Her looks and hugs when she is afraid, her smile when she is happy, her expression when she is shy or sad or hurt, the gleam in her eyes when she is about to do something naughty, her laughter when something funny occurs - It is all worth a fortune and hope I will remember all these even when she grows up...
The way she holds my hand when she goes to sleep, the way she looks at me when she is hurt -thinking that my words and hugs will heal her, the way she holds me tight when she is afraid thinking that I will protect her from every evil in the world - the way my heart feels in those moments is something that I cannot describe in words..
The pride and joy that i get when I see her solve a puzzle, learn something new, dance, sing etc., Now I can understand that tamil proverb 'kakaikku than kunju pon kunju'(loosely translated - even for a crow its child is the best in the world). Hope I just encourage her to do things that interest her and not push her to something because it interests me.
My daughter.. she is the best in the world. I love you Kim. Thank you god!
Showing posts with label kids. Show all posts
Showing posts with label kids. Show all posts
Friday, February 19, 2010
Saturday, September 22, 2007
Long time and lots to write... Where do I start?
"Kuzhal inidhu yazh inidhu enbar tham makkal mazhalai sol keladhavar" Says Tiruvalluvar - Meaning "People who say that flute and veena are sounding sweet and nice would not have heard their babies talk (gibberish stage)". Kimaya's speech (if I may call it that!), reminds me of that every day.
When I come back home, she starts narrating everything that happened to her (I assume as thats what it looks like) with all kinds of expressions and tones, i understand nothing of what she utters - but it is absolute fun. She attempts to speak everything she hears and she even sings. I am so proud of her :).
"Kuzhal inidhu yazh inidhu enbar tham makkal mazhalai sol keladhavar" Says Tiruvalluvar - Meaning "People who say that flute and veena are sounding sweet and nice would not have heard their babies talk (gibberish stage)". Kimaya's speech (if I may call it that!), reminds me of that every day.
When I come back home, she starts narrating everything that happened to her (I assume as thats what it looks like) with all kinds of expressions and tones, i understand nothing of what she utters - but it is absolute fun. She attempts to speak everything she hears and she even sings. I am so proud of her :).
Thursday, August 09, 2007
Sometimes things that Kimaya do makes me think that this generation kids want to be independent right from this age. For the last one month, when she starts feeling sleepy, she used to sit on the swing, close her eyes and start singing 'ah ah ah ' in the tune that makes her sleep. We used to sing that for her and for a couple of weeks, she was doing it herself.
She is having a cold, she takes her hanky and wipes her nose herself. Yesterday night was the most hilarious one - She normally has her feed at 5:00 in the morning. She wakes up and starts crying and immediately one of us prepares her feed and give it to her. - Yesterday she woke up, she got her bottle and then brought it to me and woke me up! I was stunned. After drinking she did not want to lie in my lap, got into her cradle and slept.
I'm just waiting to see what is next!
She is having a cold, she takes her hanky and wipes her nose herself. Yesterday night was the most hilarious one - She normally has her feed at 5:00 in the morning. She wakes up and starts crying and immediately one of us prepares her feed and give it to her. - Yesterday she woke up, she got her bottle and then brought it to me and woke me up! I was stunned. After drinking she did not want to lie in my lap, got into her cradle and slept.
I'm just waiting to see what is next!
Sunday, July 22, 2007
Kimaya turned one year as per her tamil star on July 4th. We had a party without involving friends as there are too many close relatives around in Bangalore. In the morning we had the Poojas and in the evening a small party with a birthday cake and all...
What I realised is that Mallu and I had to think, plan, organize with our parents inputs but she was oblivious that it was all for her :) So at the end of the day it is all our wishes fulfilled - starting from the candle that was blown till the dessert - It was all our wishes. Am sure she is not going to like it when she grows big and understands how it was celebrated!
We also tonsured her head in Tirupati on 14th, just a day after her birthday.
As she is one year old now, am just looking back my life after her birth. The feeling is sort of mixed. In the intial months, I really doubted whether it was good decision to have a child! It was painful, depressing and I was extremely stressed by the lack of sleep as she had to be fed several times in the night. Though every site about babies and child talk about the depression due to harmonal change after delivery, you dont realise anything till you cross that stage. I've had fights with almost everyone in the family and have felt that noone cares for me. I've given sleepless nights to Mallu. When I look back, I think why on earth would I think like that and it seems very funny.
Once she started sitting, crawling and babbling, things looked brighter. Nowadays she wakes up only once in the night and my husband and I take turns to feed her. Motherhood is enjoyable now. From 8th month onwards, she is learning lots of things and there have been somany developments - her teeth showing up, she started standing up without any support, tries to make us laugh with her antics and in the last few days she is non-stop walking. It is really is enjoyable and she is a stress buster. Everyday when I come back from work, she laughs and just jumps on me and starts blabbering quiet a bit. For that one moment, all the trouble seems worthwhile.
What I've learnt in so many months is to not believe in perfection. I am doing my level best at both work and home but am not trying to do everything on my own. I've some help at home to take care of Kimaya under our parents guidance. It hurts when that lady advices me what I need to do to make my daughter happy, but am trying not to get bogged down by it and take any drastic decision. I feel guilty when I am not at office when my team is working their asses off, but then again, am ignoring the guilt and try to move on.
One other thing is to get some sort of exercise for atleast 30 mts a day by walking some distance from office, or doing some activity with Kimaya. It makes me feel damn good. Mallu and I have decided that we will have our own space and time atleast once a week. When she was not around, it was there in abundance - we had taken it for granted. Now we realise that it is very very important to have some quality time for ourselves to keep our relationship alive and healthy.
It has taken me really a year to realise that motherhood/parenting is an enjoyable experience if you adapt yourself well and try and be happy with the additional responsibility. Happy parenting...
What I realised is that Mallu and I had to think, plan, organize with our parents inputs but she was oblivious that it was all for her :) So at the end of the day it is all our wishes fulfilled - starting from the candle that was blown till the dessert - It was all our wishes. Am sure she is not going to like it when she grows big and understands how it was celebrated!
We also tonsured her head in Tirupati on 14th, just a day after her birthday.
As she is one year old now, am just looking back my life after her birth. The feeling is sort of mixed. In the intial months, I really doubted whether it was good decision to have a child! It was painful, depressing and I was extremely stressed by the lack of sleep as she had to be fed several times in the night. Though every site about babies and child talk about the depression due to harmonal change after delivery, you dont realise anything till you cross that stage. I've had fights with almost everyone in the family and have felt that noone cares for me. I've given sleepless nights to Mallu. When I look back, I think why on earth would I think like that and it seems very funny.
Once she started sitting, crawling and babbling, things looked brighter. Nowadays she wakes up only once in the night and my husband and I take turns to feed her. Motherhood is enjoyable now. From 8th month onwards, she is learning lots of things and there have been somany developments - her teeth showing up, she started standing up without any support, tries to make us laugh with her antics and in the last few days she is non-stop walking. It is really is enjoyable and she is a stress buster. Everyday when I come back from work, she laughs and just jumps on me and starts blabbering quiet a bit. For that one moment, all the trouble seems worthwhile.
What I've learnt in so many months is to not believe in perfection. I am doing my level best at both work and home but am not trying to do everything on my own. I've some help at home to take care of Kimaya under our parents guidance. It hurts when that lady advices me what I need to do to make my daughter happy, but am trying not to get bogged down by it and take any drastic decision. I feel guilty when I am not at office when my team is working their asses off, but then again, am ignoring the guilt and try to move on.
One other thing is to get some sort of exercise for atleast 30 mts a day by walking some distance from office, or doing some activity with Kimaya. It makes me feel damn good. Mallu and I have decided that we will have our own space and time atleast once a week. When she was not around, it was there in abundance - we had taken it for granted. Now we realise that it is very very important to have some quality time for ourselves to keep our relationship alive and healthy.
It has taken me really a year to realise that motherhood/parenting is an enjoyable experience if you adapt yourself well and try and be happy with the additional responsibility. Happy parenting...
Friday, March 30, 2007
Got this mail today.. Very interesting. All parents should have a look at it inorder to ensure we do not load the children unnecessarily....
Multiple Intelligences (Source: www.thomasarmstrong.com)
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University, in his book, Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent years..
It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.
The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
(Source: http://www.thomasarmstrong.com/multiple_intelligences.htm)
Multiple Intelligences (Source: www.thomasarmstrong.com)
The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University, in his book, Frames of Mind: The Theory of Multiple Intelligences, and has been further refined in subsequent years..
It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:
Linguistic intelligence ("word smart"):
Logical-mathematical intelligence ("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.
Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more.
The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad new is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.
The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.
How to Teach or Learn Anything 8 Different Ways
One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with
words (linguistic intelligence)
numbers or logic (logical-mathematical intelligence)
pictures (spatial intelligence)
music (musical intelligence)
self-reflection (intrapersonal intelligence)
a physical experience (bodily-kinesthetic intelligence)
a social experience (interpersonal intelligence), and/or
an experience in the natural world. (naturalist intelligence)
For example, if you’re teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").
You don’t have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching/learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you’re interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.). Have fun!
(Source: http://www.thomasarmstrong.com/multiple_intelligences.htm)
Friday, March 23, 2007
Kimaya's first tooth has started coming out. Reminds me of a seedling.. I am not able to see it clearly but I can feel it if I put my finger in her mouth. Also she tried doing pushups. Enjoyed my day at home today with her..
She is also crawling. And newspaper shown to her is like a bone shown to a dog.. It is really funny seeing her racing towards it :)
She is also crawling. And newspaper shown to her is like a bone shown to a dog.. It is really funny seeing her racing towards it :)
Thursday, January 18, 2007
"Do you like going to movies?"
"Yes I do"
"Why"
"There are lots of people walking and dancing inside the screen. That's why I like"
===========================
"Do you know what breakfast means?"
"Yes, it is called breakfirst because that is the first thing that you have in the morning"
:) :)
Given above are the conversations that we had with our niece who is four and half years old. Their thought process is so different and interesting most of the times, I enjoy having converstions like this!
"Yes I do"
"Why"
"There are lots of people walking and dancing inside the screen. That's why I like"
===========================
"Do you know what breakfast means?"
"Yes, it is called breakfirst because that is the first thing that you have in the morning"
:) :)
Given above are the conversations that we had with our niece who is four and half years old. Their thought process is so different and interesting most of the times, I enjoy having converstions like this!
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