Wen | Cheats Jun
As a parent, I naturally care about my child's learning. But a child's learning is actually determined by IQ (that is, intelligence).
So, what are the factors that affect IQ? Which of these factors is the most important?
If I say that the child's IQ is high or low, and the relationship with the rich and poor in the family, you may feel joking. How IQ has also engaged in "the divide between the rich and the poor".
But this has been scientifically proven, and it is really not alarmist.
A widely circulated study shows that the IQ of rural children is generally lower than that of urban children
Professor Scott Scott of Stanford University. Rosco has lived in China for 40 years. Since the reform and opening up in the 1980s, he has spent more than a third of his time in rural China. In these years, he has traveled to almost all rural areas in China, interviewed the rural areas of Shaanxi, Gansu, Qinghai and other remote areas in the west, collected first-hand data, and completed more than 300 papers on China's development through statistics and rigorous analysis.
During the visit, he and his team found that many rural children had a much lower IQ than urban children when they entered school. Even the proportion of rural children with an IQ below 90 accounts for almost half. (An average IQ level of a person is 90-100)
Why is there such a big gap? He and his team went to look for the cause and found that in addition to congenital factors, the main reason that affected hazi's later intelligence was the early parenting style.
They thought that early nutrition affected the child's intelligence, so they increased nutrition and reduced the rate of anemia in rural children, and found that these did not have a great impact on the child's intelligence.
Later, they began to start from the perspective of family parenting, and found that in rural families, the child's caregiver rarely read to the child, and rarely played with the child toys or interacted with the child.
That is to say, the difference in vocabulary and language that children hear in the early stages of life is an important reason for the difference in children's intelligence, and it is also the key to the child's final learning ability.
This conclusion was also verified in a study in the United States.
In the book "The Language of Parents: Thirty Million Words To Shape a More Powerful Learning Brain", such a study is recorded.
Scientists collected data from all walks of life in the United States and found that in an hour, the average number of words heard by children in economically wealthy and high-status families was 2,000, while in poor families, children heard only 600 words.
In addition, depending on the family's financial situation, parents' responses to their children are also very different. In wealthy households, parents respond to their children more than 200 times an hour, compared with less than 50 in poor households.
As for the reason, it is most likely because parents of poor families are busy making a living, have no mood or spare energy to respond to their children with high quality, and their cultural level also limits the quality of their children's language output.
Language, in turn, is the carrier of thought, the outward manifestation of intelligence.
It can be seen that the family's economic situation and social status do affect the child's intellectual development.
How to make up for families with average economic conditions?
Some people may feel desperate, since the child's IQ level and the relationship between the rich and poor in the family, does that mean that the children of the poor family have no chance? Families with average conditions are really inferior to families with rich economic conditions, because children have lost at the starting line in early intelligence?
Nor is it, as long as the family achieves high-quality language interaction with the child during the infant and toddler period, it can make up for it.
So what is high-quality interaction? Three things are important.
The first is to empathize with the child and pay attention to him at all times. It means that the attention of parents and children should be focused on the same area at the same time. Parents find that their children are interested in what place, so they guide their children to explore that field, rather than just guiding their children to learn and listen according to their own ideas.
The second is full exchange. Many parents don't know how to communicate with their babies, especially babies who can't speak. In fact, parents can consciously be a talker, say what they are doing, and then tell their children what he is doing. In this way, a rich language environment is established, and the child listens more, and when he can speak, he will "burst" out and speak more.
Third, after the child can speak, parents should use more statement sentences and question sentences to communicate with the child on an equal footing. Use less imperative imperative sentences.
Communicating with children equally, with less command and blame, can promote children to think and speak, and promote intellectual development by enhancing his language ability.
It is also recommended that in some left-behind children's families, the child's caregiver communicates with the child more. If the elderly in the family cannot do it, it is recommended that the child's mother accompany the child as much as possible.