The reports were shared at the World Health Assembly. 6-7 November 2014 – Close to 100 high level representatives from governments, civil society, and international organizations have gathered in Geneva for two days to reaffirm their commitment to methods of development of children after a year progress towards women’s and children’s health in the lead up to and in the post-2015 era, and to discuss how to ensure that accountability remains at the centre of this agenda.
Governments of Canada and Norway, is the last one of a number of high- level meetings convened by various key partners in 2014, all part of a larger strategic process aimed at bringing together stakeholders in women’s and children’s health to keep the momentum going and set the agenda as we approach the MDGs. MDGs 4 and 5, aimed at reducing child and maternal deaths and improving maternal health, are lagging behind. We should judge the progress in humanity and the progress of any society or country by the way they treat their women and children. They have been lagging behind in the last 20 to 30 years of development. We should give them special attention. Dr Flavia Bustreo about the need to further accelerate progress.
Country assessments and roadmaps for accountability for health. Assessments drafted during accountability workshops, based on the Country Accountability Framework assessment and planning tool, and roadmaps reviewed and validated through a broad consultation with the major stakeholders in-country. Parenting articles, news and tips on raising happy, healthy, successful kids and teens. Parents of gifted children know raising these kids is both a blessing and a children. This page contains two essays which provide valuable understanding of how to provide the support and guidance needed by gifted children.
The page also contains links to resources including organizations, recommended books and stores selling educational toys and materials for gifted kids and teens. Raising and nurturing a gifted child can be an exciting yet daunting challenge. Unfortunately, these complicated little people do not come with instruction manuals. The following new definition of giftedness highlights the complexity of raising gifted children. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally. For example, ideas forged by 8-year-old minds may be difficult to produce with 5-year-old hands.
Further, advanced cognition often makes gifted children aware of information that they are not yet emotionally ready to handle. If a child exhibits a majority of these characteristics, parents may wish to have the child assessed by an experienced examiner to find out if the child is gifted. Firstborn children tend to be recognized more often than their siblings. When one child in the family is gifted, it is quite possible that others may also be gifted. Responsive Parenting Children learn first from their parents. Parents who spend time with their gifted child are more able to tune in to their child’s interests and respond by offering appropriate educational enrichment opportunities. It is important that parents read to their children frequently, even when the children are capable of reading to themselves.
Family Relationships Gifted children often can exhaust and overwhelm a new mother and father. Gifted infants often sleep less than other babies and require extra stimulation when they are awake. It is helpful to have extended family in the home, grandparents who live nearby, a close community of friends or relatives, or a teenager in the neighborhood who can spend some time with the child so that the primary caretakers can get some rest to do other things. As children get older, a family meeting can be a good way of sharing responsibility and learning negotiation skills. Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur.
School Placement Gifted children generally benefit by spending at least some time in the classroom with children of similar abilities. Their educational program should be designed to foster progress at their own rate of development. Parents who become involved with the school can help administrators and teachers be responsive to the needs of these children. Open, flexible environments provide students with opportunities for choices, and enhance independence and creativity.