When is the age from 6 to 12? The growth and development of children is a continuous process, which can be divided into different age groups. Everyone knows that different age groups have their own characteristics. Let's find out when 6 to 12 is.

When is the age from 6 to 12? 1 6 years old-12 years old children are called middle and late childhood.

It is the primary stage of basic education. At this stage, children's psychological development is in a critical period, and it is also the most prone to behavioral problems. Faced with the common phenomena in behavior problems, such as weariness, impatience, retrogression, willfulness, procrastination, timidity, hostility and impulsiveness, parents often feel helpless. In my consultation on children's education, I found that the most common reaction of parents (specifically, the mother's reaction) is: "What annoys me is that children procrastinate on everything!" Or "My biggest headache is that children are too headstrong".

We can see that when parents are faced with children's procrastination and willfulness, their obvious emotional attitudes are "annoyance" and "headache"! This shows that parents were very angry at that time and were in the helplessness of "taking him or her".

In fact, all children's behavior problems, whether good or bad, reflect the behavior of our parents. When a child is born, if we regard him as a blank sheet of paper, then our parents are the first people to draw on it. The increasing number of patterns on white paper is the behavior phenomenon that children gradually show. If the pattern is clear, bright and pleasing to the eye, it shows that the artist's artistic level is high; If the pattern looks dull, disorderly and disturbing, it still shows that the artist is of a low level.

Therefore, children's behavior problems (patterns on white paper) are all created (painted) by us adults, the most important of which is their parents. From this perspective, in order to change children's bad behavior, parents should first find out what problems appear in the process of drawing on "white paper", which are too light or too heavy? Is the color too dark when you are depressed, or is it graffiti when you are grumpy? ...

I want to analyze the relationship between children's procrastination and willfulness and parents' behavior patterns from the following aspects:

First, the relationship between children's procrastination and willfulness and its significance:

Semantically speaking, "procrastination" means procrastination and inefficiency, and "willfulness" means not listening to other people's opinions and persisting in depression. It seems that there are obvious differences, but these two phenomena are related, that is, willfulness and procrastination are two different aspects reflecting the same educational method. Procrastination is a "soft" confrontation of children under the control of their parents, while willfulness is a "hard" confrontation of children under the control of their parents.

Although in some children, these two phenomena are obvious, in some children, there seems to be only one. However, it seems that children who only show one of the problems also imply the nature of another problem. In other words, a seemingly procrastinating child is actually using procrastination to show his waywardness:

Don't want to do what you say! A wayward child always expresses his personality in one way or another: either he turns away before his parents finish speaking; Either you say yours, I will drag my feet; Or lose your temper; Or don't say a word ... so the child's procrastination is his waywardness, and the child's waywardness can be expressed by procrastination.

In children's words and behaviors, there are often passwords that we need to interpret. It's a pity that many of our parents always talk about their children's problems from their own adult point of view, saying that their children have problems. But parents have no idea that children's problems often hide their real worries, anger, disappointment, sadness and so on.

Due to the limitation of experience and knowledge, children's psychological and emotional state is difficult to express in words, and mainly depends on behavioral language.

For example, a lonely child prefers to play alone, but he often has vivid fantasies and is keen on TV and games, because having his loyal partners can avoid his loneliness.

Some children often like to pick his nostrils, suck his thumb, bite his nails, and play with sex organs. These actions themselves show that they are related to the dissatisfaction of children in early childhood (oral and lip period).

Some children are partial to food or refuse to eat, mostly through these behaviors to punish the relevant parties: their parents, because he hurt the relevant parties in some way or attitude.

Some children always show aggressive behaviors such as destroying toys, playing pranks and making trouble, which shows that the child has anger and sadness in his heart, but there are many possibilities to cause anger and sadness: maybe he has never won an important role among his peers, maybe he lost in the game, and so on.

Then, a child who is always procrastinating or willful is helpless and unhappy inside. The unconscious language behind his behavior is saying, "I can't beat you, so I want to be comfortable." In the information of procrastination, it is hidden that children always "urge" parents' dissatisfaction and revenge; In the wayward information, there is hostility that children have to resist. Hostility is manifested in the communication between parents and children. Parents rarely or even accept their children's feelings, but interfere with their children too much.

Second, parents of procrastinating and willful children must have the following behavior patterns:

Impatient personality, quick thinking, more decisive, high values, high expectations, pay attention to efficiency, like to manipulate and teach people. The way they raise their children is mainly to preach and give ready-made answers, such as "You should …" "You should …" and "You shouldn't …" and so on. In this behavior mode, children experience that there is always someone to arrange, worry about and do things for me without having to think independently. So it is difficult to cultivate the ability to be responsible for your actions.

The nagging parents demand their children by the standards of adult behavior. It is impossible for children to master skills quickly and skillfully in daily life. They need to spend a long time dressing, eating, doing handicrafts, getting ready for school, gradually and quickly.

The best way to help them is your attitude: wait patiently and evaluate the difficulty of the task. For example, "it is not easy to make a bed" and "it is difficult to make this model in an hour". This kind of evaluation has a potential encouraging effect on children, no matter whether their efforts have failed or succeeded. If children succeed, they will be satisfied to know that a difficult thing has been overcome. If the child fails, parents will feel comforted when they know the difficulties, and let the child feel understanding and support, which will deepen the intimate relationship between parents and children.

Parents who hold the concept of adults, especially nagging mothers, will never allow their children to express their ideas when they can't do something or when they don't do something according to her time requirements. Instead, they criticize and ask their children with constant nagging and dissatisfaction (at this time, the children feel that they are not capable enough). If this behavior pattern is repeated, the child's "sense of incompetence" will lead to withdrawal behavior. It can be said that parents who procrastinate and willful children must be "training" their children with adults' requirements for efficiency.

But children's lives can't be influenced by adults' demand for efficiency, because efficiency is a bondage and an enemy to children. As far as children's emotions are concerned, the cost of efficiency is very high, which may consume children's intelligence, inhibit children's interest, and may cause emotional depression and extreme willfulness of personality. Because children need opportunities to try, explore and work hard, they also need patience (patience means giving others time), and they need to learn without urging and reprimanding. Therefore, most children's slowness is caused by adults' blind requirements for efficiency.

It can be seen that the behavior pattern of parents determines the behavior of children. Therefore, to change children's procrastination and willfulness, parents must first face up to their own behavior. If you are easily angered, don't like your child's slow movements and find it difficult to control your emotions, then learn to deal with your emotional attitude before asking your child to avoid giving him distrust and impatience. Secondly, we should learn to give children room to grow up. This means that parents' behavior patterns should conform to the laws of children's psychological growth.

In this regard, my suggestion is:

1, get rid of too much attention and demands on children.

For example, children's dietary problems are usually caused by parents paying too much attention. Because parents always add too much to their children's tastes, and nag their children about "what to eat", "what to eat more" and "eat quickly".

This will affect children's thinking and their own choices, restrict taste and smell, but can't appreciate the beauty of food, and children will slowly use anorexia to counter your attention. The best attitude of parents is to consistently lead by example, provide reasonable meal content and meal time, and show their children a happy meal.

2. Give children the opportunity to judge and choose.

The reason why children are dependent, helpless and procrastinating is mainly because their parents' behavior completely replaces their own thinking and judgment, and they have not cultivated their responsibility ability since childhood. Children's sense of responsibility is to give them opportunities to speak on matters related to them and let them learn to choose for themselves. For example, in dressing, playing, doing homework and other things, parents should show such a behavior attitude from the first grade of primary school: "We have provided you with many choices, and how (or when) you choose is your own business."

If parents nag, command or even use the punishment method of "punish you for writing 10", children may use "procrastination" as a weapon in their hands to punish, coerce and use their parents.

3, reasonably meet the requirements of children, reasonably regulate children's behavior, and consistently and unswervingly implement the norms.

In children's behavior, what is acceptable and what is unacceptable, children need a clear boundary. When they know the boundaries of permissible behavior, they will feel safe and develop self-discipline in their behavior. We should make it clear that parents can restrict their children's behavior, but not their wishes and emotions. Children's wishes, feelings and emotions, whether positive or negative, should be accepted, understood and respected, and their behaviors can be restricted and corrected.

Take the cultivation of punctuality as an example, give them a realistic time limit, and give them the task of guarding time: "There are still 10 minutes before school", "As long as you are ready, you can watch cartoons until we have dinner" and so on. The purpose of this short statement is to tell the children that we hope and think they will be on time. I have always used this positive way of expecting children to seize the time when they feel anxious.

Parents need to know their children's normal activities, such as running instead of walking, being active instead of quiet, humming songs or knocking on bowls instead of paying attention, and mirrors are used to make faces instead of dressing up, so as not to get angry with themselves because they can't get used to their children's behavior with adult experience. It is true that there are many factors that determine the healthy growth of children, and there are countless good behavior patterns of parents.

Parents want their children to be safe and happy, and to be a noble, compassionate, responsible, courageous, capable and upright person. In order to achieve these human goals, parents need to learn the methods of human nature. Love alone is not enough, but also special skills to help children grow up. Parents need to learn how to acquire skills. It needs to be obtained through self-study or professional help.

When is the age from 6 to 12? 2 How old was childhood?

1, generally speaking, 2- 12 years old counts as childhood.

2. In children's psychology, children's age is very long, from birth to seventeen or eighteen. According to the characteristics of psychological development, children's psychological development can be divided into lactation (from birth to 1 year), infancy (1 to 3 years old), preschool or infancy (3 to 6 years old) and preschool (6 to/kloc).

The best age for children to learn talent.

First, the school-age period of learning violin.

Playing the violin is standing with one hand. 3-4-year-old children with small fingers and insufficient strength are too reluctant to play music well. Therefore, it is suggested that the age of learning violin should be 5~6 years old.

Second, the school-age period of learning the piano

In the music world, sound has feelings and life. It is not suitable for babies who are too young to learn the piano, because learning the piano requires babies to have certain abilities, including a certain degree of cognitive development, at least being able to understand a simple staff, and a certain degree of auditory differentiation and the ability to feel music, such as distinguishing the treble, timbre and monotonicity of music, as well as the development of fine hand movements, certain hand-eye coordination, the strength of fingers and the size of hand development.

Therefore, when the child is 2-3 years old, the effect cannot be expected. When they are 6- 10 years old, they are a little slow to become pianists. At the age of 3-5, it is best for children to listen to and enjoy good music first. Generally, they will begin to receive technical guidance from piano and other musical instruments at the age of 4-5, so it is more appropriate to learn piano. Of course, you can advance or postpone it according to your child's situation.

Third, the school-age period of painting.

Because children can "doodle" at the age of 1 or 1, they become interested in shapes and colors at the age of 2-3, and begin to know and draw practical things and experienced things at the age of 4-5. At the age of 5-6, they don't draw what they see, but what they know. At this time, children's observation, imagination and even desire for expression are very high. Therefore, it is most appropriate to start from the purest time for children aged two and a half to three.

When children are growing up, parents should not put too much pressure on them, but learn to cultivate their interest in learning talents. How old was childhood? 2 years old to 12 years old belongs to childhood. So everyone knows about it. It is very important for parents to give their babies a simple, happy and happy childhood. Let the baby grow up healthily and happily.

When is the age from 6 to 12? 3 methods of training children aged 6- 12.

1. Create a safe family environment for children.

Peace of mind, the child will do something with peace of mind and enjoy it. Otherwise, he can only worry about all kinds of "uneasy" factors and it is difficult to concentrate.

2. Try not to disturb the child when he is deeply involved in something.

Avoid paying too much attention to children, lest they become dependent and lack autonomy. When there is no one to accompany or arrange activities for children, he will feel scared and at a loss.

When you have to interrupt him, go to him, kneel down and say to him, "I see you are so focused (give him a thumbs-up by the way)!" " Excuse me, now let's ... (explain the reasons and inform the follow-up activities. ) "In this way, children feel that they are respected, so they will not be unhappy because they are interrupted, and there will be no energy for confrontation in their hearts. His mind is more stable and his concentration will naturally develop better.

Electronic products can be played occasionally, and never be an electronic nanny.

Try to play games with your child, participate in his games, and lead him to play deeper, longer and more creatively. Children can naturally concentrate on an activity for a longer time.

4. When a child is obsessed with an activity or something, conform to his needs.

When a child is interested in an activity, provide him with more relevant information, materials and possible related activities, remind him of related things, help him expand horizontally or vertically, discover more interesting elements, and extend the tentacles of exploration to more possible directions.

Some small games are also good exercises to expand children's concentration.

For example, put a small object upside down in the palm of your hand and guess which hand is the last one. Or consciously guide children to pay attention to certain things and observe the changes of certain things, such as seasons, light and shadow, colors and so on. Guide the child to enjoy all this without giving him pressure, and his intentional attention will naturally develop in this kind of activity.

It can be seen that the cultivation of concentration is not an overnight effort, nor does it require deliberate training. With a heart, I have been cultivating my child's concentration.