Every child born genius, the family was broke their genius

In general, the word genius is used to refer to groups of people who reach 130 upward score in intelligence tests (IQ tests). According to Thomas Armstrong in his book Awakening Genius in the Classroom, said the meaning is not exactly a genius longer used. Now many people believed that IQ is not the main determinants of a person's success. The influence of EQ, SQ, and AQ is now believed to be more important in determining the success of a person.
The word genius comes from the Greek and Latin word for begat, born or made. This word also means fun, tone up, cheerfully and help growth. In view of the word genius means of education "gave birth to the joy in learning".
Boy genius will come when he experienced the joy of learning, having fun with the progress and growth they experienced. This is the meaning of genius in the eyes of the said Thomas Armstrong closer to theories of intelligence developed in the present.
Genius characteristics
Based on the meaning of genius above 12 Thomas Armstrong introduces the basic features of the genius of man. Someone said if you have a genius: curiosity big, funny, imaginative, creative, sense of wonder, wise, inventive, full of vitality, sensitive, flexible, humorous and happy.
In society there are only two groups of people who tend to have most of the characteristics above. The first group is the successful people in various fields of life. They include leading scientists, statesmen, famous cultural and business leaders.
The second group is children. Most of the basic characteristics of genius is in the children. The children at preschool age and kindergarten children are full of vitality personally, do not want quiet, happy, playful, curious, full of wonder, creativity will try everything and humor.
Unfortunately, these features sometimes are no longer seen when the child enters primary school. What happened, there is environmental damage of their genius, one of the family ..
Negative Influence Four Family
There are four families of negative influences that can damage a child genius. First; emotional disorders. Occurs when parents have the temperament temperamental, easily upset, explosive, not able to control his emotions. In a family like this all the vitality of a child would be destroyed because of scolding, yelling, insults and invective that occurred in quick succession. Curiosity punished or ignored and joy press by a thick blanket depression.
If you live in this environment the child will not have the opportunity to explore, make mistakes, find the ideas and do many other things that used to be a genius. In families where the anxiety hovering over the house like a dark cloud hanging, the children will lose their sense of humor.
Second; poverty. Poor families less able to provide learning environments that stimulate the growth of a child genius. The presence of parents who are not educated and knowledgeable in poor family cause of children in these families did not receive many verbal intellectual stimulation.
Besides poor prenatal care and malnutrition in childhood can damage a child's brain early in their lives, limiting their potential to develop his genius. But poverty is not to remember their own mistakes, poverty often occurs because of the political and economic injustice.
Third; instant lifestyle. Occur in families that financially stable, super-busy parents, there is not enough time for their children. Even if they have the time they finally focus on the learning lives of children and parents often are thought to have a shortcut.

They often pressure their children to learn various things before the child is ready. Kindergarten students are included tutoring reading, English, mathematics and others. Even when they were in elementary school more and more lessons endured by many children, so they lose time to play, have fun. Although from the outside they look like high achievers, all the wit, curiosity, excitement, creativity has been destroyed.
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Fourth; rigid ideology. Some families raising children in an environment of fear and hatred against those who do not have the same belief system. The problem is not the core of the belief system but how the children are taught to be afraid of different ways of thinking with their beliefs and to hate those who think differently from them.
In such a climate of curiosity children to identify other ways to gain knowledge and attitude to be stopped, their sensitivity to the differences become dull and lose their flexible nature.


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