HOW THE MEDIA INFLUENCES ON CHILDREN?????........................

 

 

At an early age books, movies, television, and the
Internet influence how our children think and act in a variety of ways. As
children grow these media influences become even more powerful. The media
influences on children is not always a good influence and parents need to
counteract this influence by discussing and monitoring what their children are
exposed to.



The media often stereotypes people and races. Most children's programming deals
in absolutes reinforcing the idea that people are good or bad, stupid or smart
and because of their inexperience children will latch onto stereotypes that
they see.



Parents can counteract this stereotyping by commenting when a group is
portrayed inaccurately. Let your children know for example that every blond
isn't stupid, and wearing black doesn't make you a bad guy. Point out that
everyone has good and bad traits.

So, often in the media a character is either good or bad, but in real life this
is not the case.



The media uses its influence on children to market items and influence your
child's desires making them think that they need certain items to be popular or
cool. My children often comment on things that they saw in commercials. The
other day my son told me that I should get a kitchen chopper, because it can
cut things up so much faster than I can using a knife. I replied that I don't
need a kitchen chopper because a knife works just fine.



Every year children influence their parents spending by convincing them to buy
things that the media has portrayed as "cool". Children recognize
name-brand products at an early age because they see them in the media. My
children recognized the McDonalds sign by age three even though we never eat
there, because they saw commercials on television.



Counteract the marketing by pointing out the faulty logic in commercials. Ask
your child if they really think having the latest toy will make them more
popular or happy. Children often don't realize that a Barbie won't move around
like it does on the commercials or that the elaborate set doesn't come with the
toy. Parents can teach their children that things do not equal happiness. Try
rewarding with praise and time instead of objects. My children know that they
don't get what they see on television and they rarely ask.



Life on many television shows and movies is far from normal. They often
glamorize potentially destructive behaviors like drinking, drugs, affairs, and
intimate teen relationships.



As a parent you can counteract the media's influence by pointing out how the
actions of the people on screen are potentially dangerous. Alcohol commercials
never show the hangovers the next day. Rarely does a teenage girl get pregnant
or someone contract a sexually transmitted disease in the media.



Research done by both RAND and the University of North Carolina also shows that
teenagers who are exposed to more sex talk and acts in the media are more
likely to engage in those same behaviors themselves. Dr. Brown, one of the
researchers says, "Teens are defaulting to entertainment media for sexual
information because they aren't getting this information in other places.
Unfortunately, the media aren't the best sex educators. The media tend to leave
out the crucial three C's: commitment, contraception and consequences."
The study on media influence on children also pointed out that parents could
have a greater impact on their teen's sexual behavior than the media when they
talk about it.



Taking the time to discuss the things that our children view in the media will
ensure that they are learning the things that we want them to and not the
lessons that the media might be teaching thus avoiding negative influence of
media. 

And

 which


foods


bad?
(By ‘bad’, I don’t mean they will make
you sick or anything. Just that you should eat them in moderation.)

'Bad' foods

Most processed foods – which
generally contain sugar, salt and fat



Fatty foods like margarines, butter, cream, most cheeses, fatty meat



Sugar and sugary foods like cakes and candies



Food containing additives and colourings



Sugary or diet soda drinks



Salty foods



Junk food



Fast food and takeaways

KIDS GUIDE TO FOOD.............................. GOOD FOOD

 

Good and bad foods: health

“You are what you eat”, goes a well
known saying. It’s not quite true but its message really means that if you eat
healthy foods, you are most likely to be healthy. If you eat nothing but corn
chips, you won’t get to look like a corn cob but you certainly won’t be fit and healthy. This is because your body needs a good mix of foods.

So...


which



foods



are


good?

Good foods

 

Almost anything fresh is a
good start. Better still is fresh organic food.

Oily fish Vegetables, particularly orange- or dark green ones
(carrots, chard, broccoli, squashes like pumpkins)


Fruits


Oats and other fibre-rich grains

PROBLEMS RELATED WITH LEARNING DISABILITIES.....................................

Learning
disabilities: Related problems and issues

Social and emotional difficulties

Sometimes kids have trouble expressing their feelings, calming
themselves down, and reading nonverbal cues, which can lead to difficulty in
the classroom and with their peers.


Social and emotional skills are an area where you can have a huge impact
as a parent. For all children, but especially those with learning disabilities,
social and emotional skills are the most consistent indicators of success,
outweighing everything else, including academic factors.  Academic
challenges may lead to low self–esteem, withdrawal and behavior problems, but
you can counter these things by creating a strong support system for your child
and helping them learn to express themselves, deal with frustration and work
through challenges. Your focus on their growth as a person, and not just on
academic achievements will help them learn good emotional habits and the right
tools for lifelong success.

Other disorders that make learning difficult

Difficulty in school doesn’t always stem from a learning disability.
Anxiety, depression, stressful events, emotional trauma, and other conditions
affecting concentration make learning more of a challenge.

• ADHD – Attention Deficit
       Hyperactivity Disorder (ADHD), while not considered a learning disability,
       can certainly disrupt learning. Children with ADHD often have problems
       with sitting still, staying focused, following instructions, staying
       organized, and completing homework.
• Autism – Difficulty mastering
       certain academic skills can stem from Pervasive Developmental Disorders
       such as autism and Asperger’s syndrome. Children with an autism spectrum
       disorder may have trouble making friends, reading body language,
       communicating, and making eye contact.

Can
gifted children have learning disabilities?

Many gifted and talented children (and adults) are often misdiagnosed as
having learning disabilities or behavior disorders. This occurs because there
are many characteristics of gifted children, both social and emotional, that
are mistaken as symptoms of specific learning disorders.


It is not uncommon for some gifted children (those with IQ scores over
140) to display a significant discrepancy (20 points or more) between Verbal IQ
and Performance IQ and possess characteristics of a learning disability. Often
gifted children have unusual learning styles, and even though they are very
intelligent, they may also have learning disorders.


Without intervention, self–esteem issues are almost certain in the life
of a child who is both gifted and has a learning disability. Whether or not
your gifted child also has a learning disability, they will benefit from extra
support, encouragement and love.

Diagnosis
and testing for learning disabilities and disorders

The process of diagnosing a learning disability can be confusing. It
involves testing, history taking and observation by a trained specialist.
Finding a reputable referral is important. Start with your child's school, and
if they are unable to help you, ask your insurance company, doctor, friends and
family.

Specialists trained to do psychological testing and result
interpretation

• Clinical psychologist
• School psychologist
• Educational psychologist
• Developmental psychologist

• Neuropsychologist
• Psychometrist
• Occupational
       therapist (tests sensory disorders that can lead to learning problems)
• Speech and language therapist
  
      

Sometimes several professionals coordinate services as a team to obtain
an accurate diagnosis, including input from your child's teachers.
Recommendations can then be made for special education services or
speech–language therapy within the public school system.


A nonpublic school that specializes in treating learning disabilities
might be a good alternative if the public school is not working out. For a list
of nonpublic schools in your area go to the website for your state's Department
of Education. For example, in California see: Nonpublic Schools
Database.

Integration, sequencing and abstraction: Technical terms for how the
brain works

A professional learning disorders specialist might refer to the
importance of “integration” to learning. Integration refers to the
understanding of information that has been delivered to the brain, and it
includes three steps: sequencing, which means putting information in the right
order; abstraction, which is making sense of the information; and organization,
which refers to the brains ability to use the information to form complete thoughts.



Each of the three steps is important and your child may have a weakness
in one area or another that causes learning difficulty. For example, in math,
sequencing (the ability to put things in order) is important for learning to
count or do multiplication (as well as learn the alphabet or the months of the
year). Similarly, abstraction and organization are important parts of numerous
educational skills and abilities. If a certain brain activity isn’t happening
correctly, it will create a roadblock to learning.

Getting
help for children with learning disabilities

All children can be both exhilarating and exhausting, but it may seem
that your child with a learning disability is especially so. You may experience
some frustration trying to work with your child, and it can seem like an uphill
battle when you don’t have the information you need. After you learn what their
specific learning disability is and how it is affecting their behavior, you
will be able to start addressing the challenges in school and at home. If you
can, be sure to reach out to other parents who are addressing similar
challenges as they can be great sources of knowledge and emotional support.

THE MOST COMMON DISABILITIES........................

Common types of learning disabilities:

Dyslexia:
is the difficulty of processing language, the problems are: reading, writing,
spelling and speaking.

Dyscalculia:
is the difficulty with math and the problems are: doing math exercises

Dysgraphy:
is the difficulty with the hand writing, spelling and organizing ideas

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Dysgraphy (sensory integration disorder: is the difficulty with motor skills. Also with hand – eye coordination, balance and manual dexterity.

 

 

 

Auditory processing disorder: is
the difficulty of hearing differences between sounds, the most common problems
are reading, comprehended, and language.

 

 

Visual processing disorder: 
is the difficulty of interpret visual information, for example problems with
reading, math, maps, charts, symbols and pictures.

EARS AND EYES......................................

Auditory and visual processing: the  importance of the ears and the eyes

The eyes and the ears are the primary means of
delivering information to the brain, a process sometimes called “input.” If
either the eyes or the ears aren’t working properly, learning can suffer and
there is a greater likelihood of a learning disability or disorder.
Professionals may refer to the ability to hear well as
“auditory processing skills” or “receptive language.” The ability to hear
things correctly greatly impacts the ability to read, write and spell. An
inability to distinguish subtle differences in sound, or hearing sounds at the
wrong speed make it difficult to sound out words and understand the basic
concepts of reading and writing. 
Problems in visual perception include missing subtle
differences in shapes, reversing letters or numbers, skipping words, skipping
lines, misperceiving depth or distance, or having problems with eye–hand
coordination.  Professionals may refer to the work of the eyes as “visual
processing.” Visual perception can affect gross and fine motor skills, reading
comprehension, and math.

TYPES OF LEARNING DISABILITIES....................................

Types of learning disabilities are often grouped by
school–area skill set or cognitive weakness. If your child is in school, it
will probably be apparent if he or she is struggling with reading, writing, or
math, and narrowing down the type will be easier.

Motor difficulties and learning disabilities

Motor difficulty refers to problems with movement and
coordination whether it is with fine motor skills (cutting, writing) or gross
motor skills (running, jumping). A motor disability is sometimes referred to as
an “output” activity meaning that it relates to the output of information from
the brain. In order to run, jump, write or cut something, the brain must be
able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include
problems with physical abilities that require hand–eye coordination, like
holding a pencil or buttoning a shirt.

Math difficulties and learning disabilities

Learning disabilities in math vary greatly depending
on the child’s other strengths and weaknesses. A child’s ability to do math
will be affected differently by a language learning disability, or a visual
disorder or a difficulty with sequencing, memory or organization. 

A child with a math–based learning disorder may struggle with memorization and
organization of numbers, operation signs, and number “facts” (like 5+5=10 or
5x5=25). Children with math learning disorders might also have trouble with
counting principles (such as counting by 2s or counting by 5s) or have
difficulty telling time.

Language difficulties and learning disabilities

Language and communication learning disabilities
involve the ability to understand or produce spoken language. Language is also
considered an output activity because it requires organizing thoughts in the
brain and calling upon the right words to verbally explain something or
communicate with someone else.

Signs of a language–based learning disorder involve problems with verbal
language skills, such as the ability to retell a story and the fluency of
speech, as well as the ability to understand the meaning of words, parts of
speech, directions, etc.

Reading difficulties and learning disabilities

There are two types of learning disabilities in
reading. Basic reading problems occur when there is difficulty understanding
the relationship between sounds, letters and words. Reading comprehension
problems occur when there is an inability to grasp the meaning of words,
phrases, and paragraphs.
Signs
of reading difficulty include problems with:

letter and word recognition

understanding words and ideas

reading speed  and fluency

general vocabulary skills

Writing difficulties and learning disabilities

Learning disabilities in writing can involve the
physical act of writing or the mental activity of comprehending and
synthesizing information. Basic writing disorder refers to physical difficulty
forming words and letters. Expressive writing disability indicates a struggle
to organize thoughts on paper.

Symptoms of a written language learning disability
revolve around the act of writing and include. They include
problems with:

neatness and consistency of writing

accurately copying letters and words

spelling consistency

writing organization and coherence

 

WHAT IS A LEARNING DISABILITY.................................

If you think your child might have a learning disability, you may feel overwhelmed by the information, the numerous tests, and the lack of clarity about how to get the best help for your child. What you need is a roadmap for sifting through the information and finding the valuable support that is available. You also may need a bit of perspective. The brain has an amazing capacity to change and children respond when given the support and encouragement they need. Early intervention and support can really make a difference in giving your child the best chance for success.

What is a learning disability?

"He has the
ability, if he just tried harder, he could do it. He chooses not to do the
work."
"If she would just
pay attention, she would get it."
"After I give the
instructions, he sits there and stares at his paper. He is not motivated."

A child with a learning
disability cannot try harder, pay closer attention, or improve motivation on
their own; they need help to learn how to do those things. A learning
disability, or learning disorder, is not a problem with intelligence. Learning
disorders are caused by a difference in the brain that affects how information
is received, processed, or communicated. Children and adults with learning
disabilities have trouble processing sensory information because they see, hear, and understand things differently.  

Hope for learning disabilities: The brain can change

Science has made great strides in understanding the inner workings of the brain, and one important discovery that brings new hope for learning disabilities and disorders is called neuroplasticity.
Neuroplasticity refers to the brain’s natural, lifelong ability to change¾to
form new connections and generate new brain cells in response to experience and learning. This knowledge has led to groundbreaking new treatments for learning disabilities that harness the power of neuroplasticity to retrain the brain.

How does understanding the brain help with a learning disability or disorder?

Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it difficult to process information easily. If service was down in a certain area of the city the phone company might fix the problem by re–wiring the connections. Similarly, under the right learning conditions, the brain has the ability to reorganize itself by forming new neural connections. Those new connections facilitate skills like reading and writing that had been difficult using the old connections. 

Parenting a child with a learning disability or learning disorder

As a parent, discovering that something may stand in the way of your child’s success can be unsettling and difficult. Whether or not your child has a learning disability, remember that the way you behave and what you do
has the most impact on your child’s chances of success. Everyone faces
obstacles and the most important thing you can show your child, apart from your consistent love and support, is how to deal with obstacles. A good attitude won’t solve the problem, but it can give your child hope and confidence that things can improve.
Your first task as the parent of a child with a learning disability is to recognize that there are many things you can do to help your child:

Keep things in perspective – Try not to be intimidated by the news that your
     child may have a learning disability – all people learn differently. Your
     most important job is to support your child and to help them keep their
     self esteem in tact. Challenges can be overcome. Don’t let the tests,
     school bureaucracy and endless paperwork distract you from what is really
     important – providing your child with emotional, educational and moral
     support.

Do your own research and become your own expert – Learn about new
     developments in learning disabilities, different programs and educational
     techniques that could make an impact with your child. You may
     instinctively look to others for solutions – schools, teachers, therapists
     or doctors – but you need to take charge when it comes to finding the
     tools your child needs to continue learning.

Be an advocate for your child – You may have to speak up time and time again to get special help for your child. Embrace your role as a proactive
parent and work on your communication skills. It may be frustrating a
times, but your calm, reasonable and firm voice may make the difference is
achieving what you want for your child.

Remember that your influence on your child outweighs all others – Your child will follow your lead. If you approach the learning challenges with optimism,
hard work and a sense of humor, your child is likely to embrace your
perspective or at least see the challenges as a detour rather than a
roadblock. Also, remember that the school situation doesn’t have to be
perfect. Focus your energy on learning what works and implementing it in
your child’s life the best you can.

In this age of endless budget cuts and inadequately funded schools, your role in your child’s education is more important than ever. Don’t sit back and let someone else be responsible for providing your child with the tools they need to learn. You can and should take an active role in your child’s education.

Symptoms and types of
learning disabilities and disorders

 

If you’re aware of some
of the common signs of learning disabilities and learning disorders in
children, you’ll be able to catch the problem early and take steps to get your
child help. Paying attention to normal developmental milestones for toddlers
and preschoolers is very important. Early detection of developmental
differences may be an early signal of a learning disability and problems that
are spotted early can be easier to correct.
A developmental lag
might not be considered a symptom of a learning disability until your child is
older, but if you recognize it when your child is young, you can intervene
early. You know your child better than anyone else does, so if you think there
is a problem, it doesn't hurt to get an evaluation. You can also ask your
pediatrician for a developmental milestones chart.
The activity of
diagnosing the type of learning disability can be overwhelming and time
consuming. Try not to get caught up in trying to determine the label or type of
disorder and focus instead on figuring out how best to support your child.
The National Center for
Learning Disabilities has created a comprehensive checklist covering the eight
areas affected by learning disabilities. Before
you read this section, please PRINT the NCLD checklist for reference. The checklist, organized
by skill set and age group, can help you evaluate your child’s signs and
symptoms and indicate whether you should seek further assistance from a teacher
or professional skilled in diagnosing learning disabilities.

 

RECOGNITION OF CHILDREN LEARNING PROBLEMS...........................

Pointers for parents of children with learning disabilities:

1.   Take the time to listen to your children as much as you can (really try
to get their "Message").

2.   Love them by touching them, hugging them, tickling them, wrestling with
them (they need lots of physical contact).

3.   Look for and encourage their strengths, interests, and abilities. Help
them to use these as compensations for any limitations or disabilities.

4.   Reward them with praise, good words, smiles, and pat on the back as
often as you can.

5.    Accept them for what they are and for
their human potential for growth and development. Be realistic in your expectations and demands.

6.   Involve them in establishing rules and regulations, schedules, and
family activities.

7.   Tell them when they misbehave and explain how you feel about their
behavior; then have them propose other more acceptable ways of behaving.

8.   Help them to correct their errors and mistakes by showing or
demonstrating what they should do.

9.    Don't nag!

10. Give them reasonable chores and a regular family work responsibility
whenever possible.

11. Give them an allowance as early as possible and then help them plan to
spend within it.

12.Provide toys, games, motor activities and opportunities that will
stimulate them in their development.

13.Read enjoyable stories to them and with them. Encourage them to ask
questions, discuss stories, tell the story, and to reread stories.

14.Further their ability to concentrate by reducing distracting aspects of
their environment as much as possible (provide them with a place to work, study
and play).

15.Don't get hung up on traditional school grades! It is important that
they progress at their own rates and be rewarded for doing so.

16.Take them to libraries and encourage them to select and check out books
of interest.

17.Have them share their books with you.

18.Provide stimulating books and reading material around the house.

19.Help them to develop self-esteem and to compete with self rather than
with others.

20.Insist that they cooperate socially by
playing, helping, and serving others in the family and the community.

21.Serve as a model to them by reading and discussing material of personal
interest. Share with them some of the things you are reading and doing.

22.Don't hesitate to consult with teachers or
other specialists whenever you feel it to be necessary in order to better
understand what might be done to help your child learn.

HOW TO DETECT CHILDREN LEARNING PROBLEMS..................................

What should a parent do if it is suspected that a child has a learning disability?

The parent should contact the child's school and Arrange for testing and evaluation. Federal law requires that public school districts provide special education and related services to children who needthem. If these tests indicate that the child requires special educational services, the school evaluation team (planning and placement team) will meet to develop an individual educational plan (IEP) geared to the child's needs. The IEP describes in detail an educational plan designed to remediate and compensate for the child's difficulties.

Simultaneously, the parent should take the child to the family pediatrician for
a complete physical examination. The child should be examined for correctable
problems (e.g. poor vision or hearing loss) that may cause difficulty in
school.

How does a learning disability affect the parents of the child?

 

Research indicates that parental reaction to the
diagnosis of learning disability is more pronounced than in any other area of
exceptionality. Consider: if a child is severely retarded or physically
handicapped, the parent becomes aware of the problem in the first few weeks of
the child's life. However, the pre-school development of the learning disabled
child is often uneventful and the parent does not suspect that a problem exists.
When informed of the problem by elementary school personnel, a parent's first
reaction is generally to deny the existence of a disability. This denial is, of
course, unproductive. The father tends to remain in this stage for a prolonged
period because he is not exposed to the child's day-to-day frustrations and
failures.



Research conducted by Eleanor Whitehead suggests that the parent of an LD child
goes through a series of emotions before truly accepting the child and his
problem. These "stages" are totally unpredictable. A parent may move
from stage-to-stage in random. Some parents skip over stages while others
remain in one stage for an extended period. These stages are as follows:



DENIAL: "There is really nothing wrong!" "That's the way I was as
a child--not to worry!" "He'll grow out of it!"



BLAME: "You baby him!" "You expect too much of him."
"It's not from my side of the family."



FEAR: "Maybe they're not telling me the real problem!" "Is it
worse than they say?" "Will he ever marry? go to college?
graduate?"



ENVY: "Why can't he be like his sister or his cousins?"



MOURNING: "He could have been such a success, if not for the learning
disability!"



BARGAINING: "Wait 'till next year!" "Maybe the problem will
improve if we move! (or he goes to camp, etc.)."



ANGER: "The teachers don't know anything." "I hate this
neighborhood, this school...this teacher."



GUILT: "My mother was right; I should have used cloth diapers when he was
a baby." "I shouldn't have worked during his first year."
"I am being punished for something and my child is suffering as a
result."



ISOLATION: "Nobody else knows or cares about my child." "You and
I against the world. No one else understands."



FLIGHT: "Let's try this new therapy--Donahue says it works!" "We
are going to go from clinic to clinic until somebody tells me what I want to
hear.!"



Again, the pattern of these reactions is totally unpredictable. This situation
is worsened by the fact that frequently the mother and father may be involved
in different and conflicting stages at the same time (e.g., blame vs. denial;
anger vs. guilt). This can make communication very difficult.
The good news is that with proper help, most LD children can make excellent
progress. There are many successful adults such as attorneys, business
executives, physicians, teachers, etc. who had learning disabilities but
overcame them and became successful. Now with special education and many
special materials, LD children can be helped early.

SYMPTOMS RELATED TO LEARNING DISABILITIES................................

Among the symptoms commonly related to learning disabilities are:

    poor performance on group tests

      difficulty discriminating size, shape, color

      difficulty with temporal (time) concepts

      distorted concept of body image

      reversals in writing and reading

      general awkwardness

      poor visual-motor coordination

      hyperactivity

       difficulty
copying accurately from a model

      slowness in completing work

      poor organizational skills

      easily confused by instructions

       difficulty
with abstract reasoning and/or problem solving

      disorganized thinking

       often
obsesses on one topic or idea

       poor
short-term or long-term memory

       impulsive
behavior; lack of reflective thought prior to action

      low tolerance for frustration

      excessive movement during sleep

      poor peer relationships

      overly excitable during group play

      poor social judgment

       inappropriate,
unselective, and often excessive display of affection

       lags
in developmental milestones (e.g. motor, language)

      behavior often inappropriate for situation

       failure
to see consequences for his actions

       overly
gullible; easily led by peers

       excessive
variation in mood and responsiveness

       poor
adjustment to environmental changes

       overly
distractible; difficulty concentrating

       difficulty
making decisions

       lack
of hand preference or mixed dominance

       difficulty
with tasks requiring sequencing

When considering these symptoms, it is important to
remain mindful of the following:

No
one will have all these symptoms.                          

Among LD populations, some
symptoms are more common than others.

All people have at least
two or three of these problems to some degree.

The number of symptoms seen
in a particular child does not give an indication as whether the disability is
mild or severe. It is important to consider if the behaviors are chronic and
appear in clusters.

Some of these symptoms may indicate dyslexia. For
more information go to About Dyslexia.



Some of these symptoms may indicate attention deficit hyperactivity disorder.
For more information go to About ADHD.