Author: system system

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Fostering Home-school Co-operation and Communication

Dual Efforts Lead to Faster and Better Learning for Children

Written by: Education Expert, Principal Kenneth Law

We all understand that each student is an independent individual, so the speed of learning varies. However, if there are methods that can make children learn faster and better, it is undoubtedly something both parents and teachers would be pleased to see. How to help children learn faster and better is also a topic of research for many scholars.

One key factor affecting the speed of a child’s learning is the amount of existing knowledge they possess. Existing knowledge refers to what the child has learned and mastered, not only the knowledge acquired in school but also part of the knowledge gained in daily life.

Learning is like building a scaffold, gradually laying a solid foundation. Lev Vygotsky, a modern psychologist highly regarded, believes that the learning process is like constructing a “scaffold,” progressing from low to high, from small to large, using one metal rod at a time. The term “scaffold” is equivalent to the bamboo scaffolding commonly used by the Chinese. Of course, in the context of learning, it’s metaphorical.

Describing learning as constructing a scaffold brings several insights. Firstly, laying a solid foundation is crucial. Secondly, learning must proceed step by step; if one rushes and neglects certain aspects, the knowledge won’t be firmly established. Furthermore, as long as one diligently learns step by step, they will surely accumulate more and more knowledge. Additionally, different individuals can construct different shapes of bamboo scaffolding, and knowledge is not static; it evolves continuously with the development of the times.

Once the learning theory of Vygotsky is understood, the importance of existing knowledge becomes self-evident. Existing knowledge is like a bamboo scaffold already constructed, and new knowledge is added on top of the existing scaffold, making it higher and larger. The more existing knowledge one has, the more reliable it becomes, and learning new things becomes easier. There’s no need to look around distractedly, and the learning speed becomes faster.

Make good use of spare time to broaden the scope of knowledge

The content learned and the time spent in school by students may not be extensive. Therefore, making good use of spare time becomes relatively important in enhancing a child’s academic performance. Making good use of spare time does not mean participating in more training classes or doing additional supplements. On the contrary, because schools already provide comprehensive and systematic courses, it is even more crucial to focus on expanding a broader range of knowledge during spare time, making the foundation of the “bamboo scaffold” broader.

Reading books, visiting museums and exhibitions, and traveling along nature trails can all broaden a child’s horizons and expand their range of knowledge. Parents can allow children to have more autonomy, letting them choose activities they enjoy. Providing children with the space to make choices can also cultivate their ability for self-directed learning, self-discipline, and a sense of responsibility, which are essential for their future.

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Promotion of Healthy, Happy and Balanced Development of Children

Enhancing Resistance through Lifestyle Habits

Written by: Registered Public Health Nutritionist (UK) and Nutritionist, Ng Pui Yu

In my online community, parents often ask, “What should children with sensitive airways/frequent colds eat to strengthen their immunity?”

When children are sick, it’s not only hard for them but also for parents who care for them day and night. There are many viruses that can cause colds, and since young children haven’t been exposed to them before, they haven’t developed the necessary antibodies, making them more susceptible to illness. It’s normal for young children to have 6 to 8 or even more colds in a year. Additionally, immune health is related to conditions like nasal sensitivity, airway sensitivity, and eczema.

Of course, if lifestyle habits can be improved to enhance immunity, recovery from illness can be faster.

Daily Exercise for a Strong Physique

Today’s children lead busy lives, attending school, extracurricular activities, and tutoring classes daily. Moreover, most parents work full-time, limiting the opportunities for their children to engage in physical activity. Besides paying attention to a child’s diet, it is crucial for parents to schedule 30 to 60 minutes of exercise for their children each day. Even activities like running, climbing, playing on slides, and swinging in the park are sufficient. Developing a habit of regular exercise should start from a young age. The author’s child, during the school years, has already begun the practice of going to the park 1 to 2 times a day, adapting to indoor playrooms on extremely hot or rainy days.

Early to Bed, Early to Rise for Good Health

According to a study by the Chinese University of Hong Kong, many children face the issue of insufficient sleep. They may be reluctant to go to bed due to busy homework schedules, waiting for parents to return home from work, and various other reasons. Some children may stay awake until 11 pm or even later. If this is the case, it becomes more likely for them to fall ill, experience poor concentration, and exhibit inadequate emotional control. Therefore, the author’s child typically goes to bed around 9:30 pm. If possible, an even earlier bedtime is recommended!

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Promotion of Parents' Physical and Psychological Well-being

Reject the Busyness: Build Parent-Child Relationships Every Day

arents should first handle their own emotions to help their children express their inner feelings.

Whether parents are working or full-time homemakers, they are busy every day with work, household chores, and taking care of their children. After school, children are also busy with homework, tutoring, and reviewing for exams. Leisure time is limited, and bedtime comes early. Dr. Wong Chung Hin, a specialist in psychiatry, points out, “Parents and students in Hong Kong are very busy, but we need to learn to ‘preprocess’ emotions or stress before they erupt, and establish a good parent-child relationship. Parents should set aside dedicated parent-child time every day to communicate with their children. Parents should also take care of their own emotions, which will help their children express their inner feelings.”

In the midst of busy daily life, parents need to take good care of themselves first in order to better care for their children. Dr. Wong suggests, “Rather than dealing with emotional problems after they arise, ‘preprocessing’ is more important. Parents can establish healthy habits with their children, ensuring they have sufficient rest. Many students have tutoring and homework to do after school, but a moderate amount of entertainment is also crucial. As mentioned earlier, daily parent-child communication time is necessary. Doing fun activities together, such as exercising, not only builds quality parent-child time but also improves emotions.”

Dr. Wong emphasizes, “Parents should review their disciplinary expectations, adjust disciplinary methods according to their children’s abilities to avoid putting too much pressure on them. Parents need to understand that every child will grow up, want to be independent, and have their own thoughts. Parents can understand the reasons behind their children’s behavior, such as not wanting to go to school or declining academic performance. Parents should investigate whether the underlying cause is excessive learning pressure and communicate with the school to make adjustments to their child’s learning.”

In fact, children’s emotions can be influenced by the emotions of their parents. Dr. Wong explains, “When children have emotional issues, it may be partly influenced by family history. However, in many cases, children with emotional problems have parents with poorer emotional well-being. Parents should always be aware of their own emotional states to avoid expressing emotions inappropriately. For example, when parents are dissatisfied with their children’s behavior, they may burst out in anger, which not only affects the parent-child relationship, making the child at a loss and afraid to communicate with their parents, but also influences the parents’ own perceptions, negatively characterizing the child’s behavior as ‘disobedient,’ ‘pretending,’ and lazy.”

Parents most commonly face the situation of children “not listening at all” and may find it hard to refrain from getting angry. However, Dr. Wong reminds, “During these times, parents should not confront their children directly. Instead, they can find a space to calm themselves, for example, by doing some slow breathing exercises to soothe their emotions. Once the parent has calmed down, they can then address the child and understand the underlying reasons for the child’s behavior. If parents cannot control their emotions, it will only complicate things and make it difficult to have a chance to communicate with their children.”

Dr. Wong suggests, “Everyone has a different personality, and the methods for handling stress also vary. Parents can work together with their children to establish stress management methods, whether it’s through exercise, drawing, listening to music, taking a good rest, or simply relaxing. However, when parents notice that their child’s emotional issues have persisted for a prolonged period, or have started to affect daily life, and especially if there are signs of self-harm or suicidal thoughts, parents should seek professional assistance for their children as soon as possible.”

Dr. Wong concludes with a message to parents: “Many parents are currently juggling work commitments, but it’s important for parents to consider setting aside a moment each day, putting work aside, and dedicating time to their children to build a strong parent-child relationship and enjoy quality time together. This way, parents can also pay attention to any changes in their children’s mental and emotional well-being, detect problems early, and prevent the development of emotional issues such as depression or anxiety.”

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Promotion of Healthy, Happy and Balanced Development of Children

Willing to share – Parents set an example

Written: Education expert, Cheung Wai Ching

The crow accidentally found a piece of soap. After washing its feathers in the basin, the crow became fragrant all over. Deciding to share this soap with other animals, the mouse, rabbit, little monkey, and big bear all took turns using it. Finally, it was the elephant’s turn. After the elephant finished bathing, the soap was nowhere to be found. The crow found it strange and anxious, thinking the elephant was playing a joke on it. The crow, with a kind heart, shared its good thing with its friends, but in the end, the item was gone. We all know that soap gets smaller as it is used, which is an inevitable fact. The crow didn’t expect that its well-intentioned sharing would result in losing what it originally possessed. Although the crow was a bit reluctant to part with its soap, when it smelled the soap fragrance emanating from its good friends, it felt happy and thought it didn’t matter.

With an increasing number of single-child families in society, coupled with busy parents compensating with material things, children tend to think that everything is for their exclusive enjoyment, and others are not allowed to touch. In such situations, what can parents do?

The joy of sharing is an abstract emotion that requires the accumulation of years along with the experiences of many life events. It is not something that can be achieved overnight. The most effective education on sharing comes from the example set by parents and educators. There is a lady who works as the chief editor in a publishing house. During her daughter’s summer vacation, she took her to the office. At that time, the company was handling a batch of books donated to children in remote areas, totaling a few hundred books.

The daughter asked her, “Mom, do you have to donate so many books? You could sell them for a lot of money! You might incur a huge loss this way. Can’t you donate fewer books?” The lady replied, “No one is telling me how much to donate, and no one is forcing me to do it. It’s my own choice. What are you worried about?” The little girl said, “I’m afraid you’ll donate all the books, and we’ll lose too much. Then we won’t have any money ourselves!” The lady teased, “Well then, I won’t donate at all. After all, those other kids aren’t my children. Why should I care if they have money to buy books?” Playing along, the mom intentionally teased her daughter. The girl clarified hastily, “I didn’t mean not to donate at all. I just meant you should donate fewer books! Keep some for later, and donate gradually!”

The mom, who works as an editor, told her, “Daughter, if I take these books to sell and make money, our family would certainly be happy. But now that I’ve donated the books, many children will be happy because they have books to read. I will also be happy because these books may give them some hope and dreams for life and the future. My happiness cannot be measured in terms of money.”

Parents are the best role models for children. In daily life, when parents show care and assistance to others, it naturally has a subtle influence on their children. Parents should set an example of sharing with others, regularly taking the initiative to care for and assist others. The place where the author lived during childhood was populated with many residents, resembling what Cantonese films call “one floor, fourteen households.” Although having many people naturally leads to friction, neighbors were accustomed to sharing delicious snacks they made with everyone. Additionally, in daily life, common items such as oil, salt, soy sauce, and vinegar were borrowed from one another. These small acts cultivated a sense of sharing in our generation.

The emphasis in “Willing to Share” is on the word “joy.” It is about feeling genuine happiness from being able to share with others. Only those who are truly tolerant, generous, and enthusiastic are willing to share with others. Similarly, only those who are genuinely confident, kind, and open-minded are happy to do so. In other words, if children can truly enjoy sharing, they possess all the valuable qualities mentioned above, which are more important than achieving good grades.

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Promotion of Healthy, Happy and Balanced Development of Children

Did not take medicine when sick, waiting for the body to recover on its own and then develop antibodies?

Source：Pediatric Specialist Doctor, Chiu Cheung Shing

When children get sick, some parents may become very anxious and immediately take their child to the doctor or give them medicine. However, some parents believe that if they wait for a while, the child will naturally recover. In reality, this approach is somewhat correct to a certain extent. For mild illnesses like the common cold or cough, allowing the child to rest can help them develop some antibodies that can protect them from future infections. However, parents should be aware that not all illnesses can be treated this way.

For some strong bacteria, waiting for a natural recovery can be dangerous. For example, with bacteria like Streptococcus pneumoniae or Neisseria meningitidis, if you wait for natural recovery, there can be serious consequences. Within 24 hours of infection, 1 in 10 people may die. Even if death doesn’t occur, 1 to 2 individuals may end up with lifelong disabilities or complications. So whether you wait for natural recovery or not depends on whether the illness is mild or severe.

Secondly, in the case of some illnesses, even if a doctor can diagnose the condition, the effects of medication may not necessarily be immediate. As mentioned earlier, with bacteria like Streptococcus pneumoniae, there can sometimes be antibiotic resistance. That’s why there’s a saying that “diseases are shallow in Chinese medicine.” Doctors may not always prescribe medication; what’s most important is whether you develop complications or have any hidden risks.

On the other hand, taking medication is symptom management, which may not always be the most critical factor. Whether you wait for natural recovery depends on your luck. If it’s just a mild illness, waiting for natural recovery is fine, but if it’s a severe illness, it could lead to regrets. So from a doctor’s perspective, it’s always better to be cautious, meaning that life should never be used as a gamble.

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Promotion of Parents' Physical and Psychological Well-being

Be a parent with multiple expressions and poses!

Written: Founder & Volunteer Director of Good Love Passion, Lam Ho Pui Yee

When a child is around 6 months old, they start babbling, constantly making sounds and single words. They also enjoy playing with toys that make sounds. However, even before they learn to speak, they already understand how to communicate with the people around them using crying, sounds, facial expressions, gestures, or body language. In fact, children first learn to communicate with people using facial expressions and gestures, then they learn verbal communication, and finally, they learn to communicate through text. Therefore, accurately recognizing other people’s facial expressions helps in assessing their emotions and attitudes, thus influencing a child’s cognitive development, emotional development, and social skills. Parents’ facial expressions, actions, and postures are often what children find most attractive.

Children observe and respond to their parents’ facial expressions and emotions. For example, a gentle expression can make them feel comfortable communicating with you, a smile can boost a child’s confidence in expressing themselves, and a nod from parents indicates acceptance. Through these developments, children gradually understand, learn, and care about people’s emotions. Different parts of the body express emotions in various ways, and expressions can be categorized into facial expressions, body expressions, and verbal expressions.

To establish good parent-child communication, parents need to pay attention to several aspects:

1．When children cannot clearly see their parents’ facial expressions, it is recommended to use actions as a substitute for speech responses. For example, hugging them tightly, giving them a kiss, gently stroking their hair, or gently touching their cheeks are all important non-verbal communication methods.

2. If parents can embody a childlike and expressive role in their daily lives, children can learn a wealth of emotions and expressive skills from their parents’ facial expressions. This will undoubtedly benefit them throughout their lives.

3. Many parent-child interaction patterns involve “non-interaction” – even though they are together, there is no eye contact, conversation, message exchange, or actions, and there is no emotional sharing because everyone is watching TV, using the computer and phones, or doing their own things. Eye contact can train focus, so regularly gazing at each other with caring eyes and listening to each other’s sharing is one of the conditions for good communication.

4. Creating a quiet and simple environment helps children concentrate. True and comprehensive communication happens when they can clearly see your facial expressions. Therefore, it’s appropriate to turn off sound-producing items like the TV, tablet, or take away their beloved toys during communication.

On the journey of a child’s growth, parents who are willing to provide unconditional love and ample communication space make children feel accepted, allowing them to break free from their cocoon. Children love it when their parents appreciate them, so encouragement often has a greater impact, whether through eye contact or speech; both can be used more frequently.

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Fostering Home-school Co-operation and Communication

The four major preparations for enrolling in first grade

Source: Senior Parenting Education Expert Bally

In fact, preparing for the transition to first grade can be more stressful and time-consuming. If you were to ask me, I would recommend that parents should start from Pre-Nursery to “analyze first and then plan.” But how to analyze first?

Many parents are not entirely clear about the various types of schools in Hong Kong. For instance, we have traditional government-subsidized schools, Direct Subsidy Scheme (DSS) schools, private schools, and international schools. What are the differences between these types of schools? What are their educational philosophies? What is the ideal type of school for parents based on their financial situation and aspirations?

They should first understand and analyze this, which will give them a goal. Once they have a goal, we can move on to the next step, which is to personally attend the orientation sessions of each school. Why do we believe that parents should start preparing from Pre-Nursery (PN)? Because many schools often hold orientation sessions only once a year. These orientation sessions often occur at the same time. If we wait until the year of K2 to attend these sessions, and we are interested in three different schools, and all of them schedule their sessions on the same Saturday at the same time, parents may miss out.

Secondly, it’s important to note that these orientation sessions have limited spots. While many people may sign up, there are often only a few hundred to a thousand slots available. During the course of a single day, there may be over 5,000 registrations. With such high demand, it’s possible not to secure a spot, which means you won’t have the opportunity to attend. This is why we need to prepare one to three years in advance, considering whether the school’s philosophy is suitable for your child.

If you have been attending orientation sessions for your preferred schools for the first one or two years, by the final year, you should revisit your top one to three choices multiple times. This is because educational changes in Hong Kong happen rapidly and frequently. By attending multiple sessions, you can confirm your preferred school.

In many cases, the first time someone attends may be the mother, and the second time, it may be the father. It’s essential for the family to be in agreement, so attending orientation sessions together to understand the school’s philosophy is crucial. Once everyone has a shared understanding, you can move on to the third step, where the family sits down to discuss the direction of your child’s education. What kind of education do you envision for your child’s future? Do you want a very traditional teaching method, or do you want a happy one? Some schools are called “Happy School,” but many parents mistakenly think that a “Happy School” may not be effective.

In fact, there are two major categories of “Happy School” now. Some “Happy Schools” focus solely on happiness, but their curriculum may not align with the first-grade curriculum. Others combine happiness with effectiveness, and students from these schools have the ability to select their preferred schools because they can keep up with the first-grade curriculum. Therefore, parents need to understand what a “Happy School” is, what their teaching philosophy is, and how effective they are.

Once parents reach a consensus, it’s time to truly and thoroughly select the school that is most suitable for the child. Many times, parents may choose the best school for their child because it’s considered the best. However, what is considered the best may not necessarily be the most suitable. As parents, our goal should be to find a school that is the best fit for our child. For example, if a child is very active, parents may wonder whether they should choose a more traditional school that enforces discipline and expects students to sit still. But what if the child is like a “wild horse” and sitting still is not their nature? Or if a child struggles with English, should they attend an English primary school, or should they go to an international school?

In reality, consider this: if a child’s learning abilities are far from meeting the school’s primary requirements, they may not even want to go to school. If a child is weak in English and strong in Chinese but chooses an English primary school, they might not understand what the teacher is saying, and they would have no interest in English at all. In this case, you could argue that the child doesn’t need to attend school because they won’t grasp what the teacher is teaching, and their poor performance in English could negatively impact their overall academic progress and their interest in learning.

Parents often ask how to make the right choice. To analyze this, let’s use the analogy of a small fish in a big pond versus a big fish in a small pond. If a child attends a school where their learning abilities and performance are in the middle to upper range within that school, their confidence will increase, and they won’t feel inferior to their peers. However, if they attend a school considered “good” or prestigious but their abilities are not up to par, they may struggle and feel like a small fish in a big pond. In this scenario, the child is likely to be unhappy throughout their learning journey and may feel underestimated.

So, I would recommend that parents, first and foremost, understand how to choose a suitable school. You need to comprehend the school’s educational philosophy and evaluate the academic standards for students after they enter first grade to determine if your child is a good fit in terms of English, Chinese, and mathematics. If you believe that your child can handle these aspects well and is already coping with them, then this school is likely the right fit for your child.

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Promotion of Healthy, Happy and Balanced Development of Children

Don’t treat books as miracle cure

Parent-child reading senior worker: Choi EE

Do parents face many issues when it comes to shared reading? One common issue I often share with parents is that when their children encounter problems like bedwetting or fear of the dark, they often ask me, ‘Is there a book that can help them solve this problem?’ In the context of shared reading, we purposefully use a book to influence the child, hoping it will eliminate their fears, stop bedwetting, or improve their performance. In reality, this goal can create more pressure on the child.

Think about it; if a child frequently feels fear and is apprehensive about new environments, the stories in books are meant to help them relax and reassure them that they are not alone in feeling fear. Many friends feel the same way. But how do we address this issue? Instead of seeking a specific book to help the child, we should focus on addressing the child’s psychological or physiological issues.

If a child has many inner fears or psychological issues, we should address the psychological problems first. For example, if a mom from my reading group tells me that her child occasionally wets the bed at night, we should try to understand the reasons behind it. Is it because the child forgot to go to the bathroom? Or did they drink too much water before bed? If it continues, I believe it’s important to consult a doctor rather than relying on a book to solve the issue.

We need to return to the process of parent-child shared reading. In parent-child shared reading, what we need is for parents to sincerely tell stories to their children and allow them to relax. Through the story’s plot, children can express their inner thoughts to us: ‘I’m similar to the characters in the story, I get scared too, but I also think about how to solve it.’ Instead of turning a book into a miracle cure.

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Understanding of Child Development

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.

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Understanding of Child Development

A quick method to calm down young children

Source: Pediatric Behavioral Therapist, Yip Wai Lun

Many times, as parents, when we see our children experiencing negative emotions like anger, tantrums, or extreme unhappiness, we often want to quickly resolve the situation by saying things like, “Don’t be so angry!” or we may scold them, sometimes even yelling, “Shut up right now!” or using a countdown like “One! Two! Three!” to command them. Some parents may try to reason with their children, saying, “We shouldn’t behave like this; we should stay calm.” However, these methods are not always very effective. Why is this the case?

It turns out that this is closely related to the structure of our brains. Understanding the brain’s structure can be very helpful in parenting. If we are familiar with two specific parts of the brain, it can aid us in disciplining our children. The first part is called the amygdala, which is a pair of almond-shaped clusters located in the posterior part of our brain. When we are startled or feel threatened, the amygdala sends signals that prepare us for either a fight or flight response. The amygdala operates on a reflexive level.

Another part is called the prefrontal cortex, which is responsible for our flexibility and empathy. However, the amygdala and the prefrontal cortex cannot function simultaneously. The development of a child’s prefrontal cortex takes place from around the age of two to over twenty years old before it fully matures. Only then can they understand your reasoning and consider your thoughts and feelings.

As a result, most of the time, children are primarily influenced by the two amygdalae. This is why you often see children experiencing various emotions, becoming easily agitated, and prone to tantrums.

How do we stop the amygdala from functioning? This is very important. The way we make the amygdala stop functioning is by helping children express their emotions, especially when they have negative emotions. As parents, we should help them speak out, for example, saying, “I can see that you’re very unhappy,” “I can see that you’re very disappointed,” or “You seem very sad.” Because when you express and describe their feelings, their prefrontal cortex will send soothing messages to their amygdala, causing the amygdala to stop functioning immediately.

Whatever you do, don’t react negatively! When you see that your child is emotional, express your own personal feelings as a parent: “I’m really angry!” “What you did is not right!” or “I feel upset!” Doing this will only stimulate the child’s amygdala and make them more resistant. So the first step in disciplining children is not to control or teach them, but to first connect with their emotions and then readjust.