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Have her count on her fingers -- hold one finger up, say "one", hold an additional finger up, say "two", etc. If she skips a number, then she will notice that she ends up saying "ten" when she is still not holding all her fingers up. This makes the number tangible. It is no longer an arbitrary part of a sequence, but a part of a whole. And when she is ...


2

It is a good thing that your daughter thinks so highly of you -- use it as an opportunity to be a role model and exemplify the value of asking others for help. "I know how to do this because I asked _____ how to do it", "I did not do this completely on my own -- _____ did some of the work", etc. And then "You too can do just about anything if you ask the ...


5

Don't we all sometimes struggle with this? Probably less with numbers, but certainly sometimes with the alphabet. The reason behind this is how our brain "files" data. Let's take the alphabet, for example: Haven't we all learned the Alphabet Song? Sure, that means we know all the letters but we teach and learn them as a sequence, not as individual items. ...


4

Just be yourself. Right now you can do everything at a level that she can`t, you set her rules and boundaries, so of course you're a superhero. As her abilities grow, and her cognition grows, and her sphere of what she compares you to grows - she'll eventually figure out what things you suck at, maybe sometimes even better than you do. Things her friend's ...


5

I doubt a child at this age is even capable of understanding that parents are fallible. It took me until my teens to realise my parents couldn't do everything. However, that's probably in part because they look up to you because they need to learn from you. But rather than trying to teach them at this age that you can't do everything, you can also use their ...


2

It's a good opportunity to drill into her that "all people have their own strengths and weaknesses". If/when you hire people to do services, or take the car to the shop, or go to the vet's or doctor's take the opportunity to explain what those people do, and that they're better than you at those particular things. "And you will have strengths too, but ...


8

I'm not a child psychologist, but I've also observed this as common behavior, and my intuition is that it comes from learning the numbers as a sequence, not as having actual intrinsic meaning. I've been trying to get my kids to remember the sequence of stops on the subway line we live on for years, and there's a couple they almost always skip — mostly ...


3

I wouldn't worry about it too much. Certainly don't make your child feel bad/stressed about it. As James said, "look for opportunities to count up to that 'missing' number". Here's something I've tried: Play a game where the tickle monster will be hiding/waiting until it hears a number. The exchange goes like this (say the troublesome number is 12): ...


22

It's a common issue at around that age, both ours had issues with '6' for some reason and skipped from 5 to 7 and the younger one later got stuck with '13' for a short while. The best thing to do is practice with them and they will get there. Practicing counting as a song / rhyme (like 1-2 buckle my shoe) is one good way to help them to remember the ...


2

No, the AMA has made no such stance. I have combed the AMA's Press Releases from the last several months, with no mention of anything related to the validity of AD/HD. Historically, as outlined in user15736's answer, the AMA has been for AD/HD as a valid diagnoses, and it would be highly unusual for them to release an opposing stance. So unusual would this ...


5

The first hit on google leads to this 1998 paper written for the AMA's Council on Scientific Affairs which says precisely the opposite of your psychologist friend. ...there is little evidence of widespread overdiagnosis or misdiagnosis of ADHD or of widespread overprescription of methylphenidate by physicians. In 2006, the AMA *Journal of Ethics ...



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