Learning to deal with setbacks, and maintaining the persistence and optimism necessary for childhood's long road to mastery are the real foundations of lasting self-esteem.

Experts generally agree that taking all opportunities to read books and other material aloud to children is the best preparation for their learning to read. The pleasures of being read to are far more likely to strengthen a child's desire to learn to read than are repetitions of sounds, alphabet drills, and deciphering uninteresting words.

Provide lots of opportunities for children's natural curiosity to manifest itself. With very young children, our role is one of supporter and guide.

Children involved in project work are encouraged to serve the group needs and share responsibility for what's accomplished.

Young children are unlikely to have their self-esteem strengthened from excessive praise or flattery. On the contrary, it may raise some doubts in children; many children can see through flattery and may even dismiss an adult who heaps on praise as a poor source of support-one who is not very believable.

As you consider whether to move a child into formal academic training, remember that we want our children to do more than just learn how to read and write; we want them to learn in such a way that they become lifelong readers and writers. If we push our children to start learning these skills too far ahead of their own spontaneous interest and their capacity, we may sacrifice the long-range goal of having them enjoy such pursuits.

When children are truly involved in the scientific process they gain understanding, knowledge, and life skills. They deepen their awareness of what's going on around them and how others contribute to their well-being.