Immerse kids in stories and narratives, in feelings and fantasy, in subtext and suggestion. Engage them in reading widely for pleasure and writing in authentic and engaging contexts. (p. 52)
[R]eading is important for its own sake, it is pleasurable, and the long-term goal of education is not just to teach a kid how to read, but to make sure that the kid will want to read on his or her own. (pp. 52-53)
Access to well-stocked libraries have a significant effects on the amount a child reads. ... At the very heart of any excellent school should be an inviting library full of books and quiet spaces for thought, knowledge, learning, and intellectual exploration. (p. 59)
Memorization isn't the goal of education. Truly educating students involves not just the dissemination and memorization of information, but also the inculcation of higher-order thinking skills that allows students to consider information critically, to make connections between ideas, and eventually to use information in meaningful ways. (p. 90)
Practice asking open-ended questions (that have more than one right answer) to develop children's critical thinking. (p.99)
...if play is the work of childhood, then nature is where that work gets done best. (p. 121)
"Time in nature is not leisure time; it's an essential investment in our children's health." (Richard Louv, Last Child in the Woods, p. 120) (p. 123)
Freedom -both physical and mental- is also a prerequisite for creativity. (p. 124)
Help children develop confidence, creativity, imagination and empathy. (p. 126)
Ask them what they learned, and try to refrain from constantly telling them what to do. (p. 136)
Children should always be praised for their efforts. (Carol Dweck, Stanford)
The child does not see his abilities as fixed or innate. He believes he can do better by working harder. he believes effort, hard work and persistence will eventually pay off.
The child is ready to take intellectual risks and learns.
The child is open to constructive criticism and advice.
The child sees failure as part of the learning process. A better word for failure is a learning experience. (pp. 148-151)
In an ideal world, Asian and American parents would learn from one another and create a balance: celebrating diligence, emphasizing effort, holding children accountable, but simultaneously offering them freedom to take risks and be original without having to worry so much about results. (p. 156)
Children need:
- structure and predictability, a considerable amount of freedom.
- high expectations and some pressure or stress
- a safe and nurturing environment
- guidance and choices
- teachers and parents who are firm and nurturing (pp.160-161)
Source:
Maya Thiagarajan. Beyond the Tiger Mom (Tokyo, Turttle Publishing, 2016).
