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How to Impress Korean Parents if You’re a Guy

By: jamiep
You’re dating a Korean girl and she wants you to meet her parents. Or you’re friends with a Korean girl hoping it will go somewhere and you want to make a good impression. Whatever the reason, you’re gonna want to get at least somewhat familiar with Korean culture before you walk in the door and forget to take off your shoes.

How To Educate Your Kids Before School

By: xxaznmonk
Many parents want their children to get a head start on life starting from an early age. So, why don't you start before they even go to school? Before Preschool or Kindergarten, start teaching them from home. Start giving them basic lessons that will give them an edge compared to all the other students as well as give them a head start for later. Here's a couple of tips that will help you.

How to Impress your Girlfriend's Parents

By: AbeLuke
Meeting the parents can be a big step in a relationship. Make sure you don't mess things up! Here are some ways to impress your girlfriend's parents.

How to Be Liked by Your Girlfriend's Parents

By: viviennebarlow
Introducing yourself to the parents is a crucial moment in your relationship. If things don't go well, you may find the chance of the relationship lasting decreasing.

How to Hide a Hickey

By: Lucas
Did your girlfriend or your boyfriend leave you a nice red hickey on your neck? Are you sick of wearing turtle necks in the middle of July to try and hide them? Here are some insightful tips on how to hide your hickey.

How Brain Growth Affects Baby�۪s Actions

By: InventiveMinds
In last month’s column I introduced this series by reviewing some general infant intellectual tendencies and abilities. This article addresses some exciting research on the baby's brain and how brain growth is connected to his actions. In addition, I will touch on a few related issues such as the effect of an enriching or sterile environment on infant’s are raised. 1. Electrical activity of brain cells changes the physical structure of the brain. A baby is conceived out of a single cell. But during the next nine months, her brain grows so rapidly that by the time she is born, she has around 100 billion neurons; all the cells she will ever have, no more neurons will be added over the lifespan. The brain begins working well before it is finished and it does so through electrical activity. This activity drives the explosion of learning that occurs immediately after birth. Shortly after birth, the brain produces trillions of connections between neurons, more than it will possibly use. These connections are the basis of new learning, the physical structures upon which knowledge and know-how are based. The more connections, the more knowledge and know-how are potentially available to the child. After a certain period, if not used these connections will disappear. It is relatively easy to show correlations between these neuronal connections (synaptic formations) and a baby’s actions: At 2 months these connections, called synapsis, begin in the motor cortex of the brain. The result is that at this particular age infants lose their startle and rooting reflexes and begin to have some control over them. At 3 months synaptic formation peaks resulting in the baby’s ability to focus his eyes. At 8 or 9 months the hypocampus becomes fully functional --- babies can now form explicit memories. This is why at point in time babies realize that an object is hiding under the blanket proving their ability by removing the blanket to grasp the object! Between 6 and 12 months the prefrontal cortex, the seat of forethought and logic, forms synapses at a furious rate, so much so that it consumes twice the energy of an adult brain. By this age, the child can think about things quite intelligently. He can lift a blanket that has covered a toy to retrieve the toy; he can pull the edge of the blanket on which a toy is resting to bring the toy closer to him; and he understands cause-effect relationships. By 12 months, a toddler’s auditory map is formed, enabling her to pick up new phonemes, making it possible for language learning to grow by leaps and bounds. In this brief column, I have tried to show how brain growth makes certain actions possible. But possible does not mean inevitable. These connections do not happen without some interactions. And recently research has made clear that enriching interactions, expedite the connective process. This is the foundation of learning and intellectual development. In the next article we will explore the importance of these interactions in the first few years of life. 2. Deprivation of a stimulating environment, results in brain deficits that affect later development. Baylor College of Medicine scientists: children who don’t play much or are rarely touched develop brains that are 20%-30% smaller than normal for the age. University of Illinois researchers showed that brains of laboratory rats which were confined to sterile, uninteresting boxes contain as many as 25% less synapses per neuron. By age three, a child who is neglected or abused bears marks that, if not indelible, are exceedingly difficult to erase. TIME comment on conclusions reached by Frank Newman, president of the Education Commission of the States. In other words, poor experiences produce poor brains; conversely, rich experiences produce rich brains. 3. There is a time scale to brain development, and the most important year is the first. Frank Newman, president of the Education Commission of the States. Well-designed preschool programs can help many children overcome deficits in their homes. According to physiologist Michael Stryker of the University of California at San Francisco: it is neural activity that sorts out the trillions of connections and gives them order. While heredity gets the process going even before birth, experience, of course, gives rise to the neural activity that drives brain development. According to University of Chicago pediatric neurologist Janellen Huttenlocher, the size of a toddler’s vocabulary is strongly correlated with how much a mother talks to the child. Causality is also constructed in the first year of life. Feelings, concepts and language begin to be linked between the 7th and 12th month. By the age of two, a child’s brain contains twice as many synapses and consumes twice as much energy as the brain of a normal adult. And while these microscopic connections continue to form throughout life, they reach their highest average densities of approximately 15,000 synapses per neuron at around the age of two... Neurologists confirm that it is repeated experience that wires a child’s brain. According to all, including Stanford University psychologist Anne Ferald, parents are the brains first and most important teachers. Baylor College of Medicine’s Bruce Perry: Experience is the chief architect of the brain 4. Windows of opportunity: Syntax closes by age 5 or 6. University of Illinois neuroscientist William Greenough: Potential for greatness is encoded in the genes, but the actualization of this greatness depends on the patterns etched by experience in those critical early years. A baby is conceived out of a single cell. But during the next nine months, her brain grows so rapidly that by the time she is born, she has around 100 billion neurons; all the cells she will ever have, no more neurons will be added over the lifespan. The brain begins working well before it is finished and it does so through electrical activity. This activity drives the explosion of learning that occurs immediately after birth and changes the very structure of the brain itself. Shortly after birth, the brain produces trillions of connections between neurons, more than it will possibly use. These connections are the basis of new learning, the physical structures upon which knowledge and know-how are based. The more connections, the more knowledge and know-how are potentially available to the child. After a certain period, if not used these connections will disappear. It is relatively easy to show correlations between these neuronal connections (synaptic formations) and a baby’s actions: At 2 months these connections, called synapsis, begin in the motor cortex of the brain. The result is that at this particular age infants lose their startle and rooting reflexes and begin to have some control over them. Gone are the days when the baby involuntarily turns his cheek in the direction of your finger touching the side of its mouth (rooting). The connection is very clear -- the moment the connections begin to develop in the motor region of the brain, motor action, in this case the reflex, is affected. At 3 months, synaptic formation peaks resulting in the baby’s ability to focus his eyes. At 8 or 9 months the hypocampus becomes fully functional --- the result: babies can now form explicit memories. This is why at this point in time babies fully develop the Object concept, that an object can exist without having first-hand perception of it. Now they can fully realize that an object is hiding under a blanket. To prove it, they can remove the blanket to grasp the object! Between 6 and 12 months the prefrontal cortex, the seat of forethought and logic, forms synapses at a furious rate, so much so that it consumes twice the energy of an adult brain. By this age, the child can think about things quite intelligently. He can lift a blanket that has covered a toy to retrieve it (the permanence of objects); he can pull the edge of the blanket on which a toy is resting to bring the toy closer to him (means-ends relationships); and he understands that if he throws the stuffed animal on the floor, mother will quickly return it to him (cause-effect relationships). And how many parents have forgotten that this can turn into a hilarious game for the child and a stiff back for the parent! By 12 months, a toddler’s auditory (hearing) map is formed, enabling her to pick up new phonemes (linguistic sounds), making it possible for language learning to grow by leaps and bounds.

PLAY AND YOUR BABY: WHY YOUR BABY SHOULDN'T PLAY WITH THIS TOY!

By: InventiveMinds
Not all baby toys are appropriate for your baby. The key is knowing which toy to introduce and when. It requires some knowledge of child development, especially knowledge of how babies' intellect develops. Knowledge of the intellectual development of babies during the critical first two years is indispensable since that knowledge can guide the nature of your interactions with your baby. The most important single aspect of this knowledge is the ability to match the baby's stage of mental development with the activity that you choose to use. Often, the activity involves toys. Knowledge of intellectual development can also guide you as to what toy to buy, when to buy it, how to use, and what benefits might be expected from its use. You obviously know how important the early years are to your baby's life. From a developmental standpoint, no other years are more critical than the first few. Enrichment of the natural, spontaneous processes of intelligence during this time is perhaps the most important investment you'll make in your child's future. Unfortunately, this knowledge is not readily available to every parent, and acquiring the knowledge takes time --- yes, that precious commodity --- time! An ideal product would, (a) save us time by describing the stages of intellectual development in the baby succinctly yet accurately, (b) provide the essential toys needed for the entire first two years, (c) provide the method of intellectual enrichment which helps the baby reach her full potential, and (d) afford great quality time for both of you. That product would be worth its weight in gold. Infant education is imperative. But it must be done properly. If it is, it can be a source of fun and excitement for both parent and baby. The secret is in respecting the baby's stages of intellectual development and selecting fun activities that are stage- appropriate. This is an obvious limitation of what some of us still remember the superbaby movementwhich force feed babies to learn to "read" and do simple "Math"! The superbaby program literally left the entire psychological community in utter dismay because it violated most principles of child development. It imposed a school curriculum on infants; hurried babies' development in areas which are artificial to them; and ignored what they can do and how they naturally construct real knowledge of their environments. The results of this exercise proved to be artificial mimicking of the content, with undue pressure on the babies. Correcting the problems created by the superbaby movement is quite simple. We must respect the natural pace of intellectual development of babies and provide stage-appropriate activities for them. Stage-appropriate enrichment of the ways of knowing --- the marvelous. We as parents are charged with the fascinating, fulfilling and rewarding responsibility of nurturing these inherent abilities. Babies develop their full intellectual potential through exploration and play, with great latitude to choose what they are interested in, and in an atmosphere of unconditional love, encouragement, and support. We must create an appropriate, comfortable atmosphere for our young children's learning with a consistently warm, caring attitude. If your baby is not interested in an activity, don't insist --- choose another. And as she/he gets older, let your child do the choosing. A new product has just been introduced called which shows you the developmental value of a set of stage-matching toys, removes the haphazard and confusing nature of toy selection, and guides you step by step through the fun and interesting process of knowledge building. _________is about how children --- between birth and age two years --- form knowledge, and how we, as parents, can help them develop their full intellectual potential, enabling them to grow into healthy and confident young people. The consists of an introductory booklet describing the very latest in infant education; six informative, colorful and highly graphic activity booklets illustrating almost one hundred enriching activities- an extensive Baby Growth Chart enabling you to track your baby's progress, and twenty-five stage-matching, high quality toys from the world's leading manufacturers. ____________is your trustworthy companion during the first two years of your baby's life --- an informative guide at your fingertips. Processes of learning and understanding are to enhance the natural processes of curiosity, discovery, and inventiveness-- is exactly what the baby wants and needs. Proper enrichment of the baby's development can be accomplished when there is a match between the baby's stage of development and the type of activity selected. When that has been achieved, the baby's intellectual life becomes more fun, interesting, rewarding, and certainly less frustrating later on as shelhe takes on the challenges of schooling. With this match, we don't risk frustrating the baby by rushing her with tasks that are too hard, nor boring her by choosing tasks that are too simple.

How to Help Your Children Cope with Grief (PART 1)

By: Mudeshi
It may sensitive to mention the death of parents or siblings and friends on the same chapter as the death of pets,but often the demise of a pet is a child's first experience of death.

How to Keep Your Sanity as a Parent(part 2)

By: Mudeshi
There are parents who say that they sailed through it all and their children never caused them stress for even a momment. how splendid for them.They are either zombies or saints liars

How to Get Your Kids to Bed on Time(PART 1)

By: Shaneequagina
Are some children purposely trying to drive us to distraction at bed time? Is there a 'I'm not going to bed quietly' gene we can blame? Most importantly, what are Bethan's parents doing right?There are some tried and true tips which do help with getting children to bed,but you may have others which work just as well.