To teach or not to teach the child

To teach or not to teach? It’s no secret that our age is rapid. Perhaps that is why the young parents , afraid of being late, rush immediately after the birth of the baby to plan his future and solve the following problems : how many years to sit with the child at home, whether to give him in a manger, whether to hire a nanny , at what age to invite experts in early learning child , in which high school to give to learn which of the schools would be worthy of taking my child after the 11th grade. The above problems are not far-fetched , they have overcome almost all mothers and fathers , grandmothers and grandfathers. Solving them , it is difficult to take into account a number of variables that make up our lives. All parents seeking to plan and facilitate the child’s life , somehow believe that their child will be a genius : will develop by leaps and bounds , may show musical ability, intellectual or artistic talent , brilliant finish school … But everything in life is , unfortunately, much more difficult and more prosaic , and not always our dream come true . But be that as it may, before almost all young parents face the question : To teach or not to teach the child? And most importantly, where to begin? In a year , two , three ?

There are many views on the problem of early childhood development : some experts believe that a child under 3 years old do not have to teach anything – he needs freedom . Would be a good child care, and all the rest will come to him over the years. Others believe that teaching a child can and should be , but only subtly in the game , given the possibility of age- kid. Still others argue that a child under three years of age must give as much new information in all areas of knowledge ( history, geography , art , etc.). There are teachers and psychologists who offer developed by them hourly net sessions with the child , which is planned to train a child with a year and a half to two foreign languages ​​( twice a week each) , mathematics, computer literacy , etc.

What same approach should be followed in raising the kid ?

Let’s try to see how the child develops cognitive sphere , and then decide : what to teach and his first, and perhaps do not teach at all. Learn by itself ! The development of cognitive processes of the young child is rapid : the rapidly evolving attention, memory, perception, thinking , etc. But, as the eminent psychologist LS XX century Vygotsky , the main , the dominant feature of this age is the perception . This means that the most successful child reaches that age is not in memory or thinking, and in the field of perception. That perception is a function of the mind , which must be developed first.

What progress reaches a child in the area of ​​perception ?

Children of the second year of life can learn a variety of items in the pictures on them in some detail (the color does not matter ) . But children can not always correlate with the actual object drawn , and that they should be taught. For example, a child reading a book , my mother can ask, ” Who is this? ” – And say, ” bunny “, and then show a toy bunny ” bunny rabbit in the picture and in my hands .” Later, the question “Who is this? ” Baby itself will be responsible .

The perception of the young child is largely different from that of a preschooler . Try an experiment: in the eyes of a child to disassemble a pyramid and asked to collect it back . At first, the child will act at random and is unlikely without the help of an adult come to the right decision . To the perception of the baby was perfected , it can offer not only a pyramid , but a set of bowls of different sizes, the baby inserted one into the other , dolls , etc. Playing with these toys , the child soon realizes that things are different in shape and size that you can not put a bowl on the pin of the pyramid , and that little thing can easily fit into a large .

Later, the child learns to distinguish objects by color, and we can also help . For example, a parent, a child showing two apples , says: ” This yellow apple, and it is red . Give me yellow ! ” As the psychologist VS Mukhina, the third year of life the child can absorb up to eight colors.

Development will contribute to the perception of the game ” Once the bug , two bug” , “Help the baby animals “, ” good tea ” and others. Parents can and do come up with a lot of games, and insert them into the context of life events and situations. And if the child during early childhood firmly mastered concepts such as “big” , “small” , “round” , “square “, ” red “, ” yellow “, ” green “, “blue” , and date of birth , and then subsequently acquire knowledge at school, he will be much easier.

Speaking of cognitive sphere kid should be noted that the role of perception in the development of memory, thinking, attention is also extremely high.

The memory of the young child is always associated with its active perception – recognition. If the half-year-old child can learn just close its terms of objects and people that are constantly talking , the child at the end of the second year of life can find out what he saw or heard a few weeks ago. The child of the second year of life can already remember the simplest musical tunes and sing them . The development of attention at an early age is in the process of development of walking and speech. Once the child begins to walk , expands the scope of items that he can explore on their own, which in turn contributes to the development of attention. Now the child can be seen not only what is around him, but that alone can get off the shelves , pull out cabinets, take off the table. Thus, the child learns to keep his attention on the various subjects that fall within the field of view. At the time when the child looks at something an adult can sharpen its focus on the details of the subject : ” What a beautiful flower. Look what his little green leaves . ”

Thinking the child develops in the course of handling a variety of subjects. If your child needs to close nursery pot with a lid , it will operate by trial and error , pick up a variety of covers and applying them to the pan , until it finds the right one. Thinking the child begins to develop more rapidly with the development of speech. The kid asks questions , therefore , it already there’s some understanding of cause-and- effect relationships . Observations EB White (1982 ) show that one of the characteristics of a well-developed three year old child is his ability to carry on conversations with an adult , as with their peers .

As language acquisition , a child varies greatly , it starts on a different attitude to the environment . 1 year, 2 months, the child began to repeat the words of an adult on their own initiative . In the second year of life begins mastering the grammatical structure of the speech. 1 year, 8 months to 1 year 10 months in a child’s speech appear two-word sentences. In 2-3 years in sentences spoken by a child , there is consistency between the different parts .

Thus, in early childhood, it is first necessary to develop the child’s perception and speech ( and necessarily in the form of a game , without coercive and boring “lessons” ) . This opinion is shared by most of the leading educators and psychologists.


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