Synopsis
Common Reading Name:
The Path of Children's Intellectual Growth: From Infancy to Adolescence
About the Author
The author, Dr. Jane Healy, an American educational psychologist, has received several honors, including the "Educator of the Year Award" by the Delta Kappa Gamma Honor Association .teemma. She has also published Endangered Minds and Failure to Connect, but she says she gained the most from raising three sons with her husband!
Synopsis
From the perspective of brain science research, as well as her many years of experience and common sense as a mother and educator, Dr. Jane Healy explains and explains many problems of children's intellectual development, and details how to apply scientific research on the brain to education and child rearing.
The 400-page book consists of three parts (brain development and learning, fundamentals of learning, and applied learning) with twelve chapters. The book deals with children's attention, reading development, infancy, brain stimulation at different ages, stages of brain development, new definitions of intelligence, creativity, learning differences, learning disabilities, and other issues.
I felt it after reading it
Cindy's sharing
Philippe, 2 and a half years old, can read the words of labels and signs, at age 3 he can read children's books aloud, at age 5 his mother is surprised to find Philip reading her professional care weekly, 8-year-old Philip reads the New York Times at breakfast...
I thought Philip was a child prodigy, but at the end of the story, I was surprised to find out that he was a "child with precocity reading.". The patient's ability to decode words far exceeds his ability to read comprehension, which means that although he can read these words, his comprehension and intelligence are far below the "normal" level.
Philip's mother said remorsefully: "I often wonder if it would have been different if we had guided him to play a little more. We now know that encouraging him to read too early is a mistake, but at the time we thought it was a good sign to read early. ”
Tony, an 8-year-old girl, is emaciated, and her experience is extremely painful, accompanied by her reading and writing difficulties. Although Toni's handwriting is still neat, spelling and grammar are not problematic, she just can't write anything original, even if it encourages her to write, it will not help, which also seriously affects her grades.
Toni experienced the change of her mother's serious illness and hospitalization until her death before the age of 6, her exhausted father handed her over to the nanny, who although the nanny was dutiful but rarely communicated or told stories, the links and companionship she should have had in her childhood were interrupted, and it also hindered important opportunities for the development of the brain and its abilities...
Both of these stories have greatly touched and shocked me, a healthy child is far more intelligent than a smart child to reassure parents, but when everything goes well, we as parents can't help but force our children to surpass their peers.
Reading and writing are the two important abilities that parents we must cultivate our children, after all, these two good abilities mean the basis of good grades, and the era of the inner volume is "good grades = good universities = good jobs = good futures".
However, when will children be taught to read? How to teach? How to stimulate children's interest in reading? When should I teach my child to hold a pen and write? When to help him build writing habits and express feelings and thoughts? How to motivate? These are all headaches for parents.
The author reminds us that the main core point is to "go with the flow"! In any case, children before the age of 6 should not sit at their desks all day to do their homework, but should go more outdoors to get their hands and brains moving and develop movement-related neural pathways.
To my surprise, the author actually mentioned that playing with mud, picking up branches, and catching kittens in childhood was actually preparing for the ability to read. Even, with the help of parents, children observe ants or grass and sing nursery rhymes to develop writing skills and help the brain do preparatory work.
Inappropriate "incentives" from parents can backfire. First-grade Elizabeth was like a frightened little white rabbit every time she turned the book, and when pressed by the teacher, she choked and trembled and said, "I hate reading." When she was a child, her mother, a teacher, plastered words and cards all over the room, and she felt a sense of loss and stupidity when she couldn't remember, and then her brain went blank every time she read it.
Forcing children to learn to read and write too early will make them associate "reading and writing" with frustration in their consciousness. It may take a week for a 4-year-old to learn to write his own name, but a 6-year-old may only take a few minutes to learn. Although media information or early education institutions have been promoting not to let children lose at the starting line, we as parents still have to be measured.
I remember that when my daughter was about three years old, she had done an intelligence test at an early education institution, and it showed that the overall cognitive level reached 50 months. I am not surprised by the prominence of language comprehension ability, after all, we have been reading picture books together for several years, but the staff of the early education institution mentioned that her decoding ability is good, but her language output is inferior; there are several other indicators that also raise various questions.
Although the words of the staff of the early education institution reminded me that I did not let my daughter have more output in the process of reading with me, I could not help but be a little worried, but I understand that she is naturally cautious and should not express much in the case of interacting with strange teachers in a separate classroom.
When I got home, it was business as usual. Recently, I found that when I was 3 and a half years old, she had some very favorite picture books, and on several occasions, she actually talked to herself about flipping through the books and telling stories to herself, and later made up stories for me and my father to listen to ~ Although the words are not up to the mark, they are really surprising.
Every child comes into the world with a different brain, so it's not surprising that reading and writing is easy for some and difficult for some. As parents, we need more acceptance and wait for the flowers to blossom.
In the cultivation of children's "paper thinking", if parents feel that the primary school teacher is not doing enough, may wish to refer to the mother's approach, she created the tradition of writing family travel diaries, no matter where they go, every day half an hour after breakfast, the whole family has to sit down to write a diary in their own diary, young children draw, although the father was reluctant at first, but later admitted that he liked this time of reflection, he liked the different views of each family member on an issue.
see! There are always more ways than problems, I believe that on the way to teaching children to read and write, you can find a unique method suitable for your own family and your own children, and don't forget to share these methods
Chapter Nine: The Brain and Reading
Michelle
Coordinates Jiangsu Changzhou, full-time mother, former English teacher.
The opening story shocked me, who would believe that the children who can start reading aloud at the age of 3 or even earlier are "children with intellectual disabilities" who suffer from "reading precociousness". Although "literacy" is extraordinary, it is nothing more, they cannot connect words with meaning, and it is difficult to interact with the world.
These strange cases also make us think: What is "good reading"? How do children learn to read? When should I start learning to read?
"Good reading" is not only literacy, but the basis of children's perceptual skills and mental growth is the basis of reading behavior. Good reading requires the reader's comprehension and personal experience of the world. Avoid "seedling-fueling" behavior aimed at early literacy, and do not let children be filled with fear, disgust and pressure on literacy at a very young age.
If parents can better control the meaning and process of children's reading, then it is not a problem to guide children to obtain such abilities. Some children do not develop until the age of 6 to support language learning, and some boys even later. Early reading is not always a sign of children's talent, on the contrary, the amount of time spent by parents on their children's stories is often the best predictor of their children's future reading ability.
So when should children learn to read?
It is not better to be as early as possible, and if the children's mental garden is not yet ready, we will forcibly bring them into the reading garden, which will only make them dislike reading later. The case stories given by the authors in the article will also make us more aware of what is breaking the wings of butterflies and what is the talent of cultivating children.
Before a child starts reading, parents can observe whether the child's growth has completed some important basic work.
First of all, the child's visual ability develops to a certain extent. For example, the line of sight can be focused at a certain distance, can distinguish letters and words, and can follow from left to right.
Secondly, the ability to think also has a certain foundation. From the perspective of the way of thinking development, the development trend of infant and young child thinking is from intuitive action thinking to concrete image thinking, and finally to preliminary abstract logical thinking. Children are prepared when they have the ability to think abstractly, to understand the abstract meaning of a text and to link meaning to thought.
Finally, with the help of parents, learn the basic common sense of reading.
Reading is not only words, you can let children use the written language of "painting" to draw illustrations for stories, you can also encourage children to tell stories, you can also accumulate literary structures of various genres for children, guide children to discover "story scripts", of course, parents can also try to tell stories for children.
In short, the desire to be fast is not reached, and good companionship to create a happy time for children to read is the focus rather than raising "prodigies" and patiently cultivating children to develop the habit of reading and thinking.
Chapter 10: Thinking on Paper – Writing and Spelling
Dengden
Coordinates Shenzhen, two treasure mother
The reading of chapter 10 made me deeply aware that a child's intellectual growth has his own inner rhythm and is deeply affected by the environment. Parents are like guides, if they can observe and understand the key opportunities, they can help their children at the right time and improve their skills.
Stereotypes in my head tell me that first-graders learn to spell and write, and by the third and fourth grades they will naturally write. However, the authors point out that writing involves multiple aspects of brain function and requires some of the functions of the child's brain to mature.
The basic skill of writing is writing, and when children can create independently, they need the development of language development, rule mobilization ability, concept processing ability and other abilities in the brain, and a meaningful copy also requires the brain to mature enough to mobilize two or three senses to operate at the same time.
In training children to spell, literacy, and writing, parents do not have to be in a hurry. For preschoolers, accompanying their children to identify the details of a picture and observe an ant or a grass can develop writing and spelling skills. Repeating nursery rhymes in children also helps prepare the brain for spelling, and it is helpful to improve the ability to discern details or to understand any activity of what is heard and seen.
Writing, on the other hand, is the ultimate test of the fundamentals of children's thinking and language. Writing fully integrates children's ability to understand ideas, verbal expressions, and brain functioning.
Parents play a major role in the development of these three underlying abilities.
In short, to have a level of writing, children must learn to have inner dialogue in their minds. Good writing is a unique voice. The only way to improve your writing is to read and listen to high-quality works. And gaining proficiency and pleasure in reading and writing must be based on the practice of listening and speaking.
In the process of accompanying their children, parents may wish to enjoy poetry and prose, essays, humor, drama and other excellent literary works together, and use more interesting new words in life, expand their children's vocabulary, make writing a part of daily life, and build a vivid and intimate spiritual adventure together.
Here are some good suggestions to encourage children to "read and write":
Families who contribute to the development of reading skills:
A good family atmosphere encourages children to express their ideas and make them feel that they are involved in family decision-making.
Do not impose unrealistic requirements and restrictions on your child.
Encourage your child to solve problems independently. As you grow up, zipper yourself, tie your shoes, serve a meal or engage in other activities.
Focus on praise rather than criticism, and tolerate small mistakes to reasonable limits.
Emphasis is placed on the expansion of knowledge rather than error correction, and children are not forced to read prematurely.
Arrange family reading time, conduct in a relaxed and caring atmosphere, and ask children to explain the main points of understanding in a good atmosphere.
Family storybooks, newspapers, magazines, and limit TV and computer time.
Visit the library regularly and encourage your child to pick out their favorite books.
Stimulate children's voice awareness by playing prosody games and pronunciation games.
Families who contribute to the development of writing skills:
Read stories aloud to your child on a regular basis, even for older children. Dare to broaden the scope of your research and dig into poetry, fiction, prose, and good news.
Children of all ages are encouraged to express their thoughts clearly, and after reading a story, they can ask, "What happened to this story?" ”
Write a note and a letter to your child and encourage him to write back. Start with pictures and stick figures, followed by text.
Create a writing environment. Prepare a desk, a lot of paper, pencils, color pens, crayons, staplers, cardboard paper, scissors, and stickers for your child, and encourage your child to save materials and cherish your children's work.
If your child doesn't know what to write at first, encourage him to write his own interesting stories or experiences.
Go out with a writing pad, record the names of the things you see, and come back and tell stories with those words.
Have your child actively make up stories and answer W's questions. Who, What, When, Where, Why.
Encourage children to record their thoughts with a tape recorder
Develop the habit of telling stories together, and family members can take turns telling stories.
Let's think about it
1. How do you help your child build reading and writing habits? Any tricks? If your child is still young, think about how you fell in love with reading and writing