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The art of winning can be traced back to the period of the expansion or the fruition of the human nature and interface with one another. The term winning is defined as the act of having to posses of the supreme or the sweetest of the affair. This is as a result of participating in an event of challenging one another over a certain idea or property. Winning thrives from the dexterity and eloquence that an individual involves in, with an aim of bass beating the target or rather attaining to the set intentions in life. It is therefore by human involvement and intention that the art of winning is in the world of today. Moreover, winning entails a personal contentment over an idea or even a physical property, considering what happens to fall on someone’s way expectedly or even unexpectedly. Another notion that goes hand in hand with winning is competition. This is defined as the facet of having to go for a particular thing as a group of people, with the ultimate goal being the fulfillment of the meticulous property by one of the persons involved in the competition. It is an art and can as well be a science (Henry 45).
There are variances of features that are developed in the life of a human being, having attained to a win over a competition. As for a case of a child, it is more or less a true postulation to say that nature has it that a child should always be on the winning side. For children, there is no other thing that can make them feel happy other than winning in any competition that they engross themselves in. First and foremost, every human being has the ability and the possibility to win in life. This is the making of life in itself as it is an idea that is quite applicatory in every day life (Smith 45-46). For instance, in the field of business, one would consider it a win if he makes a turnover more than any other business company that is in the same market. People would therefore make every effort to win in everyday life. There is the development of inexpressible sensation that accompanies winning, as the individual or a child will come to realize. It is really a superior feeling to win. As for children, since may be they have never learnt of the feature of losing in life, it is therefore the only final outcome from any competition they are found in. They would love to always win and never lose. If they happen to realize of losing, they are always quick to abscond the game and proceed with other fields of play. They would take measures as never to participate in that particular game again. It is therefore not their slipup to feel good when they win (Kellogg and Quint 56-58).
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There are various issues that teachers or parents should consider in their intent to let children always win. They are the reasons for allowing children to win. First and foremost, it is always a natural thing to let children win. One would consider it wrong to let a child lose as he competes with. It is within the heart and mentality of every human being to let children win. They consider it a mistake if they happen to see someone who is trying to attest to a child that he has botched over a simple thing. It is therefore a natural inclination that is psychologically residential that children must win in most of the things especially as relates to competition for leisure and pleasure. One will always be tempted to consent to a child over initiating a different strategy, restarting a game or even coming up with other overstated rules directed to the age of the child and the ability that he or she is in possession of. You would always want him to have entertaining and enjoy oneself, as this is your ultimate happiness (Messick. et.al. 65-68). As a child derives pleasure from winning and making excellent progress in a fastidious game; it is always the happiness of the adult, as a teacher, who is monitoring the play of the child. Having fun is an activity that has been considered the best in the life of every human being, considering the repercussions it has on the biological development of the child. A teacher and a parent should therefore consider letting their children to win as a source of fun and entertainment to their life and that of the mother. In the real sense, letting a child to win will result in a positive reaction from the parent or a teacher, hence it is he who finally wins (Notbohm. et. al 120-122).
Self confidence is a characteristic in life that has been at the process of being encouraged for a better development of an individual’s life. It is a psychological as well as a philosophical aspect that is of use in the daily human interactions and in the working of every human enterprise as businesses, education, learning and many others. The aspect of self confidence is mostly developed at the younger period of child development, playing being one of the strategies to implant the value. Moreover, the value is best developed in the life of the child if he is allowed to have the best of whatever he tries to do. Letting a child win is therefore one of the ways in which self confidence is instilled in a budding child. It is also called self esteem. This refers to an instinctive characteristic in an individual that would always drive him to aim at the best without having to retreat or surrender. It is an inner constrain that is developed from a continued struggle and determination over a particular aspect that you would fancy to conquer in life. For instance in the field of education and learning, one is required to depict a gamut of effort and pressure without growing weary or tired. He is suppose to be guided and compelled by a personal drive that is aimed at meeting picky targets, in other words winning. To a child, it really works well to see a child develop this value. At the process of letting a child win, you are giving him the chance and morale to develop the habit that shall be long-lasting in his entire life. This can afterwards be applicatory in other fields of the general life (Henry 45).
There is the growth of skill in winning. A great bloodthirsty periphery will be developed by a child who always get used to winning. It is not a wrong doing to always be expecting a win over a particular issue. A great skill and expertise is what life demands from every individual. This is developed from a set-up of aiming to be in possession of a sequence of wins over time. For a young and developing child, great skill has to be developed and nurtured within the ability of the developing periods of growth and development. People are able to live high-quality and happy lives by mainly relying on the skills that were developed from the childhood stage of life. For instance, in the world of soccer, soccer stars have been urbanized by being nurtured from a young and affectionate age and have managed to be the persons that they are today. They developed the great skill from the self-effacing beginnings that they had with the teacher and the parent. Competition utilizes skills that are developed over time in the lives of the participants. Letting the child win is therefore one of the features that are elemental in the development of the child. It enables the child to get used to winning and hence be influenced to always be aiming to win when he will have grown up. This will give a hand to him in other fields as in class performance and career development (Kutner 89).
In the field of education and learning, there are various ways ad means in which different people are taught particular concepts in life. Children are in a tender developmental stage that makes use of a multiplicity of learning strategies of life. For instance, cognitive development of the child is still very low and thereby he cannot be in the same position with adults in comprehending and concluding thoughts of life. It is therefore a teaching and learning strategy to let a child win in a play. This applies only when the child is playing may be with a teacher or any other expert who has subjected the child to a particular learning strategy. If you let a child win, you are actually helping him develop the aspect of winning, and in most cases, get to know what it means to win, and the outcomes that underlie the aspect of winning. This is like carrying out a practical in the laboratory where the child will get to theoretically learn of the concepts of winning and also experience them practically. It is an imperative learning (Schaefer. and Reid 12-18).
Letting the child win has particular significance on the nature of losing the game. If the child is allowed to win a game, he will automatically come to realize of how it feels to lose the game, especially if the opponent was a teacher or a parent who was trying to let the child win. For an enthusiastic child, he will watch the reactions and will feel the way the parent behaves at the point of losing. When it comes to his turn, he will automatically behave in the same way as the parent behaved. For instance, a teacher may let a child win, then react by crying upon trailing the game, and then in the mean time, the teacher applauses up knowing that given another chance, he will be able to try and win the game. This will routinely affect the way the child will behave as it happens that he will have to lose at any other time. It is therefore a premeditated way of letting the child develop the right habits and reactions towards losing the game, without necessarily letting him lose the game. There will be a shift in the attitude that will be developed in the child (Smith 45-46).
Finally, letting a child win will enable him to develop the ability and need to work hard on the next time the same game is played. This will further the child’s need and desire to win the game having realized that he won the previous time and that the game concerns winning and losing. Given an opportunity the next time, the child will work extra harder to see to it that he wins the game. Therefore, the aspect of hard work and continued need to win will be developed and initiated by the child (Messick. et.al. 65-68)
Losing is an aspect that results from missing the point that leads to a win or attaining a fussy level in life. As far as there is winning, similarly, there is a loser. This involves a case where two or more groups set out for the equivalent goal or prize. It is normally not the intention of anybody in life to be a loser in every venture or scenario. Everybody in life is skewed towards winning in every attempt of life. The unfortunate thing in life is that for every win, there must be a loss, and that in any competition, there is a winner and a loser (Henry 45).
There is therefore a need for a child to be introduced to the concepts of having to lose once or twice in a lifetime. First and foremost, there must be a loser if one has won, and that one cannot be a winner for a life time. In one situation or the other, there is losing as there is the probability to win. In the world of today, life has become a game in which you either win or you lose. So, there is a need for every individual to get used to both extremes of life as they are there to stay with the people. The aspect of letting a child be a winner in everything may not be the accurate and satisfactory way of preparing him for a future life. Every child must know that in one circumstance, you will have to win. Every preparation that a child is introduced to in life must fulfill the need of making him smack a balance between how to respond to a win and likewise to a loss. Therefore, the idea of letting the child be a winner in all circumstances will wreck the general development of the child in the family and in school. Moreover, the child will lack the full-grown feelings to learn that losing is part of life (Kellogg and (Quint 56-58).
One of the things that the child will develop as a result of being let to win all the time is that he will develop an intuition that he can never lose. This is an idea that is not part of life and is quite dangerous in the development of a growing child. Learning is not just about gaining and achieving what one desires in life. The child should be brought in a way that he will realize the need to develop the state of mind of winning and losing in life. For instance, if the person playing with the child happens not to be the parent or the teacher, nobody will consider letting one of the players win the game. This may not be a first-rate result to the child. In this case, if the adversary of the child in the game happens to be another child who has been brought up in a similar manner, the resultant thing may be a brawl. Moreover, the morale and the acuity of the game by the child may be totally interfered with in that the child may withdraw from the game completely and develop a pessimistic perspective for a long time. The child should therefore be brought up in the light of considering the two parts of the coin as they are all significant and influential to the general development of the child (Schaefer. and Reid 12-18).
Self esteem is another thing that can either be developed or quenched by the dreams of winning and losing. It is well developed and nourished if it is in the perspective of letting the child always win. However, the same characteristic in life can totally be damaged if the child is botched to win in a particular occasion. As a result of this, the child may totally be affected in the way he or she has been taking the game, probably the positive aspect that had primarily been developed by the child. The self drive and the motive that had began to commence the child to pursue winning and its glory will be totally thwarted in the life of the child. The child as a result may be discouraged from participating in the game, and may even be made to develop hate towards those who made him lose, possibly the parent and the teacher. This will also be translated to the academic fields of the child. Incase of a defeat, may be academically, the child will lose the confidence and the spirit to pursue a further win. This is the main reason for letting the child be a regular frontrunner without giving him the ideas that concerns losing and being called a loser once in a lifetime. Moreover, the child will be assisted to know that it is not suppose to be the case that one has to be in the first position in order to be satisfied (Henry 45). He will come to realize that being the second and any other consequent number is crucial to the future development of each and every individual (Smith 45-46).
Disappointment is one of the other aspects that will be developed by the child in case of not being in possession of skills to combat the feelings of losing a game. There is an immense idea that the child who feels painful in losing is referred to as a sore loser. It is always better if the child is introduced to the ideas of losing when he is still at the hands of the checkers as the parents and the teachers. It is always of enormous importance that the child learns ideas that will be of importance to the moment he will be out of home, as in the field where there is no parent to come in aid incase of anything. Many children expresses this idea by crying, something that may be a spring of fun to the other children who are in the same field or in class. This will result in deep a disillusionment of the child. As a result of this the child may withdraw from the act of being with the other children, and may affect their way of relating and participating in other learning activities. Always at the mention of the game, either at home or in any other place, the child will summon up the past incidences that he had gone through. This will thus be inopportune to the child’s health (Kutner 89).
Letting the child to make some loses in the game will enable him to develop skills and knowledge that concerns the knack of losing. First and foremost, he will learn that being in a game does not mean always winning. The attitude of the player of the game should be to win the game but not to surmount the opponent. He will learn that playing is a form of deriving entertainment, and not to exercise competition that always result to a legitimate winner. This is applied in the case where the child may develop the art of winning that overlooks or rather surpasses the fair play rules that govern each and every game. Letting the child get to know and experience some loses in the game will therefore enable him to play safe with the other players in the game. This will thus promote the spirit of togetherness and team spirit in the game. Moreover, the child will be able to come out of one self and be able to recognize the skills and the expertise others have towards the particular game (Notbohm. et. al 120-122). One of the other ideas that the child will be able to realize and nurture is the ability to play as a team for the betterment of all the players and the school at large. You will find that if the child is not introduced to the concepts of losing a game once in a lifetime, he will develop to be self-centered, and will be unsuccessful in the appreciation of others in the game, and probably the other classmates in school. But if the child gets to learn of all the tactics of the game including winning and losing a game, he will develop to be flexible in the game, able to deal with all situations that involve losing and winning the game. This is the right way in which one develops the skills that lead to international careers as being fine in playing soccer and other kinds of disciplines that exist in life (Messick. et.al. 65-68)
There is the phase of realistic playing. This is the aspect that is developed by children who are introduced to the concepts of embracing circumstances that come as a result of winning or losing a game. This is an aspect whereby the child won’t be expecting always to be ideal in everything that concerns playing. The child will come to know that mistakes are prone to be committed by everybody and that the result of being made losers is not always as a result of the mistakes made (Kutner 89). The case of being perfect in the game comes in when the child is trained to be a recurrent winner and never admits to a defeat. The child will thus be addicted to regular winning of which it is very treacherous to the development of the skill that is being developed in the child. This will result to situations of self pity and derailed self worth that the child will develop. This will make the child force himself to capitulate to the beliefs that have been implanted in his life. The idea of good play and display of the game will be very exceptional in such cases as the child was trained on a win-oriented game even if the situations do not favor the player of the game. This will then result in rough play in order to win the game, or the child will turn wild to equate the opponent team, just for the sake of winning the game (Kellogg and Quint 56-58).
Appreciation is another factor of concern in the development of win-lose scenarios that encompass a game. When the child is trained to recognize both winning and losing, he will be able to develop coherent celebration skills of winning a game and similarly a modesty way of admitting to a defeat. He will be able to balance the two parts of the coin so that the fierce effects of celebration or bereavement over a defeat will not affect the way the game will be played the following time. They will also be able to realize and know that it is not a matter of shame if some one lost a game, but it simply concerns display of the skill and expertise of the game. This will also decipher to the way the family members will handle defeats that come in life. It is therefore of subtle importance that the child is introduced to both situations of the game; winning and losing (Henry 45).
There is the idea of learning from the mistakes made and that resulted to a particular defeat. These are the strategies that have been used by many people to improve the quality of the game, and it has made the game to be so enjoyable even in the case of defeat. In the case of a win, the child will be able to celebrate a quality game rather than jeering the other team because they have lost, next time it might be you! The child will be able to recognize others and particularly appreciate that a game is about enjoying the nice time that both opponents are able to come together and have a display of the game that has never been seen before. At the time of slight aggravation due to losing a game that was of great importance in life as soccer final that results to a prize, a child who has been trained to handle losing a game will be able to take the situation as any other and will be able to overcome the pain of losing within a very short period of time (Notbohm. et. al 120-122). Finally, a child who has been trained on how to handle both the ideas of losing and winning a game will be able to care for the result of the game in a way that will enable him to alter the game plan or the strategies that he had used prior defeat. Moreover, the child will be able to focus on the skill of the game, including the skill of the opponent team, and will not consider and be apologetic on the number of wins that he has got in life. He will be able to learn from the precision and the difference that may be there and probably resulted to the defeat by the opponent team. When it comes to the ideas of professionalism, there is much focus on the performance and the skill of the game. Taking an example of an athlete, the child will be able to focus on the glory to come in the future, having gone through the many ups and downs that finally result to a great win of all times. Winning is a good thing, and losing is another critical thing that brings about learning and expansion of the skills that are in possession by the learner, in this case the child. It is therefore crucial that a child is taught on skills of appreciating a loss in a game (Kutner 89).
The ability to learn of winning and losing a game is of great relevance to any individual who wants to get to the profession of sports. These are the two terms that determine the best and the better in any competition involving a number of people. Since one cannot be in presence without the other, it is therefore crucial that a child is taught how to handle the scenarios of winning and losing a game. First, the child should be introduced to the aspects of winning a game as it is the main driving force in any competition and life in general. This is because life is about winning and losing in one way or the other. Winning is the main source of self esteem and influence that makes an individual to pursue a particular goal. It is from the concept of winning that there game the concept of losing, and they both resulted from participation in a particular game that involves more than one person (Henry 45).
Losing is the main source of correcting mistakes that are made by individual people in the world. It is an aspect that should be developed among the young and developing children in the world and especially in the fields of sports. It is an aspect that brings about togetherness and need to develop and improve from the previous position and mode of playing
In conclusion, it is of great importance that a child is introduced to the ideas of winning and losing at the same time. This will assist the child to be an all-round player who will be improving in the skill of the game day by day.
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