But they often forget the simplest way to make their kid smart is buy giving exclusive breastfeeding (of course the quality of nutrient in mother foods also need to be look after and manage well). Many of mothers especially in big cities giving instant milk instead of exclusive breastfeeding. With breastfeeding, actually giving mothers benefit more rarely affected by breast cancer.

There are two factors that affect intelligence, ie genetic and environmental factors. According to dr. Bernhard Devlin of the University of Pittsburg School of Medicine, United States estimates that genetic factors accounted for only 48% of children in shaping IQ. The rest is environmental factors.

Environment is important because it has a bigger role than genetics. Environmental factors consist of foster care, sharpening and compassion. Foster care means providing the need for physical growth, sharpening means providing stimulation or education, and compassion means giving needs.

In order for the development of health and intelligence of children is not disrupted, parents need to maintain nutrition. It is important for growth and brain development of children, especially because of his ability associated with brain growth.

Exclusive breastfeeding is the best nutrition in quality and quantity at the time of brain growth that occurs leap from 0 to 6 months.
Breast milk contains nutrients that have specific functions for brain growth, among others, long-chain polyunsaturated fatty acids (DHA and AA) for growth of the brain and retina, cholesterol to myelinisasi neural networks, taurine for neuron transmitter inhibitors and membrane stabilizers, lactose to the growth of the brain, and kolin which may improve memory.

Exclusive breastfeeding for 6 months but is great for brain development, also great for preparing baby’s digestive system because at the time of birth, the baby’s digestive enzymes is still incomplete and can only be used to digest milk. Keep in mind that breast milk contains more than 100 kinds of enzymes that help the absorption of nutrients contained in breast milk.

Parents might get worried that their children not able to speak fluently at the age of 2 years, some are confused because their children could not sit still, some are confused with their behavior crying when meeting with a stranger.
There are parents who are confused because his son was smart did poorly in school, or vice versa, his son is very difficult to digest given the subject matter even though they have sought in various ways. Those are problems usually happen to parents with their children, and that’s another reason why we need early detection.

Early detection of learning disorders in children is an attempt to understand the situation of children as early as possible concerning the possibility of development problems, especially in learning. These efforts can be made by parties close to the neighborhood kids. In particular, early detection is an attempt to understand the advantages and disadvantages in the potential of children so that they can design specific treatments based on the discovery in early detection of development to maximize its potential and help the child to adjust to the good.

Children in the age of 5-12 years, usually comes out with lots of idea, this kind of idea is the basic and potential. Dig and surf it, explore their interests, who knows someday it will became hobby that could be a good profession for them. For example children with interest in painting, usually are creative and have interest in art. You could try to lead them into arts, the easiest is let them group with their friend in the same interest, it will help them to explore their needs.

In big cities, parents usually don’t have much more time with children, then formal education makes a good option for them, such as Photography Schools and Graphic Design Colleges.

After years of graduate school, choosing a great thesis topic idea for your doctoral dissertation or master’s thesis may look like one of the biggest pressures yet. The main thesis topic ideas are considered to be the key point of a dissertation.

There are some criteria to remember when choosing thesis topics.

• Choose thesis topics you love. This may be the most significant criteria. You will be going to be utilizing a lot of time with this thesis, and your quality of life will be enhanced if these hours are utilized pleasingly. What’s more, the quality of your research, writing, and arguments will be much better if you feel genuine passion for your work, Choose thesis topics you find both fascinating and socially significant. Never let someone pressure you into writing about certain thesis topics!

• Pick theses topics that will be helpful in your career path. If your goal is an academic career, pick theses topics that you can easily modify into journal articles or a book, and that will lend itself well to future research. If you want to work at a teaching oriented institution, consider theses topics you can use in the classroom. If you are going into industry, choose theses topics that will make you more marketable.

• Find theses topics that establish your niche in your field. Do your research and find thesis topics that fits into existing bodies of literature, but that builds upon theory and expands it.

Listening, speaking, reading, and writing, the four modes of language, are inextricably related. In particular, listening/speaking and reading/writing are interdependent pairs, the latter being a clever human extension of the former. If ability in half of a communications pair languishes, so does ability in the other half. To comprehend our perceptions and communicate forcefully, then, we would do well to speak in response to what we hear, and write in response to what we read.

Unfortunately, in the usual instructional approaches to reading, writing plays little or no role. Mostly, reading is taught as a sequence of discrete skills to be mastered one-at-a-time by students. For example, in the phonics approach, isolated letter sounds or letter clusters are studied sequentially and blended to form words. In the linguistic approach, patterns of letters are studied and combined to form words. Usually, the analytic reading style necessary to approaches such as phonics and linguistics is taught as the definitive reading style. Yet, when taught discrete skills out of a meaningful context in this way, many students eventually get into the habit of reading only for “information retrieval”; consequently, they miss many of the ideas implied in a text.

All in all, this kind of instructional approach to reading is simply ineffective, for it accommodates the analytic reading style more or less to the exclusion of global, kinesthetic, and auditory styles. Notably, for global–visually oriented, whole-to-part reading styles–and for kinesthetic–touch-oriented, experiential reading styles, one of the recommended activities is writing in response to reading. Furthermore, for “poor readers,” those who are uncomfortable with the analytic styles, one of the recommended activities is also writing in response to reading.

Reading/Writing Activities
If writing is half of a reading/writing equation, then reading taught together with writing would logically accommodate all reading styles. First of all, by writing while reading, students could learn to organize their thoughts. Second of all, after habitually writing in response to reading, they could learn to clarify and refine their thoughts. By using a reading/writing approach, a teacher could supply students with the directives that would lead them to become adept readers.

To induce students to organize their thoughts, the teacher could arrange writing activities before and during reading. The activity could be as simple as a specific notetaking task. For example, while reading, the students could derive word meanings from context, or deduce logical relations among ideas, or infer probable conclusions based upon textual cues. Or the activity could be as elaborate as a “directed reading/writing activity,” for which students work through a series of writing activities: In a pre-reading activity, after being given a list of key vocabulary, or after reading the introduction to the text, for example, they cluster their pre- conceptions about the reading; then, they share these pre- conceptions with their classmates; last, they write out “goal questions,” questions that they intend to answer by reading.

To induce students to elucidate their thoughts, the teacher could arrange transactional activities after initial reading. In these writing activities, students try to recognize their perceptions about a text, mold their interpretations, consider alternative interpretations, and make reinterpretations. For instance, the students could write about their ongoing reading experience in a “reading log.” Through activities centered around a reading log, the students could elucidate several aspects of their thought processes: using the reading log as a “response journal,” they could discover ideas, and using it as a “text-to-meaning journal,” they could rethink ideas. Using it as a “process journal,” they could regulate their reading habits. They could use the reading log not only for different purposes for reading, but also for different types of reading. For example, a response journal could be used as a subject journal to write in response to nonfiction and as a literary journal to write in response to fiction\. In effect, the teacher could adapt the reading log to every reading assignment. To induce students to discover ideas, the teacher could initiate response writing in the reading log. One way would be for the teacher to introduce an “agree-disagree question.” For nonfiction, the teacher could ask a question about a controversial issue; for fiction, the teacher could ask about a provocative character or theme. In both cases, the more provocative the question, the better, for it brings out a more powerful response in writing. Additionally, to initiate response writing, the teacher could introduce a “sentence starter,” a potential main-idea statement or thesis statement. For example, the students could be given incomplete sentences such as the following: “The overall message in the story is that…” or “The author’s main point about the topic is that…”

To induce students to rethink ideas, the teacher could initiate revisory writing in the reading log. For instance, after response writing, the students could collaborate with a “reading partner” to revise their reading log entry. In turns, one partner reads aloud his or her entry and then takes notes in response to the other’s probing questions; then, they revise their original entries. Or the students could write a “post- discussion entry” as a follow-up to a pre-discussion entry; then they could write a “formal response paper,” along with a “revision postscript,” explaining how much they changed their original response and why they did or did not. Or, to initiate revisory writing, the teacher could assign a “double entry” in the reading log: After receiving a photocopy of a significant excerpt from a text, the students glue the excerpt into column-1 of a reading-log page and write down in column-2 the ideas that, they think, the text implies. In the same way, the teacher could assign an important question from the text for column-1, to be interpreted in writing in column-2. Or, to initiate revisory writing, the teacher could use the directed reading/writing post-reading activity: The teacher presents main- idea statements from a text as “main-idea questions”; then, the students compare their goal questions from the pre-reading activity with main-idea questions in order to rethink their initial assessment of the text.

To induce students to regulate their reading habits, the teacher could initiate self-monitoring writing in the reading log. Before a reading assignment, the teacher could raise “process questions” to be answered throughout reading, in conjunction with any of the previously suggested reading activities. In answering the questions, the students would become aware of their reading habits: how long they read at a time, how fast they read, under what conditions they read best, how they react to unknown words or concepts, etc.

Reading/Writing Assignments
Before students make an entry in their reading log, the teacher must ensure that they know how to use it. Before every assignment, the teacher could discuss the type of reading and the purpose for reading, as well as the procedures for the particular assignment. Most importantly, the teacher could write and distribute a sample entry that illustrates careful questioning of and personal involvement with a reading assignment. Likewise, before students work with partners or in small groups, the teacher should ensure that they know their responsibilities so that they ask specific questions and make specific suggestions about one another’s responses. The teacher could review the process with each assignment and emphasize the purpose of collaboration and discussion: to clarify and refine one’s ideas about a reading. Finally, to evaluate the students’ use of the reading log, the teacher should consider the thoroughness and thoughtfulness of the entries. In evaluating a particular assignment, the teacher could write in the margins “probes,” content-oriented questions that demand specific answers. After probing for thoroughness and thoughtfulness in this way, the teacher could evaluate the entries holistically on a 4-point scale, rewarding students with points, instead of a letter grade, for the reading log. So as not to stifle a student’s attempt to respond to a reading, the teacher could reserve a letter grade for a formal paper, which, as mentioned, would sometimes be a revision of an entry or series of entries.

All the activities arranged before, during, and after a reading and all the specific writing assignments made along with the reading are based upon the premise that students assimilate their perceptions of a text most fully by writing in response to reading. Through activities such as notetaking, goal-setting, and various response-writing activities, students clarify their thoughts. Upon completing a reading/writing assignment, they have something to show for their work–something to “give”; namely, they have a written record of their responses to a reading. And so, in a humble way, they are blessed, for as we all know, it is far better to give than to receive.

Science Experiments
Visual experiments help kids understand science concepts easier. Demonstrate gravity to kids by dropping two items from the top of a ladder or table. Compare items like an apple and a tennis ball. Ask kids to describe their findings and describe to them how gravity works. Teach children about buoyancy by placing an egg in a glass filled with water. After the egg sinks, add salt to the bowl until the egg floats. Explain to children how the salt makes the water denser. In an empty pickle jar of water squirt in some drops of food coloring. Mix the food coloring with a wooden spoon then add a few teaspoons of bleach. Stirring the water makes the water clear up. Talk about the chemical reaction between the dye and the chlorine. Fun science is hands-on and demonstrative.

Change of Scenery
Give kids a change of scenery when teaching science. Take your class outdoors in a shady area. Ask another teacher to swap classes with your for a special day. Consider your science subjects when thinking about new places for classes. Take a trip to the local botanical gardens and give children a scavenger list to fill for a grade. Include flora and fauna that kids can check off easily. When teaching lessons about sea creatures or the movement of the ocean take the class to a local beach. Do seashell hunts and take the class back to classify the shells using a guide. Fun science is taught everywhere.

Science Projects
A good way to learn about science is to study it yourself. Assign your students individual science projects to finish. The projects should include some experimentation, artwork and an oral presentation. Some ideas for science projects are “How Light Bulbs Work” or “The Science of Recycling.” Pair children up to complete tasks that require computer presentations and photography. Allow kids the opportunity to demonstrate their findings in class. Kids enjoy teaching other kids about what they know. Alternatively, you could give kids a broad subject and let them pick their own titles to research. Allow library research time and supply computers for kids to use. Fun science encourages kids to participate.