Early_Choldhood_Learning

Introduction: Today, the teaching of babies by their parents is typically limited to things such as how to say simple words like 'Mommy' and 'Daddy,' identifying body parts, and how to play simple games. In general, an infant is mostly left alone to do whatever he seems to enjoy doing, without much active involvement from the parents to actually teach him anything much beyond that. Things such as reading and math would usually be left until kindergarten (age of four) or, more often than not, primary school (age of six). This is generally due to one or more of the following beliefs: • Children should just have fun and be happy in the early years, and learning things such as reading and maths is not fun, and would make them miserable; Adults often think back to their days of schooling where nothing could have been more painful then than sitting in a class listening to the teacher talk about the different ways of conjugating a verb when all they wanted to do was to play outside with their friends. The truth is, babies absolutely LOVE to learn and they focus their entire attention on the words and get upset when the session ends. • Children are incapable of learning complex things such as reading and math at such a young age; This is probably one of the greatest myths. Believing so is also probably one of the biggest mistakes a parent could ever commit from the point of view of the infant. Early-learning expert Dr. Glenn Doman, who has spent more than half a century in the field, says, "Every child born has, at the instant of birth, a greater potential intelligence than Leonardo Da Vinci ever used." • Teaching infants things such as reading and math now may put them off both subjects in the future. Unless a child is constantly forced to learn when he clearly does not want to, then in actuality it is quite the contrary. In the case of reading, for example, it has been shown again and again that babies who are exposed to words and taught to read in a joyous manner develop a long-lasting liking for books and reading. • There's nothing wrong with the education system today. "If it ain't broke, don't fix it." It is best to stick to what everyone else is doing. It is best to stick to what everyone else is doing." As renowned inventor Buckminster Fuller once said, "all children are born geniuses, and we spend the first six years of their lives de-geniusing them." If intelligence is the ability to learn then babies are born geniuses! While a baby's brain has the potential to learn just about anything, parents have an important role to play in determining just how much - and how easily - their baby learns. • Because mothers and fathers are the best teachers the baby will ever have in his all life, and the baby is the best student, so if you put the best teachers together with the best that’s a great idea. • Its famously said that Thomas Edison and Elbert Einstein, well of course it is not about school, its about the first six years of life, if we go back and look at the early life of these children we will find that they were in rich environments, we think they had a happy genetic accident! But we should say that every child born has a great potential intelligence • Every baby is born with his own unique personality, and the more we put him in a rich environment the more opportunity he has visually, auditory the more language opportunity and manual opportunity, the more he gets to express his own personality, so if you need to see that real personality you need to give him that environment. • Teaching is giving information not asking for back again, not testing. • Brains and skills are built over time. • Brain researches says that Parents actually make the difference when it comes to bringing out the genius in baby. • The flash card technique taught by Doman, the key is to quickly give words and fast, faster means better brain comprehension as babies learn to read whole word first No ABC, No spelling! • We are literary trained to read and talk at the same time, and this is not a good way to teach because the truth is when anyone going to read a book we start vocalized, actually talking and that means we read very slowly, but when you teach a baby to read he doesn't attempt to talk first of all he is 6 months old, he cant talk, he will just take in the word, and as you teach him to read and get to be a better and better reader he is not vocalizing. 1) the brain grows by use and reading grows the brain. children will start life with a solid foundation for success in school and in life. Background A child's needs during early childhood are different from those of older schoolchildren, because early childhood sees the greatest growth and development, when the brain develops most rapidly, almost at its fullest. It is a period when walking, talking, self-esteem, vision of the world and moral foundations are established.[citation needed] The early years of life are critical to the development of intelligence, personality and social behaviour. Research on brain development attests to the importance of key mental, physical and social capabilities. If these fundamental capabilities are not well established from the start, and especially if neurological damage occurs, a child's learning potential could be adversely be affected.[citation needed] As such, education in early childhood must have its own specific practices and issues. For programming purposes, it has been decided to extend the concept of early childhood to about 8 years of age. This age range provides the opportunity to reinforce the view of the development as a continuum. It will facilitate the interaction between the pre and initial school years. The concept of basic education calls for the inclusion of early childhood and the key "survival" grades, that is, the first two or three grades of primary education. Early childhood education often focuses on children learning through play, based on the research and beliefs of Jean Piaget. This belief is centered on the "power of play". It is thought that children learn more efficiently and more knowledge when given the opportunity for play based activities such as: dramatic play, art and social games. This theory plays off of children's natural curiosity and tendencies to "make believe", mixing in educational lessons.[1][2]