November 20th, 2008 at 9:44 pm
Helping your young acting hopeful prepare for a successful acting career can be an incredibly rewarding experience for the parent. All parents like seeing their children being creative, expressing themselves, and, most importantly, having fun.
It should be stated, however, that forcing a child to participate in any pursuit they don’t like is not just counterproductive but harmful to the child. Your role, as the acting hopeful’s parent, is to caringly nurture your children’s expressed interests and not force them into a pursuit in order to live vicariously through them. One would have to be born under a rock to have missed some of the more public examples of what can happen when children are forced into an acting career they never wanted.
That being said, there are some very simple pointers you can follow that will have a powerful impact in the immediate sense and create long-term opportunities for the professional acting success of your son or daughter.
Start Early: Human beings, it would seem, are all natural born actors. Early in their lives, they often spend entire afternoons play-acting imaginary scenarios. Sadly, as many of us get older, we forget how much fun acting can be. By exposing your youngsters, at an early age, to the concept of acting, you are, in effect, introducing them to something at which they are already. Regardless of whether it’s soccer, football, chess, or acting, childhood pursuits should always be fun. By giving your children an early glimpse of acting while they are young and predisposed to the concept, you dramatically increase the odds of their long-term success. Acting Camps provide the perfect vehicle for your children to immerse themselves in the creative fun acting can provide. What they gain from the camp experience has as much to do with you, the parent, as it does the camp itself. With the internet woven into the fabric of our lives, there is simply no excuse for parents not doing due-diligence research on any acting camp they are considering. A little research time, up front, can save you a lot of money, effort, and disappointment later.
After your children have started their first camp, make sure that they are having fun. If not, first try finding a better-suited program and see if that resolves the issue. If not, you may need to consider the fact that acting may not be of interest to them at that point in their lives. If that is the case, and the situation is handled carefully, it may well become one as they get older. Forcing the issue now will virtually guarantee that your child will never enjoy the art. If there isn’t a fit, back off and give them some time. Find out what it was about the camp experience they didn’t like. More importantly, find out what things (even if only a few) they actually did like about the camp. Pay attention to these answers. There is a good chance that, armed with this information, you can research other camps that may be better suited to your child’s tastes and artistic needs. Find a different camp, try again next year, and until then don’t push or make a big deal out of it.
Be Involved: Acting is a passion and, like flame, it needs fuel in order to burn. A parent’s support and involvement has no equal as that fuel. Acting Camp is about far more than just what happens during the time your child attends. What happens before and after camp is as important as the camp itself. Furthermore, if you have an uninterested attitude towards your children’s pursuits then their attitude will soon follow your own. Help them prepare for the camp experience beforehand. If you have done your research, then you are well-versed in what your children will be learning and doing. Help them feel prepared for it and they will have the kind of fun that only self-confidence brings. After Camp is over, spend a lot of time revisiting what they experienced and learned. Often, there are exercises and drama games that can be fun for the whole family to recreate. Children look to their parents for validation. Be that validation for your young actor or actress and you have armed them well for success.
Be Selective: Acting Camps are as varied as the children who attend them. Take the time to research, research, research. If your children are new to the art, look for fun-filled camps that focus more on the enjoyment of the experience than the knowledge gained. As your children progress, they will want, as well as need, more challenges for their minds. Complacency destroys drive, and an unchallenged mind can hardly avoid becoming complacent. Acting Camp should always be fun, but as your children grow they will develop a sense of pride in their craft and will be eager to take the challenge to the next level. Do your homework and be prepared to provide that challenge in their next camp.
Preparing For the Next Step: Eventually your children (and I use that term loosely here) will be ready to move on to acting school. As you have watched and participated with your children in their acting youth, you’ll no doubt have picked up on where their artistic talents and drive really lie. Research schools that have well-respected programs, and degrees, in those areas. This next step is an expensive one, so doing your research here actually does pay. Just as acting camps have helped form your children’s creative foundations, so acting schools will take it to that next, and this time, professional level.
MindBlow and Mind Below
Human mind is numberless wonder of whole universe. This is the most fertile field of world. More you sow much you reap out of it.
The usage of this part of human body needs accurate and precise approach. The tool to sharpen the upper part of human body is only through education. The education can change the life of human being. This had been proven by scientific development of our world. Thus in most advanced and developed society, every possible care is taken in education sector applications.
Are we in India caring for this vital aspect of human being? This story is a little effort to discuss the national education with special reference to one of the leading and progressive state named Haryana.
According to 2001 census the population of largest democracy of the world was 1027015247. The managing of this huge population is a specialized job. To do this it required extra accuracy and farsightedness approach. Education is among first thrust, which need to be carefully managed, because it is directly linked to development of nation.
In 2002 India had 199144199 students starting from class 1 to higher education level. It means 19.3% of population was of student community.
Government and NGO’s are working hard to expand the area of education in the country, but their efforts are not yielding up to mark satisfaction.
In India in 2002 there were 113883060 students in primary school level. In middle school level numbers of students were 44828235. That means 69% of primary school students’ left their studies before or after fifth class. The facts and figures are similar in every year.
In same year (2002) there were 44828235 it mans 55% of student in middle school level whereas the number of high school students 20053986 who gave up their school bags after eight class. Continue to this process 48% of students left their studies from high school level to secondary level.
But here in last I am very surprised to see that after 10+2 level study gives up cases has drastically come down to 5%. This statistics clearly indicate that if student reaches primary level his or her probability of leaving school is 61%. If students cross first barrier (primary level) and reach to middle school then his percentage of leaving come down to 55%. Further after 10th standard to secondary levels this percentage further come down to 48%. Finally if he / she get passed 10+2 exam, the percentage to achieve higher education / professional education is 95%, which is very high as comparative to primary and middle level. These facts and figures clearly indicate that primary to middle classes are studies leaving prone classes.
Are these studies leaving the prone classes targeted by our education planners? . Answer is clearly no. This is very evident from following statistics.
In primary school level student / teacher ratio in India is 59:1, for middle class it was 31:1, whereas in 10+2 level it was 17:1 in 2002.In comparison to above after 10+2 level education there are 272 universities, 8737 colleges (general), 838 technology/ engineering college, 725 medical college, 846 teacher training colleges, 5462 polytechnic and it is and 1175 teacher training schools. This type planning will show its effects on society because knowledge level of population will be of high contrast. This will lead to fragmentation of that society which is already fragmented in the name of religion, caste and creeds. In this situation, the Education will work reversibly. This can be averted by making middle level focused education policy.
So emphasis of our education policy should be on study leaving prone classes.i.e.5th to 8th classes. The environment and education should be planned in such manner that student of these classes does not leave their studies in want of school are money. If the quantum of the students increases in 10+2 level then there will be more and more talents available for higher studies. This will not only enhance the level of knowledge among all sections of society in equilibrium but also give up maximum opportunities to maximum. This will show results in quality of higher study level. In which 50% of education budgets are invested. Take the case of Haryana in education. This small state has done commendable work as compare to other states of India. But due to non-practical approach of education planning, as in national education policy results are not up to the mark. Student teacher ratio in primary level was 39:1 as compare to national student teacher ratio 59:1 in 2002.
For middle classes this ratio in state was 33:1 in contrast to national average 31:1. Here one point is to mention this state was created on 1st nov.1966. The above student teacher ratio for the corresponding year was 43:1 and 30:1 for primary and middle classes respectively. Education budget at the creation of state in 1966 was merely 277.2 Lac rupees. Which reached 138429.51 Lac was invested which was 55.7% of total money allocated to education.
Thus after this statistics of one of the pioneer states of India one can guess situations in UP, Bihar, Orrisa and rest of other states of country.
To make mind blowing and not blowing quantum of the student is directly linked to excellence in education. Money and personals are here only precise planning is required.
Will our education planners ever do this and when? Answer to these questions lies in dark room. Who will open the doors of this dark room is to be seen yet.
Dinesh Singh Rawat
E-mail:drawatabcnewsnetwork.com
The great observatories of the world are responsible for many of the prolific astronomical observations of the twentieth century. Telescopic photograpy, radio dish data collection, and infrared imaging are among the many different techniques observatories have been able to employ to learn about the heavens.
The Palomar Observatory may be the most famous of all. With five telescopes operated by Cal-Tech’s graduate and post-doctoral students, the 200-inch Hale telescope is the most famous of all Palomar’s telescopes. Built in 1949, it was intended to overcome the onset of the southern California smog problem. Other noteworthy telescopes operated at Cal-Tech include a telescope to search for supernovae, a comet hunter, a trio of sky cameras looking for planetary and other celestial phenomena, an interferometer capable of detecting the slightest wobble in the orbits of a planet, and a sixty inch telescope responsible for spotting the first brown dwarf circling a companion star.
Cal Tech is also directly involved in the operation of the Keck and Lick Observatories. The Keck Observatory, located on top of Hawaii’s dormant Mauna Kea volcano contains the world’s largest optical and infrared telescopes. Its twin Keck telescopes stand eight stories high and weigh 300 tons each. Lick Observatory is located on 4200 foot Mount Hamilton east of San Jose, California. It contains nine research telescopes with the largest being the Shane 3-meter Reflector. This telescope is used to observe everything from our local solar system to faraway galaxies.
The Griffith Observatory in Los Angeles is known for its12-inch Zeiss Refracting telescope. This telescope’s fame is largely due to the fact that it has been used to allow public viewing of the universe since 1935. More than five million people have looked through its lenses since under the guidance of experienced Telescope Demonstrators. The Griffith Observatory was also known for its laserium light shows in previous years although they have been discontinued at present.
The Hayden Planetarium in Boston is more than just a planetarium. It is also a museum. Along with its Gilliland Observatory, laser-light shows and a rotating star simulator are among some of the different multi-media astronomical experiences available to the public.
The Greenwich Observatory in Cambridge, England was established in 1675 by King Charles II in order partially to fix longitude readings. It currently fixes the origin of the worldwide time reference point of Greenwich Mean Time. An observatory in Portland Maine is being restored as a famous architectural monument. Another observatory of note is the University of Chicago’s Yerkes Observatory with its five telescopes.
All of these observatories have added to the vast array of knowledge now known about the universe. Their importance to the history of astronomy, as well as their continuing usefulness, can not be overemphasized.
1) Palomar observed: For more than 50 years, science above and beyond; Scott LaFee; San Diego Union Tribune; November 2, 2005
2) CalTech Astronomy Website;
3) UC Observatories Website
4) Yerkes Observatory Website;
5) Griffith Observatory Website;
6) Observatory view worth preserving; by John Alphonse.
7) Hayden Planetarium Website.
The Astronomical Society of Edinburgh: A Guide to Edinburgh’s Popular Observatory
Listening
What is true listening? Dr. James Jones suggests that true listening is not advise, counsel or trying to solve problems. Listening is just hearing what your troubled teen has to say. Parents often respond to a teen with comments that are judgmental, advisory or are non- accepting in some way. These responses “close” or shut down the conversation and do not promote further dialogue.
Closed responses also “discount” the other person.
Open responses are a much more productive method of communicating with a defiant teenager. These responses are nonjudgmental, and have no suggestions or solutions. The response is one of simply accepting what is being said. These responses reflect both the content and the feelings the child is projecting to you as the parent.
In the book Let’s Fix the Kids by Dr. James Jones he gives an example of closed parent response and an example of open parent response.
Closed parent response
Teenager:
My science teacher gave me a “C” on that science project. I can’t believe it!
Parent:
1. I told you to type it but you won’t ever listen will you?
2. Don’t complain; we get what we deserve.
3. Teachers aren’t unfair; what did you mess up this time?
These are called “closed responses” because they effectively close down communication between a parent and struggling teenager. They are usually “put downs” in the form of giving advice or criticism.
Open parent responses
Teenager: I can’t believe Mr. Green gave me a “C” on my science project after I spent weeks on the stupid thing.
Parent: It sounds to me like you’re very disappointed (feelings) only getting a “C” after doing that much work. (content)
Teenager: Besides that, he gave Don an “A” because he did the project Mr. Green suggested.
Parent: Have I got this right? You feel angry (feelings) because Mr. Green is being unfair. (content)
Teenager: You’d better believe it! Anyway I learned a lot from my project; it really was hard!
Parent: Then in spite of the disappointing (feelings) grade, are you glad (feelings) you stuck to your more difficult project? (content)
Teenager: Yeah! I guess I am, but I thought I was going to get an “A” for sure. Hey… what is there to eat?
LISTEN!
* When a troubled teen asks you to listen to them and you start giving advice, you have not done what they asked.
* When a struggling teen asks you to listen to him and you begin to tell him why he shouldn’t feel that way, you are trampling on his feelings.
* When a defiant teen asks you to listen to them and you feel you have to do something to solve his problem, you have failed him, strange as that may seem.
* Listen! Your teenager asked you to only listen, not talk or do, just hear him.
* Advice is cheap; you can get both Dear Abby and Billy Graham in the same newspaper.
* Your teen can act for himself. He is not helpless. Maybe discouraged and frustrated, but not helpless.
* When you do something for your teen that he can do for himself, you contribute to his fear and weakness.
* But, when you accept as a simple fact that your teenager does feel what he feels, no matter how irrational, then you can quit trying to convince him and get about the business of understanding what’s behind this irrational feeling. And when that’s clear, the answers are obvious and he won’t need advice.
* So, please listen and just hear your struggling teenager. And, if you want to talk, wait a minute for your turn; and He’ll listen to you.
Sources: “Let’s Fix the Kids” by Dr. James Jones. Text was slightly modified to fit a teenager.
It is commonly believed myth that personality testing instruments can measure your personality and predict your future behaviors. The pre-employment testing mechanism has been following this creed without any solid evidence. The testing industry claims all out validity. The educational institutions and employer organizations use them for screening purposes. Their transparency and equity has even convinced the courts of law.
But it is still an unresolved riddle; what do they test?
Do they test personality? What is personality then? What is its nature? How does it come into existence? Is it outcome of evolution? Does matter has capability to generate a personality? Why animals don’t have a personality? Does it remain the same during whole of your life? And many more questions.
It is like peeling off an onion. Every strip leads to many more. Finally you get a heap of onion strips. Where is the onion?
But personality is not an onion…
Allport has recorded hundreds of different definitions. Most of the psychologists equate it to your style, behaviors and reactions. They have devised instruments to measure these main areas. The collected data about your behaviors and temperaments help them to decide your career. You may organize your behaviors in future but you may never be able to go for a career of your passion.
Why?
Experts like to predict. They predict weather. They predict political situations. They predict economic conditions. They predict your future with signs, numbers, cards or palms. And they predict your future performance with the help of personality testing instruments.
What’s Your Personality?
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It is well recognized fact that every human being has a personality. It is not merely your physical body. It is not merely your consciousness. It is not merely your ego. It is not merely your behaviors. It is not merely your physical expression. It is not merely your style. It is not merely your temperament.
But they all and many other characteristics are expressions of your personality.
I don’t find it wise to define personality. Admittedly it is an abstract reality. You get it with your birth. You can either develop it or disintegrate. Your style, behaviors and reactions are expressions of your developed, undeveloped or under-developed personality.
How do you look? How do you react? How do you talk? How do you live? How do you think? They all are expressions of your personality. The psychometrics measures these expressions and not your personality.
The abstract nature of personality can neither be measured nor be analyzed with any scientific or non-scientific tool. It can only be visualized. It can be developed. It can be disintegrated. Your thinking and doing makes all out the difference. A developed personality gives better style, behaviors and reactions than an undeveloped one.
Why Psychometrics are Getting Popular?
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The very first reason is that every one wants to know who he is.
But bigger reason of their massive use is just a desire of the employers to avoid bad-hire. They get hundreds of applications for a single situation. They are the only available tools to avoid idiosyncrasies.
They don’t have alternatives for psychometrics.
Tests are going to stay. Whether you are trying to be admitted for a specific discipline or looking for your dream job, you are going to encounter psychometrics at one stage or the others. You need to prepare before encountering them.
How to Prepare for Personality Testing Sessions?
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Keep in mind…
Personality is an amazing entity. You can think. You can visualize. You can discover. You can express. You can plan. You can create. You have unlimited hidden potentials. But your selected options on paper are going to decide your future.
You should practice offline and online personality tests before encountering a real session. Your practice shall not only make them familiar to you but also generate a list of your strengths and weaknesses. You can improve them with your conscious effort.
However, it is much more important to learn how different personality and aptitude tests measure expressions of your personality. What theories are working behind them? How do they relate different jobs with different types? This knowledge shall make it a lot easier to encounter psychometrics.
When was the last time you closed your eyes and simply paid attention to the inner world in you? As you close your eyes and pay attention to your inner self, insight is awakened. You are able to become conscious of what infuses our external world. Each of us has individual awareness or ways we interpret the world around us. Because of our unique experiences of the world, we take in multiple images across the span of a lifetime. These experiences are imprinted in our psyche and our soul.
The act of recalling these memories creates expressions or feelings in our heart. These past expressions are pondered in the inner vision of our mind and our heart as though we are re-living them in the present. In so doing, we are retrieving our soul at various points of interests that have lodged a sense of importance to our individual awareness. The movement from the world around us to the world within us is a shift in attention. This shift in our attention is a conscious choice. Here, we realize that the world around us has hidden aspects to it reminding us just how privileged we are to be aware of our awareness. This realization alone gives us identification with whom we are.
You and I are conscious beings who live in a body, but this isn’t our real home. We inhabit space and time, but our real self, our authentic self, our individual awareness (soul) is a unique expression of spirit infusing our lives from an infinite number of possible correlations. We make choices every day on how our life will be lived. Each choice creates a pattern. These patterns become a statement of our character. Our character becomes a living testimony on the inner processes of our thoughts incarnating into the world we live in.
As such, the life of our soul is revealed. Every moment, we are given the opportunity to experience our soul in a variety of ways. These experiences are facets of our inner world that manifests themselves from a single expression we call spirit. The intent to focus on our past, our present, or our future desires leads us to a path. This path is a revelation of our soul seeking out an opportunity to live out our purpose. Purpose gives us meaning and hope beyond our present circumstances. It is a path into what can no longer be seen and moving our lives and our soul - into SPIRIT.
Sam Oliver, author of, “A Life in Review”
As the world continues to get more complex, careers are becoming more specialized and require continuing education credits to remain in good standing. This is especially true in the medical fields although many professions and professional organizations also demand their members to continue to develop the skills necessary for today’s changing environments.
Almost any field of study that takes a great deal of study to become a recognized member will require continuing education. From engineering, medical nurses and doctors, respiratory therapists, quality managers and many others all are expected to maintain a level of education consistent with the field of knowledge. The reason behind this is to have professionals who have not only maintained but also developed and learned new techniques and skill sets. This is critical in much of the more complex business world.
Quality engineers and managers focus on competence and techniques that not only allow for the lowest cost products to be developed but also understand the trade-offs between cost and quality.
CPA’s or certified public accountants, need to keep up with the latest laws and be up to date with many of the sometimes arcane accounting principles. Teachers and nursing are two other fields that also require continuing education to remain active in the profession.
Although a good education in many of the professional fields can provide a solid understanding of the industry no matter if it be financial, medical, industrial, or scientific. Ongoing competence in any of these fields however requires an ongoing process of continuing education. Continuing education is necessary for the professional to remain up to date with the latest techniques and knowledge base in the field of study.
Typically continuing education translates into a certain number of course credit hours for the professional every so many years. These additional education credits are sometimes mandatory when renewing government controlled certifications like a teaching certificate. Although some groups do not make the ongoing educational process mandatory, almost all provide an opportunity to obtain the educational credits through sponsored classes, seminars, and online “CBT” or computer based training.
In order to stay professional and remain in good standing wit many of the recognized professional organizations ongoing continuing education is critical for a professional career. The small investment in additional training can go a long way to keeping skills fresh and increasing the competence level of any professional.
The Detroit Schools has partnered with local universities to get students thinking about careers in science and engineering. Students at different levels of the Detroit Public Schools are being targeted in a statewide effort to get more women and minorities enrolled in engineering programs. One program that makes this its mission is the Detroit Area Pre College Engineering Program (DAPCEP).
The Detroit Area Pre College Engineering Program
DAPCEP works with area students in three main ways. It partners with local public school teachers to design a curriculum that encourages creative thinking in the sciences. To fulfill this goal, DAPCEP sponsors science fairs, field trips, and university seminars for students and teachers.
DAPCEP also runs a Saturday program in conjunction with local universities and corporations to provide enrichments activities for students in grades 4 &ndash 12. These activities focus on different aspects of math, computer science, engineering, physics, chemistry, and communication skills.
In addition to its programs during the school year, DAPCEP brings local public school students into universities for summer programs. Some of the summer programs are residential, with students living on campus for a few weeks and getting a real taste for the college life. Other programs provide transportation to and from campus.
University Partnerships
DAPCEP’s list of university partners is certainly impressive.
• University of Detroit Mercy
• Michigan State University
• University of Michigan Ann Arbor
• Wayne State University
• Lawrence Technical University
• Oakland University
• University of Michigan Dearborn
• Michigan Technological University
The Little Engineer Program
In addition to their very successful middle school and high school programs, DAPCEP also has something for smaller learners. Its Little Engineer Program is for students in grades K &ndash 3. These Saturday classes for both children and their parents focus on teaching and learning math, science, pre-engineering, and reading.
How to Join DAPCEP
The selection process for DAPCEP can be daunting for parents anxious to give this opportunity to their children. DAPCEP holds an open house each fall for prospective students and parents. Students must maintain a 2.0 Grade Point Average in all their school subjects. Other factors, such as attendance, and taking certain academic subjects in the regular school curriculum, such as physics, chemistry, and higher level math, also play a role in student selection. For many programs, students also need letters of recommendation from their math and science teachers.
Summer Course Offerings
DAPCEP’s university partnerships are providing a range of summer courses of Detroit area students. Here are some highlights:
• Watershed Investigators (University of Detroit Mercy)
Students will investigate local water quality in a series of real &ndash world experiments.
• How Math Rocks Our World (Tabernacle)
Students will see how their math and science skills compare with other students around the world, in particular China and India.
• Wireless Integrated Microsystems (Michigan State University)
Hands &ndash on activities and presentations from nine different engineering majors offered at the university.
• Engineering Intensive Workshop ( Michigan Technological University)
Students choose two areas of study, ranging from Mechanical Engineering, Electrical Engineering, Computer Aided Engineering, Computer Programming, Material Engineering, Chemical Engineering and others.
All of the DAPCEP programs emphasize the Detroit Area Public School District’s commitment to ensuring that students have the opportunity to explore many challenging areas and gain further insights into the college experience.
Many cultures around the world drink tea. Some people drink tea as part of social interaction, and others drink it for their health. Specific teas, such as black tea and green tea, have been tested for their positive affects on people’s health. And studies have shown that these two teas can in fact benefit your body. And not just by providing a little pick me up in the morning either. Studies have shown that green tea can slow the growth of cancer cells. Everyone should take notice of these anti-carcinogenic properties, especially in an age of tremendous pollution. Studies by the National Cancer Institute, in America, have shown that powerful plant antioxidants within the tea will stunt the progression of cancerous cells. The cancer preventing properties of tea are just one of the wonderful properties of the drink.
Black tea has been found to increase the presence of certain anti-bacterial proteins in the body. Not just by a little bit either, but a considerable amount. When compared to coffee drinkers, tea drinkers actually had a concentration of disease preventing protein that was 400% higher. Clearly, these are significant health benefits to be had from drinking tea. The are even more benefits though. Mental acuity can be increased as well. A study of elderly people found that those who drink tea actually reduce their risk of mental problems by half when compared to people who don’t drink tea. And the tea drinkers only had to drink a couple cups a day to realize those amazing benefits.
Green tea can help increase the rate at which calories are burned in the body. The chemicals found in green tea allow the body to more efficiently burn fat for energy. Evidence also exist to show that drinking this type of tea can help the body reduce chemicals associated with stress. While this tea forestalls senility, it also more generally improves brain functioning in all segments of the population. The caffeine contained in green tea will help improve memory and give one sharper thinking.
This tea also contains chemicals specific to plants that slow down the growth of bacteria that cause bad breath. The health benefits of drinking green and black teas are quite remarkable. The same chemicals that slow bad breath can also help people with certain bowel diseases. The bacteria limiting properties of the tea helps ease the discomfort associated with such complications. While there are obviously a myriad of health benefits directly related to the physical properties of these teas, there is also mental health relaxation that is associated with preparing a warm beverage. Taking time out of your day to prepare something that is nourishing to your body can really allow you to calm down and retreat from the stresses of everyday life. Learning about all the different types of teas can be quite an enjoyable experience. Not only will you learn about the disparate boiling techniques for each tea, but you will learn each every tea’s specific chemical properties.
Ever wonder why kids hang on to their teddy bears, binkies, blankies, etc. for so long? Have you ever wondered why they don’t understand a story you’ve told them? Because kids are touchy-feely! Children do not actually understand abstract ideas until around age 8. They will be able to pay lip service to something abstract earlier, but most don’t actually understand the concept until around age 8.
Abstract is not just for art. Abstract means that something is a concept, an idea, something we thought of, something we believe in or know to be a fact, but is not something that can be seen. The results may be seeable, but not the fact itself. Children won’t understand this abstractness about a concept until they’ve learned to understand that an “idea” is a concept.
Think about it. Some great abstracts are God, wind, and charm. You can’t see them. But they’re there, nonetheless. You see the results of God’s power by looking at a sunset, a new calf, or into your child’s eyes. But you can’t SEE God. You can feel the wind, see its gentle or destructive powers, see things being blown about by the wind, but you can’t SEE the wind. And you can see the results of someone being charmed into falling for a scam, but you can’t actually see the snake oil oozing out of the con-artist’s pores (though you might feel that you can!).
Same with kids. They can listen to a story, repeat what you say, and regurgitate it back to you, but they don’t sincerely understand the concept of what it would have been like to be the person in that story until they are 8, 10, or even 12 years old.
We start teaching children to write at 4, 5, or 6 and they eventually learn to draw the connections between the written words and the spoken words. They learn to write by mimicking what you’ve written down on paper. But it’s hard to get a child to write a whole sentence in the first grade. It takes practice on the child’s part and patience on the teacher’s or parent’s part. After weeks and months of practice, the concept of connecting all those written words together into an understandable string of words called a “sentence” actually gels in the child’s mind. The same is true for trying to teach children in the lower grades how to write paragraphs and essays.
A paragraph is a more or less structured concept that adults have created that strings several of those “nebulous” sentences together into a collective thought. Still a concept, an abstract. A young child, who has enough trouble trying to understand what the purpose of a sentence is, will have even more trouble understanding the purpose of a paragraph. Because it’s an abstract concept.
Draw the connection between those sentences and something CONCRETE that the child can see and touch and feel and you finally have an abstract CONCEPT that the child can see, and therefore understand. Numbers are a concept, and idea in our heads. Numerals, on the other hand (5, 8, 43) are the concrete version that we can see so we use numerals to explain, on paper, the idea of adding and subtracting numbers. With numerals (or blocks or hash marks drawn on a paper), the student can see the concept he/she is trying portray and understand.
Parents, teachers, and the community in general need to learn why it is so hard for children to try and learn certain abstract concepts. We, as parents and teachers, have created ad infinitum different ways/formulae/rubrics to get children to write paragraphs and essays. Most of those rubrics don’t work with younger children because they are TOO HARD to learn. They are concepts, abstract and nebulous, that a child can mimic, but won’t truly understand until they are old enough to understand abstracts. Children (even some high school students) need something simple, something easy to remember, something visual that they can touch and feel, that they can use as a tactile reminder of what that concept is all about. The words “paragraph” and “essay” are abstract concepts. The use of something visual and tactile will turn those abstract concepts into something concrete that a child can understand, usually better, faster and more permanently, than other concepts.
Enter the Hand. With five fingers on a hand and five sentences in a paragraph, a child has something visual that he/she can look at and manipulate. Using this concrete device the child will eventually be able to draw the connection between the idea of a paragraph or essay and the written, concrete version of that idea. Use your hand as the concrete manipulative, or find a curriculum that does, to turn the abstract idea into a concrete one from which your student can learn.
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