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The Secrets to Raising a Smarter Child
- By Inderbir Sandhu, Ph.D


~ B R A I N Y - Z I N E ~

" Learn How to Nurture A Smarter Kid "

Volume #12   Issue #21

ISSN: 0219-7642    Apr 6, 2014

Andrew Loh, Publisher

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Table of Contents
  1. Editorial
  2. BrainyZine Sponsor
  3. Feature Articles
  4. Ask an Expert
  5. Brainy Product
  6. Latest Brainy News
  7. Contact Us

Disciplining children is a very arduous task. Disciplining is a model tool of training children to follow socially acceptable rules and regulations. Discipline and misbehaviour are closely interrelated among children. Young children may not be able to differentiate between what is good or bad for them. This is true with discipline also, as they simply fail to understand why good discipline is a big necessity for their life.

Parental guidance to good discipline always uses positive techniques. Redirecting children towards better discipline takes lots of time and effort, while driving them towards acceptable societal behaviour needs a lot of positive reinforcement and intrinsic motivation.

Parents tend to commit numerous mistakes, while guiding their children to learn good behaviour and great discipline. It is human nature to commit mistakes. As such, this issue touches on the common discipline mistakes parents make and how they can be fixed. Hope this help!

Thought for today:
"The impossible is often the untried." - Jim Goodwin

Best Regards,
Andrew Loh
Andrew Loh
Publisher & Editor, BrainyZine

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Feature Articles

Discipline Mistakes Parents Usually Make and How They Can Fix Them - Part I
It is common for parents to make numerous mistakes, while disciplining their children. However, repeating similar mistakes may turn counter-productive and negative. Click to learn more.

Discipline Mistakes Parents Usually Make and How They Can Fix Them - Part II
Parents may need to find out most appropriate solutions to set right any mistakes that they are likely to make, while teaching better discipline to their children. Read the article to learn more.

Ask an Expert

Q1: We have a 4 yr. old daughter that loves puzzles. Recently we purchased her a 100 pc. puzzle because her other 24. 48 and such were making her parse board (She made them up really fast). When she received the 100 pc. puzzle she completed it in 45 min. Her Father and I were both dumbfounded. We just bought her a 200 pc. puzzle which took her an hour and a half to complete but she did it. What does this say about our child's mind set? Thank You.

A: Your daughter obviously has advanced abilities in solving puzzles. More than anything else, it indicates a sharpened ability to gather information, assess a situation, and find a quick solution to a problem. They would have a better ability to understand problems involving physical shapes and spaces. Research also indicated that early advanced ability in solving puzzles relates to later success in math..... Continue to read Dr. Sandhu's answer on Ability in Puzzle Solving here.

Q2: My son is 15 years old. He has always struggled in school in some areas, such as reading and writing, but not others such as report writing and presentations. Some math concepts barely need to be explained, others need to be taught multiple times in different styles before he grasps it. His WISC 4 tests are quite high, but that is not the reality of the child in the classroom. He also has a 30 point difference between sub-scores that no one thinks is worth consideration because of his overall high scores. he does not have any social concerns, and Nonverbal LD was ruled out....

A: This is indeed very interesting and a rather rare occurrence for me. The Full Scale IQ is the WISC-IV for gifted children may be excessively lowered due to low scores in processing speed and working memory. Intelligence is viewed as abstract reasoning ability, short-term auditory memory and processing speed tests should not emphasised too much.... Continue to read Dr. Sandhu's answer on WISC IV - High Processing Speed and Working Memory here.

Q3: My son is 6 and a half years old and is in 1st grade in the U.S. We just received his IQ group test scores:

Verbal: 109, Quantative: 129, and NonVerbal: 150

It was a group test and we don't know the exact testing method. A letter from school implies that he might have maxed out highest possible NonVerbal score...

A: The gap is huge between verbal and nonverbal scores. If it is the WISC-IV, such a gap would allow for a General Ability Index (GAI) which is derived from the core Verbal Comprehension and Perceptual Reasoning subtests. The GAI provides an estimate of general intellectual ability, with reduced emphasis on working memory and processing speed relative to the Full Scale IQ (FSIQ)... Continue to read Dr. Sandhu's answer on Gap between Verbal and Nonverbal IQ Scores here.

Brainy Products

1-2-3 Magic: Effective Discipline for Children 2-12
By Thomas W. Phelan, Ph.D

This revised edition of the award-winning 1-2-3 Magic program addresses the difficult task of child discipline with humor, keen insight, and proven experience. The technique offers a foolproof method of disciplining children ages two through 12 without arguing, yelling, or spanking.

By means of three easy-to-follow steps, parents learn to manage troublesome behavior, encourage good behavior, and strengthen the parent-child relationship - avoiding the "Talk-Persuade-Argue-Yell-Hit" syndrome which frustrates so many parents. Ten strategies for building a child's self-esteem and the six types of testing and manipulation a parent can expect from the child are discussed, as well as tips on how to prevent homework arguments, make mealtimes more enjoyable, conduct effective family meetings, and encourage children to start doing their household chores.


Positive Discipline
By Jane Nelsen, Ed.D

For twenty-five years, Positive Discipline has been the gold standard reference for grown-ups working with children. Now Jane Nelsen, distinguished psychologist, educator, and mother of seven, has written a revised and expanded edition. The key to positive discipline is not punishment, she tells us, but mutual respect. Nelsen coaches parents and teachers to be both firm and kind, so that any child–from a three-year-old toddler to a rebellious teenager–can learn creative cooperation and self-discipline with no loss of dignity.

Millions of children have already benefited from the counsel in this wise and warmhearted book, which features dozens of true stories of positive discipline in action. Give your child the tools he or she needs for a well-adjusted life with this proven treasure trove of practical advice.


Latest Brainy News

How to make your kids smarter: 10 steps backed by science
The Week Apr 02, 2014

But what makes children - from babies up through the teen years - smarter? Here are 10 things science says can help.

Music Positively Influences Brain
Daily Sabah Mar 28, 2014

Music has an impact on infant development and notably contributes to the cognitive process. It is reported that the impact of music on a baby starts in the mother's womb. The auditory system in the human fetus starts to develop at 21 to 22 weeks of gestation. By age three, 80 percent of brain development is com- plete and by age eight, 85 percent of mental development is reached.

Boost infant, toddler brain development - Early years more critical than you realize
The Charlotte Post Apr 03, 2014

When babies are born, their minds are still a work in progress, and their brains will rapidly grow and develop based on their experience. That means the first few years are critical for healthy brain development.

Infants 'sensitive to pleasant touch
Yahoo News Apr 03, 2014

Researchers have suggested that infants show unique physiological and behavioral responses to pleasant touch, which may help to cement the bonds between child and parent and promote early social and physiological development.

The power of play
Yahoo Singapore News Mar 07, 2014

From day one, children are eager to explore and learn about how the world around them works. They do this through play, whether it is using tools and toys they already have, or using their imagination.

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