A Quote by Lilian Katz
As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits.
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If learning to read was as easy as learning to talk, as some writers claim, many more children would learn to read on their own. The fact that they do not, despite their being surrounded by print, suggests that learning to read is not a spontaneous or simple skill.
For only as we ourselves, as adults, actually move and have our being in the state of love, can we be appropriate models and guides for our children. What we are teaches the child far more than what we say, so we must be what we want our children to become.
I didn't want to teach my kid how to read, so I used to read to him at night and close the book at the most interesting part. He said, “What happened then, daddy?” I said, “If you learn to read, you can find out. I'm too tired to read. I'll read to you tomorrow.” So, he had a need to want to learn how to read. Don't teach children how to read. Don't teach them mathematics. Give them a reason to want it. In school, they're working ass-backwards.
So long as we insist upon defining our identities only in terms of our work, so long as we try to blind ourselves to the needs of our children and harden our hearts against them, we will continue to feel torn, dissatisfied, and exhausted…. The guilt we feel for neglecting our children is a byproduct of our love for them. It keeps us from straying too far from them, for too long. Their cry should be more compelling than the call from the office.
Teacher training institutes should impact training of our nation's teachers in a manner that encourages them to support the holistic development of the child and to continuously refine their own skills to create the best possible learning environments for our children.
For our children, you want them to build their own self-esteem and their own self-confidence. For your own child. You don't want it to come from somebody else because, if it does, that same person can take it away. You want them to learn the grind.
Children grow rapidly, forget the centuries-long embrace from their parents, which to them lasted but seconds. Children become adults, live far from their parents, live their own houses, learn ways of their own, suffer pain, grow old. Children curse their parents for their wrinkled skin and hoarse voices. Those now old children also want to stop time, but at another time. They want to freeze their own children at the center of time.
Making fiction for children, making books for children, isn't something you do for money. It's something you do because what children read and learn and see and take in changes them and forms them, and they make the future. They make the world we're going to wind up in, the world that will be here when we're gone. Which sounds preachy (and is more than you need for a quotebyte) but it's true. I want to tell kids important things, and I want them to love stories and love reading and love finding things out. I want them to be brave and wise. So I write for them.
If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. That way, their children don’t have to be slaves of praise. They will have a lifelong way to build and repair their own confidence.
Children need far more than basic skills in reading, writing, and math, as important as those might be. Children also need to learn how to think for themselves, how to find meaning in what they learn, and how to work and live together.
I want children to learn to develop deep reading skills in the beginning in print. I believe the physicality of print is much better in the beginning for children, and then help them learn how to use their deep reading skills on digital medium.
I want young Indian composers to be able to do more than just film music. I want to give them the skills that will enable them to create their own palette of sounds instead of having to write formulaic music. It doesn't matter if they become sound engineers, producers, composers or performers - I want them to be as imaginative as they like.
I believe that when we treat homosexual people as pariahs and push them outside our communities and churches; when we blame them for who they are; when we deny them our blessing on their commitment to lifelong, faithful relationships, we make them doubt whether they are children of God, made in his image.
I hope that when children read my stories that they evoke images for children. I four stories can help children use their own imaginations and lead them to act the stories out or to embark on related research, they will learn more and learn to love reading more.
We don't think much about how our love stories will affect the world, but they do. Children learn what's worth living for and what's worth dying for by the stories they watch us live. I want to teach our children how to get scary close, and more, how to be brave. I want to teach them that love is worth what it costs.
If children have an interest in nature, they will understand. I want them to become people who appreciate the consequences the next generation will suffer if we destroy our natural surroundings. So without a doubt, they need to learn that nature is vital to us by experiencing it. I want them to like nature and to climb mountains and so on.
