A Quote by Robert J. Waldinger
Sibling relationships have been underemphasised in learning about child development.
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We're learning how important it is both to preserve sibling relationships if they work and repair them if they're broken. We're also learning a lot about nonliteral siblings - stepsiblings, half-siblings - and the surprising power they can have.
God bless you if you have one child, but I don't think anybody should have just one child. Everybody needs a sibling. I have siblings, and I have so many amazing, precious memories with my siblings. I don't know what I would do if I had been an only child.
When I watch my kids, and I see the primal level at which the sibling relationships are formed, then I completely understand what these unresolved adult sibling problems are based on. You know, 'Mom liked you better' and, 'You got your own room and I didn't.'
When you learn conflict-resolution skills in the playroom, you then practice them on the playground, and that in turn stays with you. If you have a combative sibling or a physically intimidating, older sibling, you learn a lot about how to deal with situations like that later in life. If you're an older sibling and you have a younger sibling who needs mentoring or is afraid of the dark, you develop nurturing and empathic skills that you wouldn't otherwise have.
Sibling relationships are complicated. All family relationships are. Look at Hamlet.
Sibling relationships figure in a lot of my books. You don't often see relationships between adult siblings explored in fiction.
I've always had this interest in sibling relationships because I don't have any siblings. I'm completely a product of the one-child policy in China, so I always kind of wished that I had an older brother or a younger brother or sister just to have that bond, so I find myself constantly writing about that relationship.
Being the youngest sibling, I've always been the most pampered child.
Once you've taken account of the quality of sibling relationships, knowing about the quality of parenting doesn't add much information.
I'm fascinated by twins. It's such an interesting thing. I'm an only child, so I don't have a sibling. But, if you think about the bond that siblings have, that intensifies so much when you think about being in the womb together.
The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.
Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.
For every dollar spent on early child development you save $7 over the life course because children with better early child development are less likely to end up delinquent, involved in crime, unemployed and so on.
A child in the 4th grade who's just learning algebra is not imperfect. While there may be a child in the 12th grade who's much better, the child who's learning is not imperfect.
If you're an older sibling and you have a younger sibling who needs mentoring or is afraid of the dark, you develop nurturing and empathic skills that you wouldn't otherwise have.
Pedagogy must be oriented not to the yesterday, but to the tomorrow of the child's development. Only then can it call to life in the process of education those processes of development which now lie in the zone of proximal development
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