Читать книгу Raising Able - Susan Tordella - Страница 44

When we painted rooms in our house, the children were eager to help, young and unskilled.

First, they watched me paint.

Second, they did it with me. I capitalized on their desire to be with me when they were younger than 11. It was an investment. I involved them in sponge painting walls, and painting simple objects such as a radiator, shelf or shutters, with plenty of drop cloths.

Third, I helped them to tackle paint jobs. When Casey was 11, her bedroom needed painting. I asked, “What color do you want to paint it? What day shall we start? What do you need from me?” I became Casey’s assistant.

Fourth, when the boys were in high school, I said, “Please paint the dining room during spring vacation while I’m at work.” They did. It wasn’t a perfect job, I could have done it better, and it was good enough.

Here’s another example for a younger child of how I took time for training to teach Kristen, 6, how to set the table:

1.Kristen watched me set the table.

2.Kristen helped me set the table. “You set the spoons and cups while I do the rest.”

3.I helped Kristen set the table. “Kristen, time to set the table. What do you need me to do?” “Mom, would you get down the plates from the cupboard?”

4.Finally, Kristen set the table independently, usually with a reminder. When your child takes initiative, encourage her.

This “time for training” can be repeated for chores for any age child. Older children can teach their siblings new skills by using the same model.