system, Author at 禮賢會樂富幼兒園 Lok Fu Rhenish Nursery

What can I eat to refresh my brain and enhance my memory

system — Wed, 02 Apr 2025 05:15:52 +0000

What can I eat to refresh my brain and enhance my memory?

Written by : Registered Dietitian (Australia) Chung Yong Man

It’s exam season and students are studying hard for their exams. Many parents ask, “What are the best foods to help your child refresh and maintain a good memory?

Carbohydrates

Carbohydrates are digested and converted into glucose, which provides sufficient energy for the brain. Therefore, I recommend eating an appropriate amount of carbohydrates at each meal to maintain the effective functioning of the brain. Food sources include grains and cereals such as rice, noodles, bread, oats, etc., and high starchy vegetables such as potatoes, corn, sweet potatoes, chestnuts and taro. Choosing high-fiber grains and cereals such as whole grain breakfasts, oats, whole wheat bread and red rice will help stabilize blood sugar and maintain concentration.

Omega-3 fatty acids

Omega-3 fatty acids, such as EPA and DHA, are the main elements that make up the brain’s cell membranes and nerve tissues, maintaining the normal transmission of messages in the nervous system and helping to maintain good memory. Omega-3 fatty acids can be obtained from eating deep-sea fish such as salmon, tuna, mackerel, etc. I recommend eating 2 to 3 meals a week, with each meal being about 2 to 3 ounces (the size of the palm of your hand). In addition, almonds, walnuts and avocados are also rich in omega-3 fatty acids.

Lecithin

Lecithin is one of the important elements in the composition of the neurotransmitter acetylcholine, so adequate intake helps to revitalize brain cells, make thinking sharper and enhance memory. Eggs, soybeans and their products such as tofu, soy milk and baked beans with ketchup are rich in lecithin.

Iron

Iron is the main element in the production of red blood cells, which transports enough oxygen and nutrients to the brain to help keep it awake. Red meats such as beef, lamb and ostrich are rich in iron, and I recommend eating 2 to 3 meals a week at about 2 to 3 ounces per meal. Iron can also be taken from dark green vegetables such as spinach and red kidney beans, but since plant-based iron is more difficult to be absorbed by the body, foods rich in vitamin C, such as oranges, kiwis and tomatoes, can be eaten at the same meal to increase absorption.

Antioxidant Nutrients
Stress and poor diet can increase free radicals in the body, which can damage body cells and accelerate degeneration, or impair memory. Vitamins A, C, and E are antioxidants that protect brain cells from free radical damage and prevent memory loss. Foods rich in vitamin A include carrots, pumpkin and spinach; vitamin E can also be obtained from nuts, eggs and dried beans.

The above nutrients can promote brain health, but we should not only focus on the intake of a single nutrient. I encourage people to diversify their diets as much as possible to get enough nutrients to keep the brain functioning optimally.

Being unfocused when playing with toys, will it make it harder for them to concentrate on learning in the future?

system — Sat, 01 Feb 2025 05:06:48 +0000

Being unfocused when playing with toys, will it make it harder for them to concentrate on learning in the future?

Source : Registered Clinical Psychologist, Yiu Fong Lee

Some parents may notice that their children, aged 4 to 5, often have trouble staying focused when playing with toys. For example, they may play with one toy for only 2 minutes before switching to another, and they might take out all the toys in the room without cleaning up afterward. Parents may worry that if their children are so unfocused now, how will they fare in exams or when studying in the future?

It turns out that when children’s brain development is not yet mature, their attention span can be a bit short. Research has found that mindfulness can help improve children’s focus, especially by training their frontal lobes, which can enhance their attention and concentration.

There are some mindfulness games that can be used as a reference. For example, parents can use certain apps with visual cues. Children can follow these apps, for instance, there might be an image of a balloon that inflates when they breathe in and deflates when they breathe out. This way, by following their breath, children can improve their ability to concentrate. Additionally, there’s a practice called ‘Statue,’ which many parents might remember from their own childhood. In this exercise, children must sit still and watch an app or a timer for a specific duration to see how long they can remain seated calmly.

“Then, if children manage to do this, you can introduce an additional element, which is auditory distractions. For example, you can include some simple sounds, like calm music. If the children succeed with that, you can gradually introduce more challenging elements, such as cartoons or anything they enjoy, to see if they can stay focused on the app and their breathing in a more distracting environment. This helps train their concentration.

Secondly, we can try implementing some rules and visual reminders. You can tell the children that there is a rule when it comes to playing games or with toys: they have to finish playing with one thing before they start with another, and they should spend at least 5 to 10 minutes playing with each item before switching. You can use some pictures to show them one toy, then cleaning up that toy, and then moving on to the next. In between, you can indicate that they should play with each toy for 5 to 10 minutes.”

The third method is a behavioral consequence approach. When children are able to focus, parents can encourage them by saying, ‘You did a great job because you were so focused!’ or by telling them, ‘I appreciate your effort because you can sit still and enjoy one toy. You can actually have more fun while playing with your toys this way.’ If the child cannot do it, we can introduce consequences. For example, you can say, ‘You finished playing with one thing and then jumped to another and then to a third one. This means you couldn’t follow the rules, so now we need to take a break.’ This break could be, for instance, 5 minutes of not playing with any toys. You can use an app to help them sit quietly until they feel they can concentrate on one game, and then you can continue playing.

The fourth method is what we call the ‘Star Focus Reward Plan.’ For this, you can give the child a timer, clock, or hourglass, and the child watches the time while engaging in a focused activity, like 1 minute or 2 minutes. Parents can discuss with the child that for each session of focused attention, they will earn a star, which goes into a piggy bank. The child can see how long they can focus, and these stars accumulate, helping the child become more focused over time.

Parent-child creative art creation

system — Sun, 01 Dec 2024 05:03:07 +0000

Parent-child creative art creation

Written by: Director of Pario Arts, Lee Sou Jing

Everyone has creativity and artistic potential. If properly nurtured, it can enhance one’s moral sentiments and make life more perfect. In the artistic atmosphere, diverse activities inspire individuals’ creativity, aesthetic sense, and diverse abilities, promoting holistic development. ‘Love’ is the driving force of creation. In a free, democratic, safe, and harmonious environment and atmosphere, it is the expression of ‘love,’ emphasizing mutual tolerance, acceptance of different opinions, and respect for and acceptance of others. So, how can parent-child creative art creation express ‘love’? Here, the author shares his views with all parents.

The significance of parent-child creative art creation:

● Art education starts with individuals. Parents try to engage in artistic creation to cultivate their children’s artistic accomplishments.

● The first lesson of art education begins with ‘listening’ and ‘acceptance.’ Parents learn to accept the diverse ways in which children express their creativity.

● Through the joint participation and experience of parent-child art creation, parents can get closer to and understand their children’s hearts.

● Parent-child art creation helps children to understand themselves and release emotions and stress.

● By integrating an atmosphere of mutual appreciation and respect, it reduces parental stress and anxiety, thereby enhancing parent-child relationships.

● Making parent-child fall in love with creation, integrating art into life, and enhancing the quality of life.

Artistic Cultivation Tips

● Cultivate a kind of knowledge in being human and enhance the ability to share, that is, ’empathy.’

● According to the research of psychologist Hoffman on the development of human empathy, ’empathy’ is the ability to understand the feelings of others and to put oneself in their shoes.

● The three steps of ’empathy’: (1) Imagine standing in the other person’s position (2) Identify the other person’s true feelings (3) Convey understanding and feelings to the other person.

● Empathy’ is an important ability in interpersonal relationships. Only those with ’empathy’ can establish good interpersonal relationships, self-discipline, and a sense of responsibility.

● Children at the age of 2 to 3 can already understand the feelings of others. In order for children to be compassionate, possess ’empathy,’ and understand love and care for others, it is very important for parents to lead by example.

How can parents solve the situation when children frequently throw tantrums？

system — Wed, 02 Oct 2024 05:01:23 +0000

How can parents solve the situation when children frequently throw tantrums？

Source: Senior Parenting Education Expert, Bally

It is easy to see whether parents are competent based on how they handle a child’s tantrums. If a child is yelling and screaming, can parents quickly calm the child’s emotions? Some competent parents simply crouch down, make eye contact, and hold their child tightly while gently asking, “Why are you crying? Don’t throw tantrums.”

Our first priority is to help the child regain control of their emotions. If they can’t control their emotions, they won’t be able to hear anything. We shouldn’t try to teach or scold them when their emotions are high because they often won’t listen. If a child throws a tantrum and we can’t control our own emotions, raising our voice and scolding them louder will only make them escalate further. Therefore, we must be able to teach children to control their emotions.

Sometimes we see children in supermarkets throwing tantrums, shouting, crying, and even rolling on the floor. When this happens, the child is already challenging the boundaries set by adults. If at that moment, we are afraid of embarrassment or concerned about how others will perceive us, and we try to compromise just to calm things down, then we are teaching the child to reach such a level in the future. We might say, “If you scream and roll on the floor, I will buy it for you, but if you don’t, I won’t.” Therefore, we must lead by example when teaching children and not worry about how others perceive us.

What would be a more appropriate approach to handling the situation? Parents should set aside everything and crouch down to talk to the child, saying, “Mom just told you earlier that we won’t be buying anything. Do you remember? If you really want to throw a tantrum, Mom won’t buy anything at all. Let go of everything, and let’s go home.” Because we need to persist consistently, the child will understand that they cannot challenge their parents, and they won’t escalate their behavior.

Many times, parents are not aware of their own language expression, and they may unintentionally encourage children to cry. In reality, if we frequently say, “Don’t!” the child will only hear that word. For example, if we say, “Don’t cry anymore,” the child will only hear the word “cry.” So what should we ask them to do instead? “You should calm down, wipe away your tears, and be calm before I talk to you.” If we stand upright, speaking loudly, and say, “If you dare to cry again, just wait and see what I will do…”, the child’s anger will only intensify. Therefore, we need to pay attention to our words and actions and encourage them in a positive manner.

When faced with problems such as a child throwing tantrums, refusing to do homework, or not wanting to eat, we often get stuck in that particular issue. How can we make the child finish quickly so that we can move on to another activity? We need to think of the next “reward” for them. For example, if the child dislikes doing homework, we can say, “How about this? If we finish within 15 minutes, we can read a book together, watch cartoons, play with building blocks, or play with toys.” These are things that children enjoy and look forward to, so we should keep emphasizing and magnifying these activities.

We need to show them the future consequences that are directly linked to their current behavior. If the child cries or throws tantrums at home during the process, parents often place them in a “Quiet Corner” where they can calm their emotions. This can be done in their familiar and safe room or on their bed, allowing them to gradually stop crying.

If competent parents have enough ability to make the child reflect and express themselves, they could say, “Mommy is really sorry. I feel like I was wrong earlier.” Assigning roles can make it easier, for example, when the mother is doing homework with the child and the child starts throwing tantrums and refusing to do it. The mother can say, “Go to your room now, sit on your own bed, and think about what you did wrong.”

Then the father or another person can enter the room and tell the child, “Do you know that you made Mommy very unhappy just now? Do you know that she will be very angry?” We share our adult world, thoughts, and feelings with the child, helping them understand and willingly say, “I really made a mistake. I was really wrong. I’m sorry, Mommy.”

What you need to know about e-learning

system — Tue, 02 Jul 2024 05:10:14 +0000

What you need to know about e-learning

Written by: Director of Program Development, Carmen Leung

After the pandemic, e-learning has become inevitable. Parents also download various tablet computer programs for their children to use, hoping that they can learn through interactive or entertaining visuals and sounds. Which animations and applications are beneficial for children’s learning? What should parents pay attention to when using multimedia to help their children learn?

Using e-learning according to age

In the preschool years, as the brain regions responsible for the five senses are developing rapidly, the author does not recommend that children aged 0 to 2 frequently or excessively rely on using television or tablet computers for learning. This is because the images on television or tablet computers are flashing at an extremely high frequency, and the young child’s eyes and brain will constantly receive stimulation unconsciously. Over time, visual stimulation becomes a habit, and brain development is also affected, leading to a decrease in concentration.

Some parents say, “My child is very focused when watching TV and playing with the iPhone, but they don’t have the patience for books, so I bought a lot of educational animations for them to watch.” Have parents ever thought that if the eyes and brain are used to constant stimulation, relatively static things like books and teacher explanations will naturally become uninteresting? If you continue to let young children rely on rich visuals to learn, what will happen when they eventually need to face book-based learning in the future?

For children aged 2 and above, as their brain development is more mature, parents can allow their children aged 2 and above to use television and computers for learning, but within limits. The time should start from no more than 15 minutes per day, and can be gradually increased as the child gets older. This is because as children grow older, the high-frequency flickering of computers or televisions will have a relatively lower impact on brain development.

Recommendation to use multiple learning modes

Although screen displays have an impact on children’s concentration, the author does not believe that using television and computers for learning has no merit. Multimedia or computer programs can increase the fun and interactivity of learning, making children more interested in learning and learning faster and more. However, in addition to using highly interactive multimedia for learning, children also need to adapt to other less interactive learning modes, such as books and one-way lectures, and find the enjoyment in learning from them. Parents should provide their children with diversified learning paths, such as taking them to the library, playing educational games with them, visiting museums, walking on nature trails, or even teaching them to read English menus at restaurants, so that children can try different learning modes and methods, and find the joy of learning.

How to choose suitable multimedia electronic learning products?

– The product should preferably not have non-learning elements that children can download or open by themselves. For example, if a child is using an iPhone or iPad for learning, parents should not let the child access other apps, ensuring that the child is learning rather than playing.

– Products with segmented or sectioned learning should be used. Many parents find that when it’s time for the child to stop using electronic devices, the child may have negative emotional reactions. Therefore, the author suggests that the product should be divided into different chapters, and parents can limit the child to only view or complete one chapter at a time.

– The product should have interactive elements and require the child to respond in different ways. If a multimedia product only provides a one-way teaching mode, it is not a good product. For example, if the product only allows the child to sit and listen to information, or watch without needing to respond, we call this “one-way learning,” which should be avoided. Products that allow children to sing together, do actions together, spell words together, read aloud, and answer questions are the ones that should be chosen.

– For example, some products may allow children to respond, but each time it’s the same type of answer, such as pressing a button to respond. In this case, the child’s responses will be relatively slow, turning into a “robotic” style of learning, which can affect their future learning motivation and ability to think from multiple perspectives. Products like this should be avoided.

Time for using electronic devices

The time spent using electronic devices for learning should not be too long, and parents should also set a daily or weekly time limit for their children to use electronic devices. For example, children can only use the computer for a maximum of half an hour after completing their homework. If the half-hour is up, the child must honor the commitment and stop using the device. Parents can also work with their children to set a daily schedule, allocating time for homework, play, extracurricular activities, and using electronic devices. This helps children understand that everything needs to be planned and moderated, which not only trains their self-management skills but also effectively limits the time spent using electronic devices.

Using electronic devices as a reward

If children enjoy using electronic devices for learning (which they often do), parents can consider using device usage as a reward. For example, if the child finishes their meal in half an hour or completes their homework with quality, they can be allowed to use the electronic device for thirty minutes.

Intelligent learning through exercise

system — Tue, 02 Jul 2024 05:00:18 +0000

Intelligent learning through exercise

Written by: Fung Ji Hei, Game Therapist

I just participated in a professional development exchange activity for teachers in Taiwan, and witnessed how Taiwan’s education system emphasizes using exercise to cultivate children’s growth. This has given me new inspiration, and I hope to share it with all parents. One of the schools we visited for the exchange could be called a “mini sports university” – “Tiger Forest Elementary School”. As soon as I stepped into the school, the students greeted us with the government-promoted fitness exercises. They followed the rhythm to raise their hands and move their bodies, doing all kinds of warm-up movements. It made me feel like they were as lively as little tigers, and I felt like I had entered a forest full of little tigers.

Exercise Can Strengthen Children’s Learning Ability

Principal Liu of Tiger Forest Elementary School said that the school is a key government school focused on the physical development of the students, and believes that exercise can strengthen their learning ability. They are based on the research of John J. Ratey, MD, an assistant professor of clinical psychiatry at Harvard Medical School, and advocate the “Anytime Exercise” program. This program encourages students to exercise at any time. During breaks, students run to any part of the playground to exercise, some play dodgeball, some climb on the jungle gym, and some play badminton. All the students enjoy every moment of exercise.

The Benefits of Exercise – Strengthening Brain Function

It is well known that exercise has the effect of strengthening the body and health. In Ratey’s research, he points out more about the benefits of exercise for the brain. He describes the brain as an information processing center, where information is transmitted through different pathways using different messengers (chemicals). During exercise, the brain can effectively produce more messengers and strengthen the pathways, making the transmission of information faster and more accurate.

When applying this theory to learning, students can strengthen their brain function through exercise, thereby enhancing their learning effectiveness. Research has proven that exercise can improve students’ concentration and memory, which are essential conditions for successful learning. In addition, exercise can cause the brain to produce Dopamine (a chemical that creates a sense of happiness), allowing students to learn happily, and naturally achieving better results.

How to get children to love exercise?

To let children enjoy the time and benefits of exercise, parents need to help children love exercise. Here are three suggestions:

1. Anytime Exercise

Provide more opportunities for children to exercise, such as giving them appropriate time, tools, and venues, while parents should also pay attention to the safety of the environment.

2. Healthy Exercise

Teach children to exercise for the sake of health, and emphasize the benefits of exercise to health.

3. Exercise Together

Exercise with children more often, enjoy the moments of exercise, and cherish the quality time between parents and children.

Training Children’s ‘Brain Power’ & ‘Intelligence’-Early Childhood Edition

system — Sat, 01 Jun 2024 05:00:15 +0000

Training Children's ‘Brain Power’ & ‘Intelligence’-Early Childhood Edition

Written by: Ms. Carmen Leung, Specialist in Child Development Psychology

DHA only provides nutrients for children’s brain development. To make children smarter, their brains must receive proper exercise. This time, I will introduce some brain-training games that are very suitable for children aged 2 to primary school age!

1. Maze or Spot the Difference Brain Exercises

Although Maze and Spot the difference brain exercises were our childhood games, they are still good friends for children in this era. In addition to mazes and spot the difference, there are many different modes of brain exercises. In short, any image game that requires children to observe and focus to complete tasks belongs to brain exercises. Do you know Wally (translated as “Where’s Wally?” in Chinese)? It is one of the most popular brain games in the world.

In fact, brain games do not necessarily need to be purchased or printed in books. We can easily create brain games at home. For example, parents can place two Swiss candies in a pile of miscellaneous items, and the child will find them with great concentration!

2. Tidying Up and Categorizing Household Items

Everyday activities, such as tidying up and categorizing items, are excellent opportunities to exercise the brain. Organizing items systematically not only enhances children’s organizational skills but also stimulates their creativity. Sometimes, children’s methods of categorization may differ from those of adults, but they have their own logic. Parents should ask their children why they categorize items in a certain way, as this can reveal that children’s observational skills might be sharper than expected. They use the details they observe to categorize, so parents should avoid imposing adult methods of categorization to prevent discouraging their children’s initiative in problem-solving.

You might wonder, “What if my child doesn’t like tidying up?” If your child hasn’t yet developed the habit of tidying and categorizing household items, start with games to motivate them to complete the “mission.” For example, you can organize a “Room Tidy-Up Competition” or a “Cleaning Day” where family members help each other tidy up. These activities encourage children to tidy and categorize, while also exercising their “brain power.”

3. Memory Games

There are many memory game cards available, such as turning over a dozen cards and taking turns to flip two at a time. If the two cards match, you can keep them. Additionally, there are cards with different objects drawn on them. Parents can lay them out in a row, let the child look at them, then turn them over and ask the child to remember where a specific object is. These are excellent memory games, and both adults and children can get creative and change the rules to make the games more interesting.

Besides memory game cards, everyday life is full of rich memory games. For example, you can ask your child to find items they have seen you place somewhere before, or have them hide some items and then find them after a long period.

In summary, training children’s brain power and intelligence is not difficult at all. With a bit of thought and creativity, many everyday details can become opportunities for children to exercise their brains!

Obsession_Separation Anxiety

system — Sat, 01 Jun 2024 05:00:14 +0000

Obsession: Separation Anxiety

Written by: Hong Kong Registered Psychologist, Ching Wai Keung

Around nine months of age, babies become unusually clingy. Even if the mother goes to the bathroom, the baby may appear extremely anxious, clinging tightly to the mother and even crying loudly.

Separation anxiety can lead to two different types of reactions. In some cases, when separated from the caregiver, the baby will exhibit attachment-seeking behaviors, such as clinging to the mother, trying every possible way to find the mother, or crawling wherever the mother goes (Ainsworth, Bell, & Stayton, 1971). Separation can also result in behaviors such as despair, resistance, and detachment, depending on the duration of the separation (Bowlby, 1960; Robertson & Robertson, 1989).

A child’s reaction to separation can also change depending on the environment. For example, in a familiar home environment, the child will exhibit less anxiety compared to being in an unfamiliar environment (Ross, Kagan, Zelazo, & Kotelchuck, 1975).

Around seven months of age, the concept of object permanence begins to emerge in children. They understand that even if they cannot see someone or something, it does not mean that the person or object has disappeared. When children are able to establish this concept, their separation anxiety will relatively decrease. If the mother can frequently communicate with the child, express positive emotions and feelings towards the infant, and provide appropriate stimulation and assistance, the child will more easily grasp and apply the concept of object permanence to both objects and people (Chazan, 1981).

Helping children cope with separation anxiety requires a certain amount of time, allowing the child and caregiver to develop a close, attached emotional relationship (Attachment), and waiting for the child’s own development to mature before it can be effective. For a two-year-old child, they can use photographs to alleviate their feelings of sorrow when separated from their caregiver (Passman & Longeway, 1982); a three-year-old child can even stay overnight at their grandparents’ house without their parents being present.

Whether a child can develop this kind of “resilience” depends on whether the caregiver and the child can establish a close emotional relationship. Once the mutual relationship is established, the child can soothe their anxiety caused by separation by imagining the image of their parents and recalling their parents’ love (Development Through Life, Barbara M. Newman, Philip R. Newman, Wadsworth, 2003).

Learning with movement and immobility

system — Thu, 02 May 2024 05:00:28 +0000

Learning with movement and immobility

Registered Educational Psychologist, Pang Chi Wah

In situations where social resources are scarce, children have little that is fun or interesting to engage with; however, when the objects in front of them show no minor changes and there are no detailed verbal or written instructions, children can still observe the differences and similarities between what they see now and what they have seen before, or make associations with other things they have encountered. They even try to describe their observations in their own words. This is active learning, which not only educates the mind but also unconsciously enhances psychological qualities.

With the continuous advancement of modern technology, everyone can travel the world instantly from the comfort of their homes through television or smartphones. But does watching TV or online information require concentration? It turns out that being able to watch video messages does not necessarily mean that children are attentively learning, as this falls under the category of passive learning. It requires colorful messages and continuous verbal narration, and lacking any of these elements might lead to a lack of focus.

Even though students still need to learn in classrooms today, with the help of information technology, it seems possible for them to see distant scenarios without boundaries. Unfortunately, there are still shortcomings; they need to experience these settings firsthand to gain a more comprehensive understanding and learning experience. Modern learning requires the involvement of more sensory channels to stimulate students’ motivation to learn. Are there other options available?

Human desires are endless, but resources are finite. Is it possible to endlessly stimulate learning through multiple senses? Should we pause and consider why more and more people are proposing vegetarianism, or having a meat-free day on Mondays? Some suggest returning to a simpler, more primitive way of life. Learning activities and arrangements might need similar actions to help children grasp the essence of learning and experience the authenticity of the learning process.

To achieve this reversal, guidance from parents and teachers is needed to change the trends and habits of this era; there are now some suggested activities for parents and teachers to consider, such as: trying to turn off the volume of the television, letting them experience what it is like to be deaf, only able to see and not hear to absorb information; they can also cover the television screen with cloth, making them feel like they are listening to a radio, only able to imagine the scene from other people’s speech, still able to grasp the plot without visual aid, and for example, placing some food in one of three cups, asking them to smell which cup contains the food, which is a lot of kinesthetic learning.

Parents and teachers make some small actions in teaching, which may produce some unclear factors that make them hesitate, but at the same time, it also generates more curiosity, and under guidance, they can have greater motivation to learn, starting from being moved emotionally and intellectually, then leading them to pursue what they want to hear and see, becoming active and enthusiastic learners!

How to deal with a bad temper?

system — Thu, 02 May 2024 05:00:13 +0000

How to deal with a bad temper?

Firstly, we must understand that it is extremely important for children to be able to express the emotion of anger for their development of autonomy. During early childhood (around two to three years old), the developmental crisis is precisely ‘development of autonomy’ versus ‘shame and doubt’ (Autonomy vs. Shame & Doubt). What we should address is the behavior resulting from the child’s emotions, not to prohibit or even negate the child’s emotions.

Additionally, anger is a common emotion, experienced by both children and parents. When children attempt to express their anger, they often model their parents’ behavior. If parents display anger towards their children, or if there is arguing between parents, children will use these behaviors as important references for developing and controlling their emotions (Bandura, 1977). Arguments between parents, malicious teasing, or even violence can heighten children’s sensitivity to anger and disrupt their normal development (Cummings, Pellegrini, Notarius, & Cummings, 1989). Therefore, for children to have a good temperament, parents must first pay attention to their own ways of interacting.”

What methods can help young children better control and reduce the intensity of their anger? Berkowitz and Thompson offer the following suggestions (Berkowitz, 1973; Thompson, 1990):

1. Ignoring offensive behaviors: If the behavior is aimed at obtaining a specific object (such as a toy), parents should not satisfy the child due to their behavior, nor should they punish them for it; simply not responding may suffice.

2. Use of a ‘calm down corner’: Set up a quiet area in the home, free from any stimuli or attractions, as a space for children to calm down. When a child has an emotional outburst or behaves inappropriately, they can be sent to this calm down corner. This isn’t necessarily a form of reprimand but a way to allow the child’s emotions to settle, similar to the need to use the restroom; it’s a normal requirement. If used appropriately, when children feel emotional in the future, they might naturally go to the calm down corner to soothe themselves.

3. Evoking emotions incompatible with anger, especially empathy for the victim.

4. Reducing exposure to situations or objects that may trigger the child’s anger: Before children have fully developed self-control, reducing opportunities for anger also means reducing conflicts between parents and children.

5. Explaining the consequences of their behavior.

6. Examining the causes of the angry emotions.

(Development Through Life, Barbara M. Newman, Philip R. Newman, Wadsworth, 2003, pp. 197)

The above strategies can be tailored to different situations. For instance, if a child acts violently out of anger, parents can focus on explaining the consequences and evoking empathy for the victim. If a child is throwing a tantrum to obtain an object, parents can ignore their negative behavior. Additionally, these strategies can be combined; for example, after a child has calmed down in the calm down corner, parents can explain the consequences of their actions. Ultimately, the choice of strategy should depend on the child’s capabilities; for example, explaining the consequences in detail to a child who cannot yet speak might only increase conflict.

Once parents have decided on a strategy for each situation, the most important aspect is consistency. Simply put, consistency can be divided into two aspects: firstly, the same behavior should always result in the same outcome, avoiding a situation where ignoring is used one time and scolding another, which can confuse the child. Secondly, every caregiver should use the same approach to reinforce the message that “this behavior is inappropriate.”