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Tips for parents with children who go from second to third grade


A new course starts and many questions arise in the heads of families: How will my child face the new course? What challenges await you? Will you notice the change much? Well, with this reading we will try to solve these questions and transmit calm to parents when facing the second to third grade of their children.

There are a series of keys on which it is convenient to reflect on this new course. We are talking about 7-8 year olds who have a much more developed and consolidated level of maturity and autonomy. Childish attitudes have been left behind And this, although it makes it easier to dialogue and reach agreements with them, a more direct critical thinking is also generally emerging, which on many occasions is accompanied by more character and little patience on a day-to-day basis.

Third grade primary is a course that demands more at all levels, obviously because children are able to work with greater independence, being more aware of their difficulties and assuming corrections as a natural part of their learning process. At the level of oral and written expression, it is important that they acquire more and better vocabulary, that it is rich and varied and taking care of the way of expressing themselves according to each context.

As for the requirement that we mention, it is mainly focused on the need to tackle work, both individually and in teams, with greater autonomy, planning and organizing everything necessary to carry it out. The teacher must assume a guiding role throughout the process, but it is the children who must lead the way.

At the emotional level, they tend to express their emotions and concerns more fluently, which in many cases focus on losing their loved ones, something that must be faced naturally and closely. It is very important to facilitate the dialogueThat they feel listened to and accustom them to expressing themselves freely, without hiding their feelings. This facilitates that the communication between parents and children is fluid and close.

It would also be ideal to exchange daily impressions on how the day has gone to each member of the family, as a kind of assembly that reinforces the children's self-esteem and self-concept, since they will feel an important part of their family as a group.

The need to create a daily work habit outside of school comes into play. It is not a matter of doing homework for hours, because in many cases it is an excessive load that only fuels the mechanization of work. This means that very important points in the academic and personal formation of the little ones (creativity, imagination, reflection, etc.) are seriously diminished.

That habit or work routine that they must assume on a daily basis is based on accustom children to spending time on small tasks that reinforce skills such as: fluent reading, mental calculation, solving small mathematical problems, strategy games, thinking routines, etc. It is understandable that, for whatever reasons, there is not always a time for these issues, but it is highly recommended by teachers that this habit be implemented on a daily basis.

We must also attend to their evolutionary stage to really know where they are. At the social level, they no longer have so much dependence on their family, they tend to seek and form their 'gang' of friends with whom they share tastes and hobbies. The level of competitiveness grows in them, they do not usually respect the turn to speak or work an adequate active listening, they have a deeply rooted concept of companionship, giving great importance to the concept of a group of equals, with whom they share activities and free time.

Definitely, the step from second to third of primary school is great for the changes that exist and that children will experience, but if these aspects are taken into account the transition will be easy for all parties involved. A child who feels listened to and loved will be able to overcome these challenges and will be happy assuming his role as a protagonist in his learning process.

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