Rio De Janeiro

To identify an associated objective to the solution of problems, it asks to its son what it would like to make in relation to that problem. 3) to look possible solutions Work its son together with to make to find it a solution for the problem, help to give to ideas and suggestions. 4) to evaluate proposals of solutions based on the values of its family Now are hour to analyze each presented idea, deciding the ones that must be ece of fishes in practical and the ones that must be discarded. It suggests that its son considers each solution separately, making the following questions: The solution is joust? It goes to give certain? It is insurance? How I go to feel itself? How other they go to feel itself? This exercise it of more a chance to explore with its son the necessity if to teach limits. 5) to help the child to choose a solution Later that it explored with it the ramifications of diverse options, he suggests that its son I will choose one or more he tries and them.

Although you want to stimulate the child to think for same itself, this also is the alias process to give its opinions and to offer orientation. You are important to count to experiences its in similar cases, as its son felt itself, what he learned, thus always will come to look its to help when he will be with some difficulty. LIFE CAN BE CONSIDERED A GAME, WITH CERTAINTY IT IS A GAME OF RULES. References TIBA, Iami. Who loves educates. So Paulo: Integrare, 2000.

TIBA, Iami. It disciplines: limit in the certain measure. So Paulo: Integrare, 2002. SUCCESS, Edina de Good Paula. Affection and limit: A better life for parents and children. Rio De Janeiro: Dunya, 2000. CURY, Augustus. Shining parents, fascinating Professors. Rio De Janeiro: Sextant, 2003. GOTTMAN, John. Emotional intelligence and the art to educate our children: as to apply the revolutionary concepts of emotional intelligence for an understanding of the relation between parents and children.