Raising Children Who Think for Themselves offers a new approach to parenting that has the power to reverse the trend of external direction in our children and help parents bring up empathetic, self-confident, moral, independent thinkers. Children who are externally directed make decisions based on the peer groups, violent movies, sexually explicit television shows, and rap lyrics that permeate their lives. When children are self-directed, on the other hand, they use their power of reason like a sword to cut through the jungle of external influences. Fortunately, the author shows us, it is never too late to foster in our children the ability to weigh options, consider sources, and think for themselves. Filled with real-life examples, humorous anecdotes, and countless interviews with parents, children, and teachers, Raising Children Who Think for Themselves Identifies the five essential qualities of self-directed children Outlines the seven strategies necessary for parents to develop these qualities in their children Addresses nearly one hundred child-raising challenges—from body piercing to whining wars—and offers solutions to help encourage self-direction

In her newest book—written for both lay and professional people in all walks of life and cultures—author, lecturer, educator, Angela Browne-Miller presents a set of tools and awarenesses adults can apply to raising and teaching children and teens. Full of daily life advice, as well as profound ideas for changing the way we think about learning, Raising Thinking Children and Teens: Guiding Mental and Moral Development takes readers into the thinking processes of young people and shows how to reach them, to help them, to empower them. "Moral intelligence" is key, and Angela Browne-Miller explains how to guide young people in developing it. She likewise explores human potential and ways to raise thinking children who will maximize theirs. Examining both the folklore and the scientific debates about intelligence, she shows the danger of mislabeling and how to watch for and prevent labeling at school, in the home, and in society in general. The book also treats topics such as the quality of care and safety in school and preschool settings, effects of the physical environment on learning, the role of organization in thinking, childhood stress and hypochondria, child abuse outside the home, and family violence.

This book addresses the most common questions raised by parents regarding the impact of media on children. It offers insights on suitable media choices for children, fostering healthy media usage, determining appropriate age for media consumption, and navigating related technologies. Additionally, practical suggestions are provided on integrating media literacy into everyday situations with children. This book explores theories surrounding the effects of media violence, the importance of teaching online ethics, children's fear toward film characters, shielding children from distressing news, promoting advertisement literacy, exploring media's role in sexual education, and cultivating critical thinking skills to discern media clichés. These topics are thoroughly explored and discussed within the book. By engaging with this book, parents will acquire a practical level of media literacy that empowers them to support their children's growth in critical and creative thinking. It equips parents to navigate the challenges that arise when using both traditional and digital media effectively. Audiences of this book include parents, caregivers of children, educators, and anyone involved in working with children.

Drawing on interview data, the authors describe K-3 students' knowledge and thinking about basic aspects of the social world that are addressed in the elementary social studies curriculum. The interviews focused on human activities relating to nine cultural universals that are commonly addressed in the elementary social studies curriculum: food, clothing, shelter, communication, transportation, family living, childhood, money, and government. This volume synthesizes findings from the research and discusses their implications for curriculum and instruction in early social studies. Children's Thinking About Cultural Universals significantly expands the knowledge base on developments in children's social knowledge and thinking and, in addition, provides a wealth of information to inform social studies educators' and curriculum developers' efforts to match instruction to students' prior knowledge, both by building on already developed valid knowledge and by addressing common misconceptions. It represents a quantum leap in the availability of information on the trajectories of children's knowledge about common topics in primary elementary social studies education.

Presents research on the topic of young children's naive biology, examining such theoretical issues as processes, conditions and mechanisms in conceptual development using the development of biological understanding as the target case.

In writing this book, Dr. Skousen takes considerable comfort from the fact that there are no “experts” on the subject of raising boys. He comes about as close as anyone, since he is the father of five sons and three daughters—and the grandfather of fifty grandchildren. In this book is his description of “boyhood” from birth to the age of twenty-one, a portrait of physical and emotional development, year by year, an outline of behavior patterns and problems and how parents should react to them. He considers such matters as the boy’s relation to the family, adjusting to school, stuttering, telling tales, and even such everyday problems as getting a boy to clean up his room or take a bath. Inevitably there will be difficult boys and with this in mind Dr. Skousen gives helpful and knowledgeable advice to parents about alcohol, drugs, and suggested preventative measures. Without preaching and with a fine sense of humor and good common sense, Dr. Skousen has compiled a concrete guide to raising non-delinquent boys who are happy and well-adjusted. This eBook includes the original index, illustrations, footnotes, table of contents and page numbering from the printed format.

First published in 1978. In 1963, John Flavell posed one of the truly basic questions underlying the study of children’s thinking; his question was simply “What develops?” This volume holds the papers from the 13th Annual Carnegie Cognition Symposium, held in May 1977, that considering what progress had been made toward answering this question in the past 15 years.