Tủ Sách Cổ Tích Thế Giới (Bộ 2) tải về miễn phí cuốn sách

Chahat Abrol abrolchaha9aa6 — A good review/summary of early childhood education. Reflect, Resist, Recenter REFLECT-why are you enrolling child in certain activity, does child actually like it? RESIST-you don't have to sign up for every (if any) class invented for children (gymboree, music class, art class, etc. PLAY = learning RECENTER-engage in teachable moments, play with your child, BE WITH you child, recognize that children take the lead in their own learning (and need your support as they go along) UNSTRUCTURED PLAY TIME "By making children dependent on others to schedule and entertain them, we deprive them of the pleasure of creating their own games and the sense of mastery and independence they will need to enjoy running their own lives." p.11 "Children who are used to having all their time structured for them lost the resources necessary to amuse themselves. Amusing oneself is healthy..." (*P. 224) "Our children seem to be happy as they fly from activity to activity and from one class to the next knowledge station, but we might be creating a cohort of children who are too passive to learn about the world..precursors to the that syndrome "I'm bored." The bored child is one who is just waiting for someone to announce the next activity so that he is always engaged. The bored child is one who has never learned to be creative." (p. 249) MATH Check out "Big Math for Little People" "The very best way to learn about numbers is to manipulate objects, line them up, compare sets, and so on. There is simply no substitution for playing with objects, and these actions speak louder than words. Plus, this type of play is something children love to do without being told." (*p.57) BABY LANGUAGE DEVELOPMENT RANDOM FACT I want to remember: the peak of crying for babies comes at around 2 months of age and then decreases from there (*p.75) THREE CRITERIA that A CHILD IS USING A WORD AS A WORD 1. must have the same meaning each time it is used 2. must use it with the intention to communicate (saying "dada" over and over again, but doesn't do it when dad is present means the word isn't mastered yet) 3. Real words allow baby to name pictures of (daddy) as well as the real McCoy STORYTELLING -has become somewhat of a lost art in homes, even though it provides the bedrock for later literacy skills... tell them stories and construct stories with them (practice Re-telling as well) TALK WITH YOUR KIDS "Children who have larger vocabularies are the one who generally get more out of early reading. In fact, vocabulary is the strongest predictor of later reading and literacy ability. And the best way to build vocabulary is through talk, talk, and more talk. There's not need for parent to consciously introduce big words when they talk with their children, however. This happen automatically as parents converse with their children. Research has found that without even realizing it, parents adjust how they speak to their children. They seem to be always slightly ahead of their children's capabilities. So if a child is speaking mostly in three-word sentences, parent tend to add another word or two to their sentences, but not to speak in paragraphs as they would to another adult." (*p.103) Pre-reading test- Marie Clay of Auckland New Zealand READING "If you have share your enthusiasm about reading and your children see you absorbed in a book or a newspaper, you will be indirectly teaching the importance and enjoyment of reading." (*p. 122) Engage in Dialogic Reading "Just reading to a child is not enough. Asking the child to consider alternative outcomes, relate what's on the page to his own experiences, and talk about the sounds and the letters encountered is much more effective than just plain reading aloud. - Predict what will happen next or talk about how the characters feel." (*p. 124) Lev Vygotsky- Zone of proximal development. (Range or zone of tasks that the child cannot yet handle alone but can accomplish with the help of more skilled partners) Jerome Bruner- calls this the concept of scaffolding (invites parents to be participant in rather than spectators of their children's development) PRAISE "How can we create children who love to learn? Children start out that way. They are are like little sponges. To keep them that way-to avoid drying up their curiosity- we need to be encouraging, not critical. We need to praise the strategies they use to solve a problem, rather than their intelligence. This implicitly says to children that with the right approach, they can do most anything. In this way, we free our children from the anxiety of disappointing us ("If I try something new and fail," they may otherwise reason, "my mom will no longer think I'm so smart.") and enable them to focus on persevering in challenging circumstances. The result is a mastery-oriented child, a child who doesn't give up when faced with a difficult task but instead embraces and enjoys the challenge." (*p.150) "Is the message not to praise? Not at all! But learning to be viewed as a process, not the validation of one's ability. Professor Dweck urges us not to tell student that they are smart because it makes them dependent-hooked on-the praise, with failure being a sign of weakness! The way to make children learn to persevere is to rave about their strategies, their perseverance, their concentration, and their follow-through. And if children succeed readily, we should apologize for giving them a task too Mickey Mouse for them, rather than giving them the idea that we look for perfection on easy tasks." (*p. 177) BABIES CRYING: Johns Hopkins University in Baltimore- found that babies whose cries got a response more frequently cried less at the end of 9 months than those who were responded to less frequently. It seems that when caregivers responded to the babies' cries, they were teaching the babies that they would be cared for-perhaps building up trust in the responsiveness of the environment. (*p. 165) EMOTIONAL REGULATION (reminds me of some of the stuff I read in "Unconditional Parenting"): "Children who have lots of these discussions with their parents have a better understanding of their own and others' emotions later on. And knowledge is power: Understanding your own emotions and the emotions of others helps you to behave better in situations that might lead to negative emotions. Learning to regulate our emotions has benefits well into adulthood." (p. 173) Time for a child to get a prize she picked out, but oops. Something goes dramatically wrong. The researchers say they have made a mistake and they have to give child the prize that she ranked as dead last0 a pair of brown socks..... "How does the parent help the child cope with this disappointment, and what does that tell us about how children learn to regulate their emotions? 1)Do you shift your child's attention away from the disappointing prize toward the nice wrapping the prize came in? 2) Do you comfort your child by holding her or verbally soothing her? 3) Do you "reframe" the situation putting the socks on your hands and making them into a puppet or suggesting you give the socks to another child who might really like them? 4)Do you encourage your child to change the situation, for instance, by talking to the researchers and telling them that she got the wrong prize?" Turns our that "shifting the child's attention and cognitive reframing were associate with lower levels of both sadness and anger." (p. 193) PERSPECTIVE If a young child can't conceive what's going on in someone else's mind- having perspective...a young child can never have a vengeful or vindictive quality. (*p.199) *Look for opportunities to discuss other people's feelings *Explain to your child that there are causes for people's feelings. *Avoid ignoring or belittling you child's feelings- times of emotional upset can be understood as key opportunities for teaching children how to avoid or resolve such situations, while also taking the feelings of others into consideration. *Try to see the world through your children's eyes - Once you do, you'll recognize that the things that cause our children pain are often different from the things that cause us, as adults, pain. You don't want to treat your children any differently than you would want to be treated when you express your emotions. (*p. 203-204) PLAY: THE CRUCIBLE OF LEARNING *Self-guided exploration through play is a learning experience that "teaches" problem solving in a fun way. (*p. 208) Play "gives children a sense of power. And for people who are told what to do every minute of the day, having a sense of power is not only delightful, it's instructive. In free play, children get to practice being charge-buffered from any real-life consequences.." (*p. 213) Vygotsky argued "that child are at the HIGHEST level of their development when they are at play." For example, 5 year-old Jessica cannot sit still for more than 3 minutes in the classroom, even with a very supportive teacher. Yet in pretend play, she can play at being a good student with her peers, sitting and concentrating for more than 10 minutes! Professor Vygotsky said, "In play, a child is ABOVE HIS AVERAGE AGE, ABOVE HIS DAILY BEHAVIOR: In play, it is as though he were a head taller than himself." (*p. 230) TOYS "Studies consistently find that the availability of play materials is important for intellectual development...In the first 2 years of life, children seem to love toys that require fitting things together, putting things into openings, pushing and pulling things, musical toys, and toys that require eye-hand coordination. " (*p.222) Laura Berk, 3 useful questions to consider before buying a toy: 1.What activities will this toy inspire? 2. What values will the activities teach? 3. What social rules will my children learn to follow? ********* Jane Brody: "Toys should are best seen as tools of play....Toys should be used as an adjunct to interactions between parent and caretaker, not as a substitute for an adult's participation in the child's play." (*p.242)

Vernon Blanche vernonblanche — Oh, the romantic subplot...