Better Education Project

THE COVID-19 PANDEMIC HAS CHANGED EDUCATION FOREVER. THIS IS HOW!

The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom.
As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms.

Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay.

While countries are at different points in their COVID-19 infection rates, worldwide there are currently more than 1.2 billion children in 186 countries affected by school closures due to the pandemic. In Denmark, children up to the age of 11 are returning to nurseries and schools after initially closing on 12 March, but in South Korea students are responding to roll calls from their teachers online.

With this sudden shift away from the classroom in many parts of the globe, some are wondering whether the adoption of online learning will continue to persist post-pandemic, and how such a shift would impact the worldwide education market.

Even before COVID-19, there was already high growth and adoption in education technology, with global edtech investments reaching US$18.66 billion in 2019 and the overall market for online education projected to reach $350 Billion by 2025. Whether it is language apps, virtual tutoring, video conferencing tools, or online learning software, there has been a significant surge in usage since COVID-19.

How is the education sector responding to COVID-19?

In response to significant demand, many online learning platforms are offering free access to their services, including platforms like BYJU’S, a Bangalore-based educational technology and online tutoring firm founded in 2011, which is now the world’s most highly valued edtech company. Since announcing free live classes on its Think and Learn app, BYJU’s has seen a 200% increase in the number of new students using its product, according to Mrinal Mohit, the company's Chief Operating Officer.

Tencent classroom, meanwhile, has been used extensively since mid-February after the Chinese government instructed a quarter of a billion full-time students to resume their studies through online platforms. This resulted in the largest “online movement” in the history of education with approximately 730,000, or 81% of K-12 students, attending classes via the Tencent K-12 Online School in Wuhan.

Other companies are bolstering capabilities to provide a one-stop shop for teachers and students. For example, Lark, a Singapore-based collaboration suite initially developed by ByteDance as an internal tool to meet its own exponential growth, began offering teachers and students unlimited video conferencing time, auto-translation capabilities, real-time co-editing of project work, and smart calendar scheduling, amongst other features. To do so quickly and in a time of crisis, Lark ramped up its global server infrastructure and engineering capabilities to ensure reliable connectivity.

Alibaba’s distance learning solution, DingTalk, had to prepare for a similar influx: “To support large-scale remote work, the platform tapped Alibaba Cloud to deploy more than 100,000 new cloud servers in just two hours last month – setting a new record for rapid capacity expansion,” according to DingTalk CEO, Chen Hang.

Some school districts are forming unique partnerships, like the one between The Los Angeles Unified School District and PBS SoCal/KCET to offer local educational broadcasts, with separate channels focused on different ages, and a range of digital options. Media organizations such as the BBC are also powering virtual learning; Bitesize Daily, launched on 20 April, is offering 14 weeks of curriculum-based learning for kids across the UK with celebrities like Manchester City footballer Sergio Aguero teaching some of the content.

What does this mean for the future of learning?

While some believe that the unplanned and rapid move to online learning – with no training, insufficient bandwidth, and little preparation – will result in a poor user experience that is unconducive to sustained growth, others believe that a new hybrid model of education will emerge, with significant benefits. “I believe that the integration of information technology in education will be further accelerated and that online education will eventually become an integral component of school education,“ says Wang Tao, Vice President of Tencent Cloud and Vice President of Tencent Education.

There have already been successful transitions amongst many universities. For example, Zhejiang University managed to get more than 5,000 courses online just two weeks into the transition using “DingTalk ZJU”. The Imperial College London started offering a course on the science of coronavirus, which is now the most enrolled class launched in 2020 on Coursera.

Many are already touting the benefits: Dr Amjad, a Professor at The University of Jordan who has been using Lark to teach his students says, “It has changed the way of teaching. It enables me to reach out to my students more efficiently and effectively through chat groups, video meetings, voting and also document sharing, especially during this pandemic. My students also find it is easier to communicate on Lark. I will stick to Lark even after coronavirus, I believe traditional offline learning and e-learning can go hand by hand."

The challenges of online learning

There are, however, challenges to overcome. Some students without reliable internet access and/or technology struggle to participate in digital learning; this gap is seen across countries and between income brackets within countries. For example, whilst 95% of students in Switzerland, Norway, and Austria have a computer to use for their schoolwork, only 34% in Indonesia do, according to OECD data.

In the US, there is a significant gap between those from privileged and disadvantaged backgrounds: whilst virtually all 15-year-olds from a privileged background said they had a computer to work on, nearly 25% of those from disadvantaged backgrounds did not. While some schools and governments have been providing digital equipment to students in need, such as in New South Wales, Australia, many are still concerned that the pandemic will widenthe digital divide.

Is learning online as effective?

For those who do have access to the right technology, there is evidence that learning online can be more effective in a number of ways. Some research shows that on average, students retain 25-60% more material when learning online compared to only 8-10% in a classroom. This is mostly due to the students being able to learn faster online; e-learning requires 40-60% less time to learn than in a traditional classroom setting because students can learn at their own pace, going back and re-reading, skipping, or accelerating through concepts as they choose.

Nevertheless, the effectiveness of online learning varies amongst age groups. The general consensus on children, especially younger ones, is that a structured environment is required, because kids are more easily distracted. To get the full benefit of online learning, there needs to be a concerted effort to provide this structure and go beyond replicating a physical class/lecture through video capabilities, instead, using a range of collaboration tools and engagement methods that promote “inclusion, personalization and intelligence”, according to Dowson Tong, Senior Executive Vice President of Tencent and President of its Cloud and Smart Industries Group.

Since studies have shown that children extensively use their senses to learn, making learning fun and effective through use of technology is crucial, according to BYJU's Mrinal Mohit. “Over a period, we have observed that clever integration of games has demonstrated higher engagement and increased motivation towards learning especially among younger students, making them truly fall in love with learning”, he says.

A changing education imperative

It is clear that this pandemic has utterly disrupted an education system that many assert was already losing its relevance. In his book, 21 Lessons for the 21st Century, scholar Yuval Noah Harari outlines how schools continue to focus on traditional academic skills and rote learning, rather than on skills such as critical thinking and adaptability, which will be more important for success in the future. Could the move to online learning be the catalyst to create a new, more effective method of educating students? While some worry that the hasty nature of the transition online may have hindered this goal, others plan to make e-learning part of their ‘new normal’ after experiencing the benefits first-hand.

The importance of disseminating knowledge is highlighted through COVID-19

Major world events are often an inflection point for rapid innovation – a clear example is the rise of e-commerce post-SARS. While we have yet to see whether this will apply to e-learning post-COVID-19, it is one of the few sectors where investment has not dried up. What has been made clear through this pandemic is the importance of disseminating knowledge across borders, companies, and all parts of society. If online learning technology can play a role here, it is incumbent upon all of us to explore its full potential.

15 DELICIOUS FOOD SPECIALTIES IN BINH DINH YOU MUST TRY!!! (Final Part)

District market spring rolls

When it comes to spring rolls, you will immediately remember Thanh Hoa hometown, but Quy Nhon Binh Dinh's special sour spring roll has a delicious taste that is as famous as Thanh Hoa. Nem is processed meticulously. Meat after being selected the freshest pieces will be bought and processed. Pork is ironed into long thin pieces, seasoned evenly with pepper, garlic, fresh chili, lucky water, salt and most importantly, the flour (powder made from crushed roasted rice) for 15 minutes for the spices to infuse. into the pieces of meat and bring out the package. The district market spring rolls in Binh Dinh are covered with a layer of young star fruit leaves then wrapped around a banana leaf. Nem is wrapped in a square like a small cake. After the package is left in a cool place, it can only be eaten a few days later.

Tay Son cow

This is a rather strange and unique dish of Binh Dinh. For some, this is not an easy dish. Beef p**p is a delicately crafted dish. After slaughtering the cow, the small intestine of the cow will be used to flatten. a green mucus is present in the smallest part of the cow's small intestine. That green mucus is called goosebumps. After being taken out, the beef gie must be processed for a long time, it will smell and cannot be used anymore. Peanuts are marinated with spices, garlic, chili, lemongrass, ginger ... to absorb the taste. The small intestine, secretory and beef liver are ironed into square pieces cooked with a beef patty. When you eat, you will see the color of the green beef in the bowl. Delicious and delicious. If you are the first time eating, you will not feel familiar with the mouth. However, this dish is the more mashed the dish. Eating with rice crackers and raw vegetables is nothing more wonderful.

Herring salad

Herring is a freshwater fish that lives in rivers, lakes and streams. Also because Binh Dinh has many rivers and lakes, this is a favorable environment for this specialty to live. Binh Dinh specialty fighting fish has a small and long body. After being caught, the Herring will be cleaned and deep fried. Because it is a small fish, when eating, people will sandwich the fish that has been fried with golden noodles, with herbs, cucumber. Herring's meat is sweet so you will not be bored. However, if you are a fan of raw salad, you can enjoy the Herring salad with the flesh that has been cleaned by the bones.

A wonderful trip to Quy Nhon Binh Dinh is not only to enjoy the beautiful scenery and unique landscapes but also must combine with enjoying many typical dishes. Don't forget to look for Binh Dinh specialties! Have a good trip.

15 DELICIOUS FOOD SPECIALTIES IN BINH DINH YOU MUST TRY!!! (P2)

Sweet squid in Binh Dinh

One of the first dishes that must be mentioned in the book of Binh Dinh specialties is sweet squid. Sweet squid has a very delicious taste that attracts tourists. To process sweet squid, the chef has to be very meticulous, ingenious, and meticulously carefully for the dish. Squid after being purchased from the fresh seafood ports are brought back, preliminarily processed and processed to keep the freshness of the squid intact.

Squid is marinated with pepper, garlic, chili, fish sauce and some other spices to create the typical deliciousness of the squid. This dish has a characteristic spicy, aromatic flavor of spices that will make you excited and want to eat at first sight. The price of a pound of sweet squid ranges from 200,000 to 400,000 VND.

Binh Dinh stone gourd wine

Unlike ordinary rice wine that we still know, Binh Dinh specialty gourd wine is cooked from brown rice and only reaches the best when using water in a village of Binh Dinh province.

Legend has it that in ancient times, this drink was also offered to the king every year, so it was ranked as a famous specialty wine of the whole region. Cu Lam village (also known as Bau Da wine village), An Nhon district, Binh Dinh province is a craft village for many generations, so it still retains the most distinctive feature of wine. Gourd wine is stored in fine porcelain pots with very high alcohol content, up to 50 degrees, so those who are not used to it will find it very hot and easy to get drunk. However, a special feature that makes people love these wine jars is the cool taste to cool people, just drinking a sip will make the whole person feel more refreshing, cooler and more comfortable. You can buy this Quy Nhon Binh Dinh specialty at the aforementioned craft village or specialty shops distributed throughout the province.

Tré Binh Dinh

Tré - The unique and strange name of a dish in Binh Dinh. It is because of this name that it has attracted many diners to learn and enjoy the food. This Binh Dinh specialty is actually present in most of Central Central provinces, but the most famous and delicious is Tré Binh Dinh, it has a unique flavor that only people in Binh Dinh can make. OK. Tré is a dish similar to the northern spring rolls but replaced with many different ingredients such as: pig ears, pig's nostrils, pork skin or maybe bacon.

After being chopped into slices, ingredients will be marinated with spices such as pepper, garlic, chili, fish sauce and hearing (pounded powder from roasted rice). Wait for the spices to blend into the meat, then bring them up to pack. Tea will be wrapped with star fruit leaves or young guava leaves, the outer layer is banana leaves. The package after going to be preserved for about 2 to 3 days can be enjoyed.

Coconut milk cake

When traveling to Binh Dinh, it is impossible not to mention coconut water rice paper. This is a specialty dish in the land of coconut. The cake processing process is not too fussy but requires meticulousness and experience of the cake giver. The raw materials of the cake are mainly Cu Noodles (tapioca roots) which are small iron, grinded for water. Coconut rice is shredded into microfiber, coconut water and black sesame. All are poured into a large pot, mixed well for the spices to blend together and heated. Next to that there was a pan being heated. When the pan heats up, the giver will use a spoon made of coconut skull with a long handle to scoop each spoon of water cake onto the pan and rinse it evenly. Roll the cake evenly so that the coconut rice and black sesame are evenly spread. The cake must be round and thin and not thick, the thin place is the standard cake. just rinse ten
The cake is dried. When you eat, you need to bake it so that the cake is bulging and wakes up the aroma of sesame, coconut milk and coconut rice. You can eat cake instead of rice, you only feel full without feeling bored.

Vermicelli noodles

Twin gen noodle soup is a little different from other conventional types of vermicelli because instead of the noodles made from rice flour or spun wheat flour, the noodles are made from green bean flour. Bun Song De specialties of Binh Dinh have a characteristic white color. Vermicelli is placed parallel to each other, so it has a name called `` noodles ''. This specialty has a higher nutritional value than other types of vermicelli. However, the price of vermicelli is quite high because 5kg of green beans is only 1kg of vermicelli.

King crab

The famous seafood dish in Binh Dinh. Huynh De Crab is considered the king of all kinds of crabs because it has red and yellow apricots like a set of majestic dragonflies of the kings, the two sides have sharp tiny spines, the two bigger and stronger ones. Crabs often live in rocky nooks in Binh Dinh sea. King Crab has fragrant, firm meat and can be processed into many different delicious dishes such as grilled crab, steamed crab ... are very delicious.

To be continue...

15 DELICIOUS FOOD SPECIALTIES IN BINH DINH YOU MUST TRY!!! (P1)

Visiting martial land together to enjoy Binh Dinh specialties, try once, "remember not to forget". Referring to Quy Nhon Binh Dinh, many people think about the heroic historical legends of a golden Tay Son dynasty or a coastal province with long beaches welcoming the golden sun. Not so that this land lacks the delicious dishes of Binh Dinh, which makes visitors come to the heart.

My An Echinus Sauce

This is a unique Binh Dinh specialty of Binh Dinh. Echinus Sauce is made from a fruit that only exists in the mountains of My An Binh Dinh. There are many types of Echinus and can be processed to serve with grilled and fried dishes, but the type of Echinus used to make fish sauce is usually black. Echinus sauce is easy to process, but 100kg can only process 2kg of Echinus. That is why, even with money, it is difficult to buy this rare specialty. Echinus sauce is very fragrant, rich in the smell of forest fruits. Echinus sauce used to dipping with boiled meats, raw vegetables is extremely delicious.

My Cang Pancakes

This is a Quy Nhon specialty dish that is very simple, but it is very popular with tourists. It is sold in most of the sidewalk shops in Binh Dinh. Pancakes are made with simple ingredients such as minced pork, scallions, herbs, eggs and rice flour. They will be selected for large, firm rice that is not deep to create the sweetness of the cake. The rice will be ground and cooked into a sticky mixture, beat eggs for minced meat and some spices. Besides, there is a pan that is being heated. The cook will scoop each scoop onto the pan to coat the pieces of cake, the finely-fried minced meat strips have been stir-fried on top of the cake surface and roll them well to make the cake big round and beautiful. Or maybe delicious fresh shrimp. When eaten with herbs and sauces.

Ramie Glutinous Rice Cake

Ramie Glutinous Rice Cake is one of the delicious Binh Dinh specialties that make up the reputation for delicious Binh Dinh. This is a type of dish that is processed very sophisticatedly and meticulously. The leaves for making cakes are thorn leaves. After being selected, the large leaves are not deep and thick will be dried, cooked with molasses. Next, you can crush or grind them so that the rice flour, h**p leaves and honey are blended together.

To make the cake include sturgeon, banana oil, coconut fiber or can use dried coconut. If it is savory h**p cake, add fatty meat, peanuts in the filling. Putting a piece of cake into your mouth, you will feel the soft aroma of the crust, the greasy peanut oil, the fatty meat, the aroma of banana oil. All are mixed together to create a very delicious little h**p leaf cake. With only 4,000 - 5,000 VND, you can enjoy a delicious cake.

To be continue...

A BETTER EDUCATION FOR ALL DURING—AND AFTER—THE COVID-19 PANDEMIC

Research from the Abdul Latif Jameel Poverty Action Lab (J-PAL) and its partners shows how to help children learn amid erratic access to schools during a pandemic, and how those solutions may make progress toward the Sustainable Development Goal of ensuring a quality education for all by 2030.

Five years into the Sustainable Development Goals (SDGs), the world is nowhere near to ensuring a quality education for all by 2030. Impressive gains in enrollment and attendance over recent decades have not translated into corresponding gains in learning. The World Bank’s metric of “learning poverty,” which refers to children who cannot read and understand a simple text by age 10, is a staggering 80 percent in low-income countries.

The COVID-19 crisis is exacerbating this learning crisis. As many as 94 percent of children across the world have been out of school due to closures. Learning losses from school shutdowns are further compounded by inequities, particularly for students who were already left behind by education systems. Many countries and schools have shifted to online learning during school closures as a stop-gap measure. However, this is not possible in many places, as less than half of households in low- and middle-income countries (LMICs) have internet access.

Many education systems around the world are now reopening fully, partially, or in a hybrid format, leaving millions of children to face a radically transformed educational experience. As COVID-19 cases rise and fall during the months ahead, the chaos will likely continue, with schools shutting down and reopening as needed to balance educational needs with protecting the health of students, teachers, and families. Parents, schools, and entire education systems—especially in LMICs—will need to play new roles to support student learning as the situation remains in flux, perhaps permanently. As they adjust to this new reality, research conducted by more than 220 professors affiliated with the Abdul Latif Jameel Poverty Action Lab (J-PAL) and innovations from J-PAL's partners provide three insights into supporting immediate and long-term goals for educating children.

1. Support caregivers at home to help children learn while schools are closed. With nearly 1.6 billion children out of school at the peak of the pandemic, many parents or caregivers, especially with young children, have taken on new roles to help with at-home learning. To support them and remote education efforts, many LMICs have used SMS, phone calls, and other widely accessible, affordable, and low-technology methods of information delivery. While such methods are imperfect substitutes for schooling, research suggests they can help engage parents in their child’s education and contribute to learning, perhaps even after schools reopen.

Preliminary results from an ongoing program and randomized evaluation in Botswana show the promise of parental support combined with low-technology curriculum delivery. When the pandemic hit, the NGO Young 1ove was working with Botswana's Ministry of Education to scale up the Teaching at the Right Level approach to primary schools in multiple districts. After collecting student, parent, and teacher phone numbers, the NGO devised two strategies to deliver educational support. The first strategy sent SMS texts to households with a series of numeracy “problems of the week.” The second sent the same texts combined with 20-minute phone calls with Young 1ove staff members, who walked parents and students through the problems. Over four to five weeks, both interventions significantly improved learning. They halved the number of children who could not do basic mathematical operations like subtraction and division. Parents became more engaged with their children's education and had a better understanding of their learning levels. Young 1ove is now evaluating the impact of SMS texts and phone calls that are tailored to students’ numeracy levels.

In another example, the NGO Educate! reoriented its in-school youth skills model to be delivered through radio, SMS, and phone calls in response to school closures in East Africa. To encourage greater participation, Educate! called the students' caregivers to tell them about the program. Their internal analysis indicates that households that received such encouragement calls had a 29 percent increase in youth participation compared to those that did not receive the communication.

In several Latin American countries, researchers are evaluating the impact of sending SMS texts to parents on how to support their young children who have transitioned to distance-learning programs. Similar efforts to support parents and evaluate the effects are underway in Peru. Both will contribute to a better understanding of how to help caregivers support their child’s education using affordable and accessible technology.

Other governments and organizations in areas where internet access is limited are also experimenting with radio and TV to support parents and augment student learning. The Côte d’Ivoire government created a radio program on math and French for children in grades one to five. It involved hundreds of short lessons. The Indian NGO Pratham collaborated with the Bihar state government and a television channel to produce 10 hours of learning programming per week, creating more than 100 episodes to date. Past randomized evaluations of such “edutainment” programs from other sectors in Nigeria, Rwanda, and Uganda suggest the potential of delivering content and influencing behavior through mass media, though context is important, and more rigorous research is needed to understand the impact of such programs on learning.

2. As schools reopen, educators should use low-stakes assessments to identify learning gaps. As of September 1, schools in more than 75 countries were open to some degree. Many governments need to be prepared for the vast majority of children to be significantly behind in their educations as they return—a factor exacerbated by the low pre-pandemic learning levels, particularly in LMICs. Rather than jumping straight into grade-level curriculum, primary schools in LMICs should quickly assess learning levels to understand what children know (or don’t) and devise strategic responses. They can do so by using simple tools to frequently assess students, rather than focusing solely on high-stakes exams, which may significantly influence a child’s future by, for example, determining grade promotion.

Orally administered assessments—such as ASER, ICAN, and Uwezo—are simple, fast, inexpensive, and effective. The ASER math tool, for example, has just four elements: single-digit number recognition, double-digit number recognition, two-digit subtraction, and simple division. A similar tool exists for assessing foundational reading abilities. Tests like these don’t affect a child’s grades or promotion, help teachers to get frequent and clear views into learning levels, and can enable schools to devise plans to help children master the basics.

3. Tailor children's instruction to help them master foundational skills once learning gaps are identified. Given low learning levels before the pandemic and recent learning loss due to school disruptions, it is important to focus on basic skills as schools reopen to ensure children maintain and build a foundation for a lifetime of learning. Decades of research from Chile, India, Kenya, Ghana, and the United States shows that tailoring instruction to children’s’ education levels increases learning. For example, the Teaching at the Right Level (TaRL) approach, pioneered by Indian NGO Pratham and evaluated in partnership with J-PAL researchers through six randomized evaluations over the last 20 years, focuses on foundational literacy and numeracy skills through interactive activities for a portion of the day rather than solely on the curriculum. It involves regular assessments of students' progress and is reaching more than 60 million children in India and several African countries.

Toward Universal Quality Education

As countries rebuild and reinvent themselves in response to COVID-19, there is an opportunity to accelerate the thinking on how to best support quality education for all. In the months and years ahead, coalitions of evidence-to-policy organizations, implementation partners, researchers, donors, and governments should build on their experiences to develop education-for-all strategies that use expansive research from J-PAL and similar organizations. In the long term, evidence-informed decisions and programs that account for country-specific conditions have the potential to improve pedagogy, support teachers, motivate students, improve school governance, and address many other aspects of the learning experience. Perhaps one positive outcome of the pandemic is that it will push us to overcome the many remaining global educational challenges sooner than any of us expect. We hope that we do.

By Radhika Bhula & John Floretta

📚THE IMPORTANCE OF EDUCATION - THE KEY TO SUCCESS FOR 10+ MILLION STUDENTS! (PART 3)

👨‍👩‍👧‍👦The Role of the Family in Education

👉Studies show very clearly that 65% of the personality development is in the 0-6 age range. This research re-emphasizes the importance of the family in the child's personality development!

👫What Kind of Effects Does the Family Have on Children?

♨In the preschool period, the education and interest of the child from the family is of high importance. The positive attitudes of the family in the 0-6-year-old preschool (kindergarten) period and the conscious raising of their children turn into sustainable success in the school period.

✅On the contrary, it is known that children with problems have failed in school life. Children with personality and behavior disorders can have adaptation problems when they start school.

👇We have created two different titles to understand the better subject and to help each parent do its part. These topics are:

1. Common Mistakes in Family Education
2. Family Education and Attitudes Needed for Raising a Good Child

〽When we examine these topics, we will contribute to both our own education and the education of our children.

❇Even if you have mastered a great deal of what is described in this article, you can take advantage of a single sentence and update yourself. As we said at the beginning: Education is a life-long process. Now let's take the two important titles above:

1. Common Mistakes in Family Education

✔We recently shared the following in our social media account:

◾Children are ours but their temperament is not
Even though Halil CIBRAN's statement summarizes the whole issue, let us make a little reminder.

◽One of the most common mistakes made by parents is that they do not treat their children as individuals. Not accepting children as individuals can also cause parents to find their children’s behaviours strange and wrong even if they are not.

▪In this case, the child is not his/her character; we try to win the character of ourselves. In this case, what we do is to personalize our children with our characters, not their personal characters.

▫Moreover, we interpret this as a kind of education. Such an educational method will have a negative impact on academic life as it may lead to personality problems in the child. Beware, not to interfere with misconduct; emphasizes the need to avoid unnecessary interventions.

⬛Being overly anxious and seeing the outside world as a complete threat for the child adversely affect the social development of the child. In particular, preventing the socialization of the child by thinking that the circle of friends will be harmed (obstacles restricting the size of the child) may cause the child to become a nerdy person.

⬜Parents, who have not been able to fulfil their dreams, wish their children to achieve those dreams and this is a huge mistake in itself. Each individual has its own characteristics and interests. Children are individuals and their interests should be explored and healthy directions should be made.

🔷It is also not right to leave indifferent, to show lack of affection and to leave everything under control of the child. Parents should check whether their children are fulfilling their responsibilities.

🔶It is not correct to compare children with friends/peers. If a comparison is to be made, the development of the child should be done to assess whether everything is in order. The benchmarking should not be based on a person but on the general peers.

🔜Finally, it is one of the biggest mistakes that the family members do not question themselves in failures.

2. Family Education and Attitudes

⁉While describing the mistakes above, we also mentioned about what is the correct thing to do against these mistakes. Apart from these, we have also shared below the new subjects that indicate the prevalence of the family in the education of the child and what needs to be done.

‼Children's psychosocial development should be followed and informed. According to Erickson's psychosocial development theory, each age has developmental goals and developmental conflicts. Erickson, who divides human life into 8 phases in terms of psychosocial development, argues that the conflicts must be successfully resolved in each phase.

❎The child should be able to live his childhood. The approaches like “You are a grown-up now, you are a man and you are not a child!” are not educational, but they are frustrating. Children should play, move, make small clumsiness, touch the stone to the soil, dirty the head and live their childhood.

✳The importance or role of the family in the development of the child is not limited to the practices on the child. Providing a peaceful family environment to the child significantly affects both educational life and personality development. It is necessary not to argue with the child or to exert physical or emotional violence.

☑We need to share an article on the importance of communication in the development of the child. The more developed the ability of family members to understand each other, to interpret their behaviors, to perceive their wishes and expectations, the more the communication ability of the child will develop. Communication skills are not only in academic education; is an important skill that gives an individual an advantage in every aspect of life.