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For My Problem Solution Paper I Thought About The Issue Of How To As

For my problem-solution paper, I thought about the issue of “How to ask our children about the learning situation.” I observe that parents, relatives, and friends typically ask children about their academic performance with questions like “Are your study good?”, “Do you get a good score?”, “Do you get A/B?”, or “Why does your teacher complain to me like this?” These questions create pressure on children, sometimes leading to a lack of development of their innate talents or causing depression. While parents have their worries, they should make an effort to understand their children better.

Instead of focusing solely on academic results, I believe it is better to change the way parents inquire about learning. For instance, asking “What do you think about this exercise?”, “Will making friends with learning make you happy?”, “What subjects interest you?”, or “Do you have something unhappy in studying?” can foster more open communication. Being respectful encourages children to share more freely, thus strengthening the parent-child relationship and supporting their emotional well-being.

Paper For Above instruction

The way parents ask children about their learning experiences significantly impacts their emotional development and attitude toward education. Traditional questioning methods often emphasize academic achievement, which can inadvertently create stress and hinder children’s natural talents and confidence. Recognizing this issue reveals a deeper problem related to parental communication patterns and their effect on children's well-being and motivation.

This paper explores the social problem of parental questioning styles regarding children's academic performance and proposes a solution centered on adopting more supportive and respectful communication methods. The problem is widespread, affecting children across various socio-economic backgrounds, and it has long-term implications for their mental health, motivation, and overall academic success.

The root of the issue lies in the emphasis on grades and scores, which often leads children to associate learning with pressure rather than enjoyment or curiosity. Numerous studies highlight that children exposed to excessive academic pressure are more likely to suffer from anxiety, depression, and burnout (Wang et al., 2018). This underscores the need to shift parental inquiry from results to experiences and feelings related to learning.

Proposing a change requires understanding the benefits of more open communication strategies. Asking children about their thoughts and feelings regarding their studies fosters emotional support and helps children develop a growth mindset (Dweck, 2006). Instead of interrogating them about their grades, parents can ask questions like “What did you find interesting about today’s lesson?” or “How do you feel about your progress?” These questions promote self-reflection and help children develop a healthy attitude toward learning.

Implementing these changes faces potential resistance based on ingrained beliefs that academic success is paramount. Some parents might argue that focusing on grades is necessary for future career success or societal acceptance. However, research indicates that intrinsic motivation and emotional support are more effective for long-term achievement (Deci & Ryan, 2000). By shifting focus from grades to learning experiences, parents can cultivate resilience, curiosity, and intrinsic motivation in children.

Alternative solutions include parental education programs aimed at improving communication skills and promoting a climate of understanding within families. Schools and community organizations can play a role by offering workshops and resources to guide parents on supportive questioning techniques. Governments can also promote policies that emphasize student well-being alongside academic achievement.

A comprehensive approach involves raising awareness about the importance of emotional support in education and equipping parents with the tools needed for healthier interactions. This societal change can lead to happier, more confident learners who are motivated by curiosity rather than pressure. Encouraging such a paradigm shift in parental communication not only benefits individual children but also contributes to creating a more empathetic and understanding society.

In conclusion, changing parental questioning styles from focusing solely on academic outcomes to exploring children’s feelings, interests, and experiences is crucial for fostering emotional well-being and intrinsic motivation in students. A collaborative effort involving families, educational institutions, and policymakers can facilitate this transition, ultimately leading to healthier learning environments and better developmental outcomes for children. The importance of this change cannot be overstated, as it supports the holistic growth of children and promotes a more compassionate society.

References

• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Wang, M., Tan, J. P., & Yip, P. S. F. (2018). Effects of academic pressure on mental health among Asian adolescents: A review. International Journal of Adolescence and Youth, 23(1), 51-65.
• Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in education: An overview. Educational Researcher, 43(4), 192-197.
• OECD. (2019). PISA 2018 Results: Combined Executive Summaries. Organisation for Economic Co-operation and Development.
• Chen, X., & Rubin, K. (2011). Social-emotional development of Chinese and US preschool children. Early Childhood Research Quarterly, 26(3), 396-408.
• Ginsburg, K. R., & the Committee on Psychosocial Aspects of Child and Family Health. (2014). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
• Australian Psychological Society. (2020). Supporting children’s mental health and well-being: A guide for parents. APS.
• National Association of School Psychologists. (2019). Promoting Positive Behavioral Support. NASP Publications.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.