text
G. g. Sander ( 1964, 1980), Stern ( 1977), and myself ( 1958, 1969, 1973), have searched for new theoretical models. My own search has led not only to control theory and information processing but also to the biologically rooted disciplines of ethology and comparative psychology. Thus there is no lack of new initiatives and it will take time to see which of them, or perhaps which combination of them, proves most productive of scientific advance. Here my aim is to describe one such initiative, my own, and why I think it promising.
Some infants are born difficult, so the argument runs, and the mothers' adverse reactions to them are only to be expected. I do not think the evidence supports this view. For example, the observations made during the first three months of these infants' lives showed no correlation between the amount of crying a baby did and the way his mother was treating him; whereas by the end of the first year mothers who had attended promptly to their crying babies had babies who cried much less than did the babies of mothers who had left them to cry.
For example, the observations made during the first three months of these infants' lives showed no correlation between the amount of crying a baby did and the way his mother was treating him; whereas by the end of the first year mothers who had attended promptly to their crying babies had babies who cried much less than did the babies of mothers who had left them to cry. There are other findings, some of which are referred to in Lecture 6, that also support the view that in all but a small minority of cases it is the mother who is mainly responsible for how interaction develops.