7 Tips for Building Your English Vocabulary ^^

1. Come join the (word) family

Use your knowledge of word grammar to enlarge your working vocabulary. Knowledge of the different parts of speech and the suffixes that are used to create them will have you boosting up your word bank. For example, if you encounter the word evasive and look it up in the dictionary, you can benefit from the opportunity and look up its derivatives (other parts of speech and related words from the same root, comprising its “word family”), thus resulting in the following word set:

noun     verb     adjective     adverb
evasion     evade     evasive     evasively

In addition, knowledge of prefixes, suffixes and word roots (often Latin and Greek roots) will help you both decipher and memorize a word, as you analyze it into its constituting elements.
prefix     prefix     root     suffix     suffix
un     pre     dict     able   
    in     act     iv    ity
    omni     potent     ial     ism
    extra     ordin     ar     ily

2. The put-it-in-the-sentence routine

If you need to remember a word like reluctant and cannot come up with a crazy story, why not invent a crazy sentence? You can even think of a sentence in your native language and simply stick reluctant in it where it fits you. Let’s see, what about:

• “My aunt Stella made her famous cheese cake and made me taste it forgetting I am lactose
• intolerant. I was completely reluctant to cooperate due to my lactose issue.”

We will leave it to you to come up with sentences in your native tongue. Try to create something funny and light-headed and it will do the job!

3. It’s all about associations

1. Crazy stories to remember words with

A key to a good memory is an active imagination. The human brain is a sensation-seeking organ so if you just stare at a word you want to remember, the brain may start working its charm and invent some crazy story that will help you memorize. What are we actually talking about here? Let’s say, your new target word is evolve. A friend of mine, who was studying English some years back, told me that after not succeeding to remember its meaning of
“gradual progression and development”, suddenly came up with the following story.

• “When Jim turned 18, his parents bought him his first car. It was a simple red Beatle he
• used until his final year in college. Then, as a graduation gift, they helped him buy a
• used Ford, which was not such a step up. After working in IT for a few years, he managed to
• buy a new Mazda he liked, in banana-yellow. When his bosses wanted to promote him to
• department sub-manager, they preferred that he use a more elegant cobalt-blue Chevrolet.
• When he was appointed vice president of the company, he was given a brand new shining
• silver Volvo! Jim finally evolved to having a Volvo.”

This story, using a phonetic association between evolve and Volvo, is known as “a crazy memory story” that imaginative people use to remember things. The fact that my friend is passionate about cars, directed him in relating his interests to the target word in question. Take it from me, we all have a vivid sense of imagination! We should simply let it go wild and relate whatever comes to mind to the memorization task at hand. And no, this long story is not harder for your brain to remember. Short lists with words not connected to anything are more difficult to retain than long stories that are interesting for you.

2. Your target word will sometime remind you of a different word in your native language, thus giving you a head start for a crazy story. For example, colombe in French means dove.

The story goes like this:

• "On his way to America Christopher Columbus sees America in the distance when a dove
• suddenly lands on his head! And of course there is that famous soap brand…"

4. Group it up with theme-related vocabulary

Another great way to pick up more vocabulary is using themed vocabulary resources, especially for basic concrete concepts, such as “colors,” “the human body,” “vegetables,” “farm animals,” “kitchen activities,” or “at the bank.” These are usually presented accompanied by a big illustrative picture visualizing all the word items. Picture
dictionaries and textbooks usually have such helpful visual spreads. When it comes to more abstract themes, such as “values” or “crime and punishment”, you can find specially written texts that include many related words and expressions, followed by vocabulary activities. Again, it is the context of the larger picture that is the main channel helping your word memory. Both concrete and abstract vocabulary themes are usually followed by vocabulary activities that further strengthen their usage and memorization.

5. Creativity and imagination when learning a vocabulary

A key factor contributing to the success of language learners is creativity and imagination. In the following sections, you are welcome to start thinking a bit differently about how you remember the words you study in English. These strategies derive from different learning styles people use. Learning styles open new channels to learning, which not necessarily use verbal intelligence or purely academic procedures. Remember that mastering the grammar of the language is not enough to master the language. In the long run, it is your level of vocabulary and how you use it in your English writing, which determines how well you are at English. Whether you need English for personal, academic, or business purposes, always use any opportunity to acquire more and more words.

6. Listen to the sound!

Music is a great way for learning new vocabulary. You may be having a hard time reading an article from the New York Times’ Literary supplement, but you will memorize and understand every word from Bob Dylan or Britney Spears (depending on your musical inclinations) in no time, because you love the music. This is why using song lyrics, movies, TV series etc. is very much conducive to English learning.

Another thing you can do to help you memorize specific word lists is to record them on an audio file, or better yet, re-listen to the texts from which you extracted the words in the first place. Most textbooks have a CD with texts recorded on them. Some scientists say that you can even listen and learn while you sleep; I listen to my language learning audio CDs while doing the dishes…

7. Give me a visual!

The sense of sight uses up to a third of the brain, therefore making visualizing a prime channel to aid us in remembering words. Some people are very visual and relish on anything that stimulates their eyes. Therefore, the following may help:

1. Big signs with target words hung around your house to be encountered at all times, with optional related pictures.
2. Small stickers on objects around the house will help you associate word and image.
3. Visual dictionaries are great, as mentioned before, together with English learning software with online vocabulary games.
4. And of course, another crazy story is in order here! You need to remember the word abandon, how will you do it? Well, the story goes like this:

• A famous rock group was venturing out from Liverpool on a ship heading for New-York. The
• ship sank and they got stranded on an island. The result was a band on an island, or a-
• band-on!
• Yes, I liked it too when I heard it…

Speaking English At Home...

 For the most part, it is parents who teach their young children to speak their home language. Throughout the first two years of life, it is often the mother’s voice and her special way of talking, called ‘parentese’, that teaches young children about language and how to talk.

Parents, even with a basic knowledge of English, can successfully support their young child learning English by re-using and adjusting many of these same parentese techniques.
Parents may worry about their accent in English. Young children have a remarkable ability to alter their accent to match the English of their surroundings. Young children need to feel ‘I can speak English’ and ‘I like English’ and their parents’ support can help them achieve this from their first lessons.

Read the notes below on speaking English at home. You can also download these notes as a booklet. Right-click on the link below to download the booklet to your computer. You may print this booklet.

Why parents’ help is best

• Parents can focus on their child, spending some one-to-one time with them.
• Parents can fit English sessions into any part of their day to suit their child and themselves.
• Parents can regulate the length of an English session and select activities to fit their child’s needs, interests and ability to concentrate.
• Parents know their child intimately and can intuitively judge the type of English talking suitable for their individual ways of picking up language.
• Parents can best interpret their child’s moods and respond to them. Children have days when they eagerly absorb language and others when they find it difficult to concentrate.
• Parents can introduce more fun, as they are working with an individual, not a class.
• Parents can introduce English culture into family life, so broadening their child’s outlook and understanding of their own culture as well as things English.

What is parentese language?

‘Parentese’ is a form of talking that tunes into and adjusts to a young child’s language, providing dialogue with the child and shepherding them to their next level of competence. Women appear to be innate users of parentese; some men seem to find it more difficult unless they can centre their talk around specific objects – a picture book or a game. However, children – especially boys – need male role models as men use language differently. Men tend to take a more technical approach to using language and ‘chatter’ less.
Parents, using a softer, caring voice and simpler language, unconsciously shepherd their young child through an activity by:

• a running commentary (talking aloud) on what is going on: ‘Let’s put it here.’ ‘There.’ ‘Look. I’ve put it on the table.’ ‘Which one do you like?’ [pause] ‘Oh, I like this one.’ ‘The red one’
• repeating useful language more often than in adult talk: repetition introduced naturally helps the child to confirm what they are picking up – it is not boring for the child, even if it is for the parent
• reflecting back what their child has said and enlarging it: Child: ‘Yellow’; Parent: ‘You like the yellow one.’ ‘Here it is.’ ‘Here’s the yellow one.’ ‘Let’s see. yellow, red and here’s the brown one.’ ‘I like the brown one, do you?’ [pause]
• talking more slowly and stressing new words naturally without altering the melody of the language. ‘Which rhyme shall we say today?’ ‘ You choose.’ [pause for child to select]
• using the same phrases each time to manage English sessions as well as activities and games. As children’s understanding increases, these basic phrases are enlarged: ‘Let’s play Simon says.’ ‘Stand there.’ ‘In front of me.’ ‘That’s right.’ ‘Are you ready?’
• adding facial expression and gesture to aid understanding
• using eye contact in one-to-one exchanges to reassure and also to encourage a hesitant child to speak
• pausing for a longer time as children need to think about what they hear before they are ready to reply. When speaking is still limited, exaggerated pauses can add fun or hold interest in a game.

Some parents find it embarrassing to dramatise and use parentese. However, for the child, it makes picking up English easier as they are familiar with these natural ‘mini-lessons’ in their home language. Once young children begin to speak, parents innately feel less need to use parentese, except when introducing new language or activities.

Using English

By using simple English with plenty of repetition, parents help their child to begin thinking in English during activities where they feel secure and can predict what is going to happen, like games or ‘rhyme times’.
Young children want to be able to talk in English about:
• themselves and what they like: ‘I like; I don’t like… yuk’
• what they have done: ‘I went to; I saw…; I ate…’
• how they and others feel: ‘I am sad; she’s cross …’
Parents can help by sharing picture books or making their own books using drawings or photographs.
Young children learning their home language become skilled in transferring a little language to many situations: ‘All gone.’ If adults transfer English phrases in the same way, young children soon copy them.
When children need to practise school English, use phrases like ‘What’s your name?’ ‘How old are you?’ ‘What’s this?’ ‘That’s a pencil.’ Parents can turn this into a fun activity by using a toy that speaks only English, asking it the questions and pretending to make it answer.
As young children become more competent speakers, they may include a word in their home language within an English phrase ‘He’s eating a (…)’ because they do not yet know the English word. If the adult repeats the phrase back using only English, the child can pick up the English word. ‘He’s eating a plum.’ ‘A plum.’

When to translate

Young children’s ability to understand should not be underestimated; they understand much more than they can say in English. In their home language young children are used to understanding only some of the words they hear and filling in the rest from the speaker’s body language and clues around them to get meaning. Where parentese is used, they appear to transfer these skills to working out the meaning in English.
When both new concepts and new language are introduced at the same time, it may be necessary to give a quick translation once, using a whisper, followed directly by the English. If translation is given more than once and again in following sessions, a child may get used to waiting for the translation instead of using his or her own clues to understand the English.

English sessions

English sessions may last from just a few minutes up to about ten and can take place once or twice a day, depending on circumstances. The more frequently Englishis used, the quicker it is absorbed.
During English sessions parents need to focus on their child without any interruptions. Young children come to love English sessions, because for them English is a special time with their parent’s undivided attention.
Young children are logical thinkers: they need to have a reason for speaking English, since both they and their parents can speak the home language.
They may find it difficult to switch from their home language into English, so it is important to set the scene: ‘In three minutes we are goingto have our English time.’ Setting the scene for English time might involve moving to a special place in the room: ‘Let’s sit on the sofa. Now, let’s talk in English.’ Warming up in English by counting or saying a familiar rhyme also helps to switch into English before introducing some new activity.
Children pick up language when the talk is based around an activity in which they are physically involved. If they have already been introduced to the activity in their home language and understood the content, they feel more secure and can concentrate on understanding and picking up the accompanying English.
Where sessions are in only English, activities need to be shorter since children’s attention span is generally not as long as in the home language. Listening only to English can be tiring.

Encouragement and praise

Young children look for their parents’ praise. They need to feel good, and know they are making progress in English. Continuous positive support, encouragement and praise from both mother and father, as well as the extended family, helps to build up self-confidence and motivate. In the early stages of learning, encouragement is especially important and praise for any small success motivates. ‘That’s good.’ ‘I like that.’ ‘Well done!’
Starting off in English is the time when young children need parents’ support the most. Once they are able to speak, recite rhymes and have memorised some stories, the support need no longer be so intensive. By this stage, English phrases, rhymes and stories are likely to have been playfully transferred into family life. In-family English can be bonding and is likely to stay. This can be the beginning of positive lifelong attitudes to English and other cultures. It is now generally accepted that lifelong attitudes are laid down in early childhood before the age of eight or nine.

Resource :
 learnenglishkids.britishcouncil.org/en/parents/articles/speaking-english-home

Listening For Young Learners^^ , n this article I will briefly focus on how I try to develop listening skills with our young learners who are learning English as an additional language.

I will identify a number of learning theories, together with a list of considerations and cautions with some insights that I have gained from trying to make listening in my classroom more comprehensible.

• The nature of listening

• Why we need to develop listening skills

• Theories I consider when I develop listening skills

• Some considerations for classroom listening

• What I do to be more comprehensible

• Conclusion

The nature of listening
'Listening is an active not a passive operation.' Garvie. With this in mind I would like to emphasise three things:

• The importance of understanding this concept of listening being an active engagement. That is, as a listener, the mind is actively searching for meaning.

• The importance of what Krashen calls 'comprehensible input' (CI) or that 'we acquire when we understand what people tell us or what we read, when we are absorbed in the message.' Individual progress is dependent on the input containing aspects of the target language that 'the acquirer has not yet acquired, but is developmentally ready to acquire.'
  • This seems to imply the importance of ensuring that the language level is matched to the learners, which means teachers must understand their learners' abilities.

• Krashen advises that acquisition proceeds best when 'the acquirer's level of anxiety is low and self-confidence is high.'
  • This seems to enforce the importance of making the learning environment in our classrooms non-threatening.

Why we need to develop listening skills 'If someone is giving you a message or opinion, then of course you have to be able to understand it in order to respond.' (Brewster, Ellis, Girard).

• Listening skills need to have a 'real-life' meaning, Donaldson says that children need 'purposes and intentions' which they can recognise and respond to in others 'these human intentions are the matrix in which the child's thinking is embedded.'

• This implies that we need to carefully select materials and purposes for practising listening skills and that they need to have an authentic meaning to young learners.

Theories I consider when I develop listening skills
Keeping in mind that listening is an active process, Brewster, Ellis and Girard caution that asking children to 'listen and remember' can make them 'anxious, places a great strain on their memory and tends not to develop listening skills.'

The teacher would support children's understanding more effectively, if they direct their pupils' attention to specific points that have to be listened for 'using activities that actively support learners' understanding and guide their attention to specific parts of the spoken text.'
Wells says a lot of children's learning 'is dependent on making connections between that they know and what they are able to understand in the speech they hear' but they don't learn only listening, motivation for learning language is to be able to communicate 'using all the resources they have already acquired to interact with other people about their needs and interests.' This seems to be in line with social constructivist theories.

1. Piaget believed that a young learner 'constructs' or builds understanding over time.
2. Vygotsky believed that learning was ahead of development and for development to occur, interaction with adults or peers who are more knowledgeable is needed. This has been termed the 'zone of proximal development'.
3. Bruner extended Vygotsky's ZPD theory by defining the role of the more knowledgeable 'other' as someone who is actively involved in the learning processes by closing the gap between what has been partially and fully understood. This has been termed 'scaffolding'.

Some considerations for classroom listening
These are some of the things I consider when I try to develop my students' listening. (Brewster, Ellis & Girard)

• Give the children confidence. We should not expect them to always understand every word and they should know this.

• Explain why the children have to listen. Make sure the learners are clear about why they are listening, what the main point or purpose of the activity is.

• Help children develop specific strategies for listening. An important strategy that the teacher should teach is 'intelligent guesswork'. Pupils are used to drawing on their background knowledge to work out something they are not sure of.

• Set specific listening tasks. I try to think of listening in three stages, pre-listening, while-listening, post listening and have activities for each stage.

• Listening does not have to rely on the availability of a cassette or pre-recorded material. Most listening is teacher talk.

What I do to be more comprehensible
There are a number of ways that I try to make myself easier to understand.

• Keep sentences short and grammatically simple

• Use exaggerated intonation to hold the child's attention

• Emphasise key words

• Limiting the topics talked about to what is familiar to the child

• Frequently repeating and paraphrasing

Conclusion
Listening is an active process, as the mind actively engages in making meaning. It is therefore our duty as teachers to ensure that the materials we use are comprehensible to our young learners, as well as within the range of what they are developmentally ready for. Listening is also hard work! And can be stressful! So in order to maximise the potential for acquisition of language, we need to ensure that our young learners are not stressed about this process.

Resource :
Brewster, J, Ellis, G & Girard D (2002) The Primary English Teacher's Guide. New Edition. England: Pearson Education Limited
Donaldson, M (1978) Children's Minds. London:Fontana Press
Ellis, G & Brewster, J (2002) Tell it again! The New Storytelling Handbook for Primary Teachers. England:Pearson Education Limited
Garvie, E (1990) Story as Vehicle. England:Multilingual Matters Ltd
Krashen, S.D. (1997) Foreign Language Education. The Easy Way. California:Language Education Associates
Maybin, J, Mercer, N and Stierer B (1992) Scaffolding Learning in the Classroom. In K. Norman (ed) Thinking Voices. The Work of the National Oracy Project. London:Hodder & Stoughton
Vygotsky, L.S. (1978) Mind in Society:The Development of Higher Psychological Processes. Great Britain:Harvard University Press
Wells, G (1987) The Meaning Makers. Children Learning Language and Using Language to Learn. London:Hodder & Stoughton Educational
Wendy Arnold, Teacher, Trainer, Author, IATEFL YL SIG e-list moderator.

Being A Good MC ^^

MC (Being an MC)

1.      DEFINITION OF AN M.C.

Being a Master of Ceremonies (M.C.) or giving a speech can be fun if a person understands what is expected of him and has the knowledge of what to say, as well as how to say it. A master of ceremonies or MC is an individual who functions as the facilitator and host of an event. Generally, a master of ceremony will perform several functions, with some related to interacting with guests and others associated with others working behind the scenes. In general, an effective emcee exhibits a warm and inviting personality, is articulate, and has the ability to relate and work well with people.

Not everyone is capable of being an effective master of ceremony. Since much of the work involves conveying information to other people, the MC must be articulate in both the choice and pronunciation of words. The successful MC will also exhibit a warm and accessible personality, making it easier to connect with everyone in attendance at the event. A master of ceremony must also have excellent organization skills and a well-defined sense of timing, since those attributes make a huge difference in how much attendees enjoy the gathering.

2.     VOICE

The prime tool of an M.C. is the voice and the method of presentation. An excellent way to practice is to use a cassette recorder and tape yourself in front of a full-length mirror. After you tape yourself several times you'll soon become accustomed to how you sound and obviously how you sound and look to others. Proper breathing will help you to relax and gain confidence. Speak clearly and as briefly as you can. Monotone is a danger to guard against. Make you presentations dynamic, sincere and pleasing to the listeners.

3.     MICROPHONE TECHNIQUES

A microphone is an expensive instrument and is a necessary tool for the caller. When a person is asked to make announcements, ask your caller to show you where to hold the mike and how far to hold it from your mouth. A caller is knowledgeable about this own equipment and can quickly demonstrate how to use it. Check to see if the mike is on, one of the easiest ways is to ask someone ahead of time to let you know if he can hear you. Banging or even tapping on the head of a mike may damage it, and even snapping one's fingers in front of it can be disconcerting.The purpose of a mike is to amplify the voice, so there's never a need to shout into it. At the conclusion of your talk, hand the mike back to the caller or lay it down very gently, preferably on a protective padding or in its case.

4.     RESPONSIBILITIES

It is an honor and a privilege to be asked to perform as an M.C. at any function. The first responsibility as an M.C. is to the audience. The M.C. should never perform in any manner that might discredit them. An M.C. needs to be prepared. One secret of public speaking is for the announcer to sound as if he is talking "off the cuff" while knowing exactly what he intends to say. The M.C. may not be responsible for the sound but he should monitor the floor for first hand knowledge of sound problems and if necessary aid in the adjustment of speakers, etc. An M.C. sets the stage and pace of the program, welding it together so the audience has the feeling of attending a well-planned presentation.

5.     KINDS OF MC

a. Formal : The event has a set of rules and each rule must be obeyed by the audience or the people who come .

# Example formal event : flag ceremony , public worship , blessing ceremony , graduation , inauguration ceremony , ceremonies , seminars and ceremonies of state.

b. Semi formal : The event rule in it is not too formal , but the language used is the                            language of good and polite .

# Example of semi-formal event : Performing arts school , The award ceremony awards , musical performances , school anniversary , inauguration of the building , the company 's birthday , Independence Day celebrations , etc.

c. Non formal : The event has not  a set of rules.

 # Example event : Birthday Friends , Talk show , reality show gathering , competitions , private parties , music events , events and music concerts .

6.     TIPS BECOME A GOOD MC

Here are ten tips for hosting any function in which we’ll be introducing other speakers. As host, we  play a critical role in setting the tone for the event. We have a very large influence on the success of the event in general. The key thing is to prepare properly. Unless we’re a professional and do this all the time, we need to spend some time to reflect on our  role, get a few notes together and do some background research on the people you’re introducing.If this were a film, we’d be the Director. The position of Master of Ceremonies is a management position, to a certain extent. We responsible for getting the best out of the cast, as well as making sure the audience is happy.

1.   Know your role.

The role of a master of ceremonies is to keep an event flowing, to keep the energy of the audience up, to ensure that everything runs smoothly, to help the audience feel welcomed, to help speakers feel appreciated ... and so the list continues. It is not simply to watch the clock or to give information.

2.      Identify the core groups in your audience. Welcome individuals and groups, not just by title but with specific information. For example, "To those of you who have travelled all the way from Newcastle, a big welcome."

3.      Mention the audience's needs
Show you know where the audience is at. For example, if you are the master of ceremonies at a breakfast seminar you might say, "I know some of you are hanging out for your first coffee of the day, so we are going to start with breakfast."

4.      Mention the viewpoint of the audience
The audience may be listening to a speaker at a function and have cynical views or objections in their minds about what may be presented. Sometimes if you, as the master of ceremonies can bring that objection out into the open, they can let go of it. You might say something like "You might be sitting there thinking that this is all very well but it will take too much time. You'll enjoy our next speaker then, as Ian has some fascinating statistics on how quickly the task can be done".

5.      Be confident in keeping to time.
Some master of ceremonies I have worked with have found it very difficult to stop speakers going over time. In advance decide how, as the MC, you will let people know when their time is up. Then do it! Do not be scared, it is your job and speakers expect you to do it. At one event I spoke at, the mistress of ceremony was adamant, in advance, that I didn't need to worry about time as she would tell me when I only had 5 minutes to go. But she never told me about 5 minutes or when my time was up and I was left wondering how long I'd spoken for. It was a 15 minute speech and after (I discovered later) 22 minutes, I finally gave up waiting for her and stopped. It was very uncomfortable and I will always time myself in future. You are there, as the master of ceremony, to keep the time.

6.      Keep your audience's energy up
If your audience has had to listen to a dull or boring speaker, you need to bring their energy back up. It is your job to warm them up and get them enthusiastic for the next speaker or event on the program. Using humour by telling funny stories or getting the audience involved in an activity can help here.

7.         Thank the speakers specifically.
Thank the speakers by picking up on what they've said and feeding it back to them. Don't just say "thank you" or "thank you for your time" or "what a wonderful speech". Instead be specific. For example, "Jane, those stories you told about how Michelle's exercise program saved her life have helped me understand just how important it is that I exercise more. In fact, I'm going to make sure I go for a walk when we've finished here today. Thank you for being so inspiring".

8.      Help motivate the audience to want to hear a speaker.
Your job as the master of ceremonies is to explain to an audience the benefits they are going to gain from listening to a speaker, so that the audience is motivated to pay attention. This is good for the audience and good for the speaker. For example, you might say, "Some of you have come especially today to find out what the mediation program is about. Sun-Lee, who will be talking next, will explain all the steps so that you can use them to sort out any problems you may be having at work." Making it amusing can also help here.

9.         Talk personally to the audience.
Avoid overuse of the third person, and instead talk personally to the audience. For example, instead of saying "People are killed everyday on the roads because of driver fatigue", you might say, "As a driver, you may be killed not because you have made a mistake but because the person in the car next to you was tired and dropped off. Would you rather live? Is there any danger that you might be too tired to drive safely?"

10.     Sound welcoming.

Some masters of ceremonies read a sheet of paper to announce and formally welcome guests. Please do it from your heart and with a sincere and genuine sense of welcoming. Smile, name people personally, say why it's good they are here, look people in the eye and have warmth in your voice. Welcome people rather than announce them, and do it without reading it word for word. Connect with your audience. being a master of ceremony is a hard job but done well can make an enormous difference to a function. Do it well and enjoy the success.

Ini Adalah Artikel Bahasa Inggris Tentang Kesehatan dan Semoga Bermanfaat Ya Bagi Kalian... ^^

How to Solve Eating Difficulty in Children?

Eating difficulty is an issue that is so fundamental and often case to children. Sometimes, when a child is so difficult to chew food invited to make us frustrated. Since then, usually we will try a variety of ways like providing herbal appetite enhancers and hunting child’s favorite foods every day. The matters the child eating disorder also intrigued our interest to make an article about tips to overcome the difficult child to eat. Here are the details.

Serve meals with small portions

Maybe the kid does not like the size of your portions that so reluctant to eat the food there. Many children are ilfeel after seeing a sizable portion. So, try to give a little so that they can eat faster and do not get bored in spend food.

Get together with family

Do not let children eat alone and we need to create an atmosphere of togetherness when the child was time to eat. For example, you and your husband are on the table then eat foods together. With the atmosphere of togetherness, then the child’s appetite will occur slowly.

Provide healthy snacks

One of the things that concern by parents is the development of the child if he did not want to eat. Of course, when children are fussy eaters then its growth will be stunted and not as friends. One of the best ways to keep it is to try to give nutritional healthy snack. Give interesting snacks such as nuts, dried fruits, and nutritious bread.

Variety of food and a nice appearance

Perhaps, he needs a variety of foods that your appetite he has incurred. For example, you could give spinach on the first day, broccoli on the second day, and chicken-based dishes in the next day. Variety of foods is a very important thing to prevent children from boredom and the desire not to eat.

However, there is one more thing that could trigger a child’s appetite, which is an interesting food dish. For example, you can cook carrots to form a star or a unique object. Children will be attracted by the shape and believed to increase appetite. Hopefully, some difficulty eating kids tips above can help you.