Attempting to teach an infant to read prior to being cognitively ready is essentially the same as teaching your child a trick as opposed to a complex skill. That is, you may be able to get your child to say “cat” on command in response to the visual word cat but this would not be considered reading. I believe teaching your baby to read is not only unnecessary but it could potentially have a negative impact on long-term learning and development.
When you spend time training a child in a structured and repetitive way to read words before the process is meaningful to them, you are essentially taking time away from teaching more developmentally appropriate skills necessary for pre-literacy such as language acquisition.
http://www.mommyshorts.com/2010/10/dr-b-calls-out-your-baby-can-read-as-an-inappropriate-party-trick.html#tp
23.12.10
Nobel Laureate: Invest in comprehensive early childhood development and education, from birth to age 5
Nobel-Prize-winning economist James Heckman wrote a letter to the National Commission on Fiscal Responsibility and Budget Reform. His question: What's the best way to develop human capital to increase workforce capability, enhance productivity and social cohesion, and assure America's economic competitiveness in the global economy? His answer: Invest in comprehensive early childhood development and education, from birth to age 5, especially for our most vulnerable children and families.
Researchers have long documented the positive outcomes of high-quality early childhood education, including readiness for school, greater academic achievement, higher rates of high school and college completion, lower rates of incarceration, and higher incomes. And labor economists point to the substantial economic benefits for investing in early childhood education.
http://www.huffingtonpost.com/susan-ochshorn/where-the-achievement-gap_b_798701.html
Researchers have long documented the positive outcomes of high-quality early childhood education, including readiness for school, greater academic achievement, higher rates of high school and college completion, lower rates of incarceration, and higher incomes. And labor economists point to the substantial economic benefits for investing in early childhood education.
http://www.huffingtonpost.com/susan-ochshorn/where-the-achievement-gap_b_798701.html
21.12.10
Crucial early years lays the foundation for the future
More than half of five-year-old boys are struggling in the basics after a year at primary school, official figures show.
Some 53.1% of boys this age are struggling with skills such as reading and writing, and emotional and social development.
In comparison, 34.9% of girls are failing to reach this target - a gender gap of 18.2 percentage points.
The findings are based on teachers' observations of pupils.
"Too many children starting school without the solid foundation they need to succeed. In particular, we're concerned that boys continue to lag behind girls even before they start school, especially in writing."
"Every child, regardless of gender, background or social status, should get the right help and support in the crucial early years of their lives so they can thrive at school." A spokesman for the Department for Education in UK said.
http://www.bbc.co.uk/news/education-12009209
Some 53.1% of boys this age are struggling with skills such as reading and writing, and emotional and social development.
In comparison, 34.9% of girls are failing to reach this target - a gender gap of 18.2 percentage points.
The findings are based on teachers' observations of pupils.
"Too many children starting school without the solid foundation they need to succeed. In particular, we're concerned that boys continue to lag behind girls even before they start school, especially in writing."
"Every child, regardless of gender, background or social status, should get the right help and support in the crucial early years of their lives so they can thrive at school." A spokesman for the Department for Education in UK said.
http://www.bbc.co.uk/news/education-12009209
19.12.10
Language comprehension in autism
It has long been recognised that many people with autism have difficulty in processing semantic information. Indeed, impairments of semantic processing lie at the heart of Uta Frith’s influential ‘weak central coherence’ account of autism (Frith, 1989), which states that autism is characterised by “the inability to draw together information so as to derive coherent and meaningful ideas”. Weak central coherence remains, however, a somewhat nebulous concept and the precise nature of any semantic impairment is still unspecified. Moreover, recent studies have indicated that semantic processing difficulties may be related to an individual’s level of general language ability rather than being a generic feature of autism.
http://crackingtheenigma.blogspot.com/2010/12/language-comprehension-in-autism.html
http://crackingtheenigma.blogspot.com/2010/12/language-comprehension-in-autism.html
Finding ways to improve play could help child with language acquisition
From Maria Montessori to other educators, play is considered to be a child's work. It is how they learn about their environment and everything in it. A new study out of the University of Iowa and published in the December issue of Psychological Science has found a potential link in that the more diverse the toys with differences in shape available in a child's play, the more language acquisition is increased.
PACER Center, a local center for families of children and young adults with disabilities, talked in one of their Early Childhood E-newsletters about the Tots 'n Tech Research Institute (TnT) which began as a collaboration between Thomas Jefferson University in Philadelphia and Arizona State University in Tempe. TnT was created to provide information and resources about assistive technology and adaptations that can be used with young children. Their website gives many resources and ideas to help make modifications such a s grip changes to all kinds of things, including toys, to help the child use and play with the item and therefore learn from it.
Sometimes the job of a parent is to help pave the way for the child to experiment with new and hopefully diverse toys, and maybe a modification or adaptation can help your child improve their language acquisition as well because even if they can't yet say all the things they know, they are still learning all the time.
http://www.examiner.com/special-needs-kids-in-minneapolis/finding-ways-to-improve-play-could-help-child-with-language-acquisition
PACER Center, a local center for families of children and young adults with disabilities, talked in one of their Early Childhood E-newsletters about the Tots 'n Tech Research Institute (TnT) which began as a collaboration between Thomas Jefferson University in Philadelphia and Arizona State University in Tempe. TnT was created to provide information and resources about assistive technology and adaptations that can be used with young children. Their website gives many resources and ideas to help make modifications such a s grip changes to all kinds of things, including toys, to help the child use and play with the item and therefore learn from it.
Sometimes the job of a parent is to help pave the way for the child to experiment with new and hopefully diverse toys, and maybe a modification or adaptation can help your child improve their language acquisition as well because even if they can't yet say all the things they know, they are still learning all the time.
http://www.examiner.com/special-needs-kids-in-minneapolis/finding-ways-to-improve-play-could-help-child-with-language-acquisition
18.12.10
Newborns recognize their mothers' voices
Newborn babies respond differently when their mother is talking, activating a part of the brain that controls language learning, according to a study by researchers at Université de Montréal and Ste. Justine Hospital.
Maryse Lassonde and her team at U de M and Ste. Justine attached electrodes to the heads of 16 sleeping babies within the first 24 hours after they were born.
What they discovered, in findings published in the journal Cerebral Cortex, was that even tiny infants reacted differently depending on whether the woman speaking was their mother or someone else.
Researchers found that when other women spoke, the section of the brain that controls voice recognition fired up. But it took the sound of the mother’s voice to trigger neurons in the area of the brain responsible for learning language.
Read more: http://www.montrealgazette.com/life/Newborns+recognize+their+mothers+voices/3990547/story.html#ixzz18TIC6Ivu
Maryse Lassonde and her team at U de M and Ste. Justine attached electrodes to the heads of 16 sleeping babies within the first 24 hours after they were born.
What they discovered, in findings published in the journal Cerebral Cortex, was that even tiny infants reacted differently depending on whether the woman speaking was their mother or someone else.
Researchers found that when other women spoke, the section of the brain that controls voice recognition fired up. But it took the sound of the mother’s voice to trigger neurons in the area of the brain responsible for learning language.
Read more: http://www.montrealgazette.com/life/Newborns+recognize+their+mothers+voices/3990547/story.html#ixzz18TIC6Ivu
16.12.10
Memory Is Enhanced By An Active Role In Learning
New research confirms that having some authority over how one takes in new information significantly enhances one’s ability to remember it. The study, in the journal Nature Neuroscience, also offers a first look at the network of brain structures that contribute to this phenomenon.
http://www.bmedreport.com/archives/20769?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+TheBehavioralMedicineReport+(The+Behavioral+Medicine+Report)
http://www.bmedreport.com/archives/20769?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+TheBehavioralMedicineReport+(The+Behavioral+Medicine+Report)
14.12.10
High quality early childhood
When at the Federal Reserve Bank of Minneapolis, Rolnick found that expanding access to high quality early childhood education can return as much as $16 for every $1 invested.
“Our research found that the early learning environments must be high quality to achieve those kinds of returns,” said Rolnick. “Once we improve the quality as it relates to school readiness, this will be one of the very best investments Minnesota taxpayers can make.
MELF will be working with the new Governor and Legislature to enact early learning reforms this year.
http://www.melf.us/vertical/Sites/%7B3D4B6DDA-94F7-44A4-899D-3267CBEB798B%7D/uploads/%7BF2575526-1B4C-442D-A562-D14CBB5945E7%7D.PDF
“Our research found that the early learning environments must be high quality to achieve those kinds of returns,” said Rolnick. “Once we improve the quality as it relates to school readiness, this will be one of the very best investments Minnesota taxpayers can make.
MELF will be working with the new Governor and Legislature to enact early learning reforms this year.
http://www.melf.us/vertical/Sites/%7B3D4B6DDA-94F7-44A4-899D-3267CBEB798B%7D/uploads/%7BF2575526-1B4C-442D-A562-D14CBB5945E7%7D.PDF
11.12.10
Playgroup: Stimulating Early Brain Development
Playgroup: Stimulating Early Brain DevelopmentDownload PDF9/Dec/2010
There is no question that the early years of any child's life are the most crucial for brain development. As children grow, their brain will make connections between neurons (called synapses) which build up to make the brain much more complex.
In a recent article published by the Weekend Post in Cairns, Dr Reesa Sorin, an expert in early childhood development from James Cook University, says that things such as genetics and nutrition influence brain development. But more than this, the experiences and activities children undertake in their earliest years (and most importantly, those which stimulate the 5 senses), as well as the love, care, and attention from parents, all have an impact on brain development.
http://www.playgroupaustralia.com.au/index.cfm?objectid=C8C28350-FCA9-6556-0C14CDA408914C17 Australian Government
There is no question that the early years of any child's life are the most crucial for brain development. As children grow, their brain will make connections between neurons (called synapses) which build up to make the brain much more complex.
In a recent article published by the Weekend Post in Cairns, Dr Reesa Sorin, an expert in early childhood development from James Cook University, says that things such as genetics and nutrition influence brain development. But more than this, the experiences and activities children undertake in their earliest years (and most importantly, those which stimulate the 5 senses), as well as the love, care, and attention from parents, all have an impact on brain development.
http://www.playgroupaustralia.com.au/index.cfm?objectid=C8C28350-FCA9-6556-0C14CDA408914C17 Australian Government
8.12.10
Talking to babies helps to boost their brain power.
No matter where the baby is or with whom, infants and babies evoke facial expressions and baby talk.
Many of us might think that the babies do not listen or pay attention to our words. But a new research by Dr Susan Hespos of Northwestern University in Illinois, has revealed that babies do listen to what we say. The study also found that by speaking to their babies the parents are boosting their brain development.
Even as early as three months of age, words help to enhance the baby’s brain. Words are more effective than music or sounds.
This finding is remarkable because according to Dr Susan parents can have a great influence on their baby’s brain at a very early stage of brain development.
http://www.medindia.net/healthnetwork/medblogs/general/what-helps-to-boost-the-babye28099s-brain-power-1534.htm
So talk to your baby and help enhance their brain power!
Read more: What helps to boost the Baby’s Brain Power? | Dr.Trupti's MedBlogs | Medindia Health Network http://www.medindia.net/healthnetwork/medblogs/general/what-helps-to-boost-the-babye28099s-brain-power-1534.htm#ixzz17UVx2n1Q
Many of us might think that the babies do not listen or pay attention to our words. But a new research by Dr Susan Hespos of Northwestern University in Illinois, has revealed that babies do listen to what we say. The study also found that by speaking to their babies the parents are boosting their brain development.
Even as early as three months of age, words help to enhance the baby’s brain. Words are more effective than music or sounds.
This finding is remarkable because according to Dr Susan parents can have a great influence on their baby’s brain at a very early stage of brain development.
http://www.medindia.net/healthnetwork/medblogs/general/what-helps-to-boost-the-babye28099s-brain-power-1534.htm
So talk to your baby and help enhance their brain power!
Read more: What helps to boost the Baby’s Brain Power? | Dr.Trupti's MedBlogs | Medindia Health Network http://www.medindia.net/healthnetwork/medblogs/general/what-helps-to-boost-the-babye28099s-brain-power-1534.htm#ixzz17UVx2n1Q
7.12.10
HK performs well in PISA survey
PISA 2009 results
07-Dec-2010
PISA 2009 results - Korea and Finland top OECD’s latest PISA survey of education performance. The next strongest performances were from Hong Kong-China, Singapore, Canada, New Zealand and Japan. The province of Shanghai also tops the rankings.
For access to the whole report, please click
http://www.oecd.org/document/61/0,3343,en_2649_35845621_46567613_1_1_1_1,00.html
07-Dec-2010
PISA 2009 results - Korea and Finland top OECD’s latest PISA survey of education performance. The next strongest performances were from Hong Kong-China, Singapore, Canada, New Zealand and Japan. The province of Shanghai also tops the rankings.
For access to the whole report, please click
http://www.oecd.org/document/61/0,3343,en_2649_35845621_46567613_1_1_1_1,00.html
29.11.10
Experiences in early childhood
A baby is born with approximately 100 billion neurons, or nerve cells, in his/her brain that communicates through tiny connections that form networks. These networks allow neurons to transmit information involved in sensing, feeling, thinking, learning and remembering. At birth, most of these important connections are not yet formed; neural networks are established in the brain in response to experiences.
Every experience a baby has forms a corresponding network in his/her brain. Movement is a central part in acquiring these experiences and stimulating the brain.
Experiences are like food for the brain. A rich diet of love and healthy stimulation causes the brain to grow and flourish. A positive environment nourishes the child's innate intelligence and allows his/her unique gifts to blossom.
Conversely, an impoverished environment diminishes the brain. Unfortunately, many children's brains are starving due to a lack of attention, movement and the right kinds of experiences. Without the opportunity to be used, neurons can actually wither away and die.
Fortunately, the human brain has an amazing capacity to grow and change throughout life. However, for optimal development, timing is critical. There are periods of opportunity, "prime times" during which the brain is particularly efficient at specific types of learning.
During this time, networks are forming at an astonishing rate - by age three, the weight of a child's brain has almost tripled! During these first three years the brain is storing information and memories that will be the foundation for all future learning. Experiences in early childhood have decisive and long lasting effects on the holistic development of the child.
http://www.unescobkk.org/fileadmin/user_upload/appeal/ECCE/Advocacy_letters/Brain_development.pdf
Every experience a baby has forms a corresponding network in his/her brain. Movement is a central part in acquiring these experiences and stimulating the brain.
Experiences are like food for the brain. A rich diet of love and healthy stimulation causes the brain to grow and flourish. A positive environment nourishes the child's innate intelligence and allows his/her unique gifts to blossom.
Conversely, an impoverished environment diminishes the brain. Unfortunately, many children's brains are starving due to a lack of attention, movement and the right kinds of experiences. Without the opportunity to be used, neurons can actually wither away and die.
Fortunately, the human brain has an amazing capacity to grow and change throughout life. However, for optimal development, timing is critical. There are periods of opportunity, "prime times" during which the brain is particularly efficient at specific types of learning.
During this time, networks are forming at an astonishing rate - by age three, the weight of a child's brain has almost tripled! During these first three years the brain is storing information and memories that will be the foundation for all future learning. Experiences in early childhood have decisive and long lasting effects on the holistic development of the child.
http://www.unescobkk.org/fileadmin/user_upload/appeal/ECCE/Advocacy_letters/Brain_development.pdf
Critical periods
Critical periods in early postnatal life are windows of time during development when the nervous system must obtain certain critical experiences, such as sensory, movement, or emotional input, to develop properly. These periods are characterized by high learning rates.
After a critical period, connections diminish in number and are less subject to change, but the ones that remain are stronger,more reliable, and more precise.
Research also shows that enriched environments can bolster brain development. For example, studies show that animals brought up in toy-filled surroundings have more branches on their neurons and more connections than isolated animals. In one recent study, scientists found that enriched environments resulted in more neurons
in a brain area involved in memory.
Many people have observed that children can learn languages with greater proficiency than adults, and recent research suggests that the heightened activity of the critical period may contribute to this robust learning.
Brain Development, Society for Neuroscience
http://www.sfn.org/skins/main/pdf/brainfacts/2008/brain_development.pdf
After a critical period, connections diminish in number and are less subject to change, but the ones that remain are stronger,more reliable, and more precise.
Research also shows that enriched environments can bolster brain development. For example, studies show that animals brought up in toy-filled surroundings have more branches on their neurons and more connections than isolated animals. In one recent study, scientists found that enriched environments resulted in more neurons
in a brain area involved in memory.
Many people have observed that children can learn languages with greater proficiency than adults, and recent research suggests that the heightened activity of the critical period may contribute to this robust learning.
Brain Development, Society for Neuroscience
http://www.sfn.org/skins/main/pdf/brainfacts/2008/brain_development.pdf
28.11.10
Early childhood matters
A child's experiences from infancy to early childhood build the foundation for intellectual growth, emotional stability and personality development. Neglect places a child at risk for cognitive delays, anxiety and depression as cited by the Child Welfare Information Gateway. Neglected infants become insecure and fearful; they lack trust, feel threatened by their environment and lack self-esteem and initiative. Their arrested development from infancy to early childhood through age 4 establishes the possibility of lifelong failure and disappointment.
Join the Gifted Babies Program with caring teachers and enjoy the fun in learning.
http://www.ehow.com/list_7559973_effects-infant-early-childhood-development.html
Join the Gifted Babies Program with caring teachers and enjoy the fun in learning.
http://www.ehow.com/list_7559973_effects-infant-early-childhood-development.html
27.11.10
wrong scientific beliefs that were held for long periods.
An American psychology professor in the 1950s claimed that exposure to a foreign language too early (he was in fact referring to a 3-year old, comparing with an 8-year old)would lead to language confusion. He thus recommended that language education should first focus on the mother tongue and then move on to a 2nd language. This confusion theory has dominated our education policy for more than half a century.
The emergence of bilingual families in America, as racial segregation recedes, and as we come to know the existence of multilingual regions like Singapore, Malaysia, Switzerland and Scandinavian countries, early language exposure to a wider range of languages has been proven a great asset than a liability.
"Science can contradict itself. And that's OK. It's a fundamental part of how research works. But from what I've seen, it's also one of the hardest parts for the general public to understand. When an old theory dies, it's not because scientists have lied to us and can't be trusted. In fact, exactly the opposite. Those little deaths are casualties of the process of fumbling our way towards Truth*."(Boing Boing)
Read a host of interesting cases from the following link
http://www.edge.org/3rd_culture/thaler10/thaler10_index.html
The emergence of bilingual families in America, as racial segregation recedes, and as we come to know the existence of multilingual regions like Singapore, Malaysia, Switzerland and Scandinavian countries, early language exposure to a wider range of languages has been proven a great asset than a liability.
"Science can contradict itself. And that's OK. It's a fundamental part of how research works. But from what I've seen, it's also one of the hardest parts for the general public to understand. When an old theory dies, it's not because scientists have lied to us and can't be trusted. In fact, exactly the opposite. Those little deaths are casualties of the process of fumbling our way towards Truth*."(Boing Boing)
Read a host of interesting cases from the following link
http://www.edge.org/3rd_culture/thaler10/thaler10_index.html
22.11.10
樹仁大學新聞與傳播學系學生
1. 為什麼貴中心會有意開辦資優兒培訓計劃？
希望喚起家長對嬰幼早期腦部發育及語言發展的重要性，能夠為幼兒提供一個充滿互動和富啟發性的多語環境，發掘幼兒的龐大潛能。
2. 培訓計劃對小孩有什麼的幫助？
初生兒有千億腦細胞神經末稍 (neurons) ，到半歲時激增至千兆，學習能力，包括語言學習能力驚人。語言神經末稍的發育期在首8個月，用則保留，不用則被淘汰。一般情況下，90%以上的語言神經末稍被浪費。
嬰幼早期語言培訓，可培育樂觀性格，提升智商，及能說多國語言。半歲前開始和地道的英國或北京籍老師一起成長，到兩歲，英語和普通話的發音和用詞，可以比美英國和北京長大的孩子。
3. 培訓計劃大約共有多少人參加﹖
總學生人數已超過900，0至3歲的約佔3份2。
4. 要在某種語言獲得顯著的進步，一般需要學多久﹖
最關鍵的時要把握出生後的『黃金半歲』，到一歲半已有顯著進步。
5. 怎樣吸引家長為小孩報讀﹖
社會上對嬰幼腦部發育和語言發展的認識，落後了半個世紀。家長教育是最大的挑戰。
6. 您對這類嬰兒課程的未來發展有何看法﹖
20年後，嬰幼多語培訓，將成為社會最重視的一部份。
希望喚起家長對嬰幼早期腦部發育及語言發展的重要性，能夠為幼兒提供一個充滿互動和富啟發性的多語環境，發掘幼兒的龐大潛能。
2. 培訓計劃對小孩有什麼的幫助？
初生兒有千億腦細胞神經末稍 (neurons) ，到半歲時激增至千兆，學習能力，包括語言學習能力驚人。語言神經末稍的發育期在首8個月，用則保留，不用則被淘汰。一般情況下，90%以上的語言神經末稍被浪費。
嬰幼早期語言培訓，可培育樂觀性格，提升智商，及能說多國語言。半歲前開始和地道的英國或北京籍老師一起成長，到兩歲，英語和普通話的發音和用詞，可以比美英國和北京長大的孩子。
3. 培訓計劃大約共有多少人參加﹖
總學生人數已超過900，0至3歲的約佔3份2。
4. 要在某種語言獲得顯著的進步，一般需要學多久﹖
最關鍵的時要把握出生後的『黃金半歲』，到一歲半已有顯著進步。
5. 怎樣吸引家長為小孩報讀﹖
社會上對嬰幼腦部發育和語言發展的認識，落後了半個世紀。家長教育是最大的挑戰。
6. 您對這類嬰兒課程的未來發展有何看法﹖
20年後，嬰幼多語培訓，將成為社會最重視的一部份。
20.11.10
Raising Thankful Children
During this month of giving thanks, Zero to Three.org offer you some tips on helping children develop the values of thankfulness and gratitude. Learning to be appreciative helps children to build strong and healthy relationships and to become sensitive to the needs of others less fortunate than they are. Click here to discover tips on how to raise a thankful child.
https://mail.google.com/mail/?hl=zh-tw&shva=1#inbox/12c65c8e9a167104
https://mail.google.com/mail/?hl=zh-tw&shva=1#inbox/12c65c8e9a167104
12.11.10
Listening before speaking or writing
Teaching methodologies that emphasize listening comprehension as the first skill to develop more closely reflect the natural process of language acquisition, and therefore, should be chosen over language teaching methodologies that emphasize developing all language skills simultaneously, or developing reading, writing, or speaking before listening.
http://www.examiner.com/esl-in-cincinnati/second-language-acquisition-listening-before-speaking-or-writing
http://www.examiner.com/esl-in-cincinnati/second-language-acquisition-listening-before-speaking-or-writing
31.10.10
Excessive television, video and computer time is linked to delayed speech
Parents should limit their young children's screen time to no more than two hours per day, according to pediatricians. This recommendation has been in place for many years, but parents and child caregivers don't seem to be catching on. A new study finds that the average preschool-age child is exposed to double the recommended amount.
Screen time consists of television, DVDs, computers and video games. The researchers examined data from nearly 9,000 preschool-aged children who were part of a longitudinal study that began in 2001 and included interviews with parents and child care providers to collect data on each child's daily screen time.
On average, children were exposed to four hours of screen time per day - with 3.6 hours of that time coming from exposures while at home. Children in home-based day care averaged 5.6 hours of screen time at day care. Children in center-based day care watched about 3.2 hours a day while at home and at day care. Even children who did not attend any day care or preschool exceeded recommendations - 4.4. hours a day of screen-time on average. Children enrolled in Head Start, a day care program for economically disadvantaged children, watched an average of 4.2 hours a day, but most of their screen time was at home, not at the Head Start center.
Excessive television, video and computer time is linked to delayed speech and language, aggressive behavior and obesity in children, which is why the American Academy of Pediatrics issued the recommendation to limit exposure to one to two hours per day of quality programming. Most states, however, do not issue regulations regarding screen time as part of licensing of child care centers, the authors noted.
The study was published Thursday in The Journal of Pediatrics.
Posted on Fri, Oct. 29, 2010 07:08 AM
http://www.kansascity.com/2010/10/29/2368087/tv-time-limits-for-toddlers-are.html
Screen time consists of television, DVDs, computers and video games. The researchers examined data from nearly 9,000 preschool-aged children who were part of a longitudinal study that began in 2001 and included interviews with parents and child care providers to collect data on each child's daily screen time.
On average, children were exposed to four hours of screen time per day - with 3.6 hours of that time coming from exposures while at home. Children in home-based day care averaged 5.6 hours of screen time at day care. Children in center-based day care watched about 3.2 hours a day while at home and at day care. Even children who did not attend any day care or preschool exceeded recommendations - 4.4. hours a day of screen-time on average. Children enrolled in Head Start, a day care program for economically disadvantaged children, watched an average of 4.2 hours a day, but most of their screen time was at home, not at the Head Start center.
Excessive television, video and computer time is linked to delayed speech and language, aggressive behavior and obesity in children, which is why the American Academy of Pediatrics issued the recommendation to limit exposure to one to two hours per day of quality programming. Most states, however, do not issue regulations regarding screen time as part of licensing of child care centers, the authors noted.
The study was published Thursday in The Journal of Pediatrics.
Posted on Fri, Oct. 29, 2010 07:08 AM
http://www.kansascity.com/2010/10/29/2368087/tv-time-limits-for-toddlers-are.html
In life, it's all about the first five years
The biological 'code' of success is built by the experience of a child's early years, and damage done during this time is very difficult to reverse
By Sam Cooper, The Province October 18, 2010
Dr. Clyde Hertzman, internationally respected early learning scientist, talks about what happens when in early brain development, what parents should understand, watch for, in interaction with children. in Vancouver, B. C., October 8, 2010.
The debate has raged for centuries: Is it nature or nurture that most influences the course of a human life? That age-old question has now been answered right here in B.C. — and actually shown to be irrelevant — according to Dr. Clyde Hertzman, director of the Human Early Learning Partnership (HELP) at the University of B.C.
“Early life experiences can actually change the way in which our genes express themselves,” Hertzman says. “So it’s no longer a question of nature or nurture — it’s a question of how nurture changes nature.”
HELP is one of the most diverse interdisciplinary research teams in the world — working on everything from decoding brain-cell growth in worms to encoding a worldwide charter of rights for young children. The team consistently breaks new ground by cross-pollinating pools of knowledge and creating new areas of study. The guiding mission is ultimately to improve society by striking at the negative root causes that hamper children’s development.
Hertzman’s team of 200 interdisciplinary researchers has taken a world leadership role in determining how early childhood experiences “get under the skin” and shape basic brain structures, sensory pathways and functions.
What they’ve found, Hertzman says, is that the biological “code” of success in life is built by all the sounds, sights, touches, thoughts and emotional interactions that children experience in their first few years.
The team’s stunning bottom-line conclusion is this: If children don’t get what they need during the crucial developmental “windows” before the age of five, they likely will never bounce back.
In an interview in his office at UBC, Hertzman is asked: Can it really be true that a life story is basically written before the age of five?
“There is always plasticity [of the brain]; humans aren’t ants,” Hertzman says. “But when things work out to begin with, it’s way easier for kids to grow and develop. It’s like leaky condos — if it isn’t built right from the beginning, it will be way harder and expensive to fix later on.”
From birth to the age of three in particular — the “densest time of development” — the primitive areas of the brain that allow us to interact well with others are growing and coming together, much like the architectural foundation of a building, Hertzman says.
During this time, children are reading the facial expressions of adults and forming visual connections with the deep emotional centres of the brain. That means parents basically have an 18-month window to gaze at, hold and cuddle children to help them build the right structures, Hertzman says.
Those who are deprived of loving adult faces up close will often be very independent by the age of two or three. “It becomes the neurological base of not being able to connect to others,” Hertzman says.
At the same time, stress-response pathways are forming. By the age of three, children who’ve seen too many angry or depressed looks on adult faces, will have actually experienced a lifelong perception shift in the way they perceive emotions in other human faces, Hertzman says.
The change takes place in the prefrontal cortex, influencing how the child sees the world. They develop a different set of biological connections and emotional ways of coping, and even think differently.
“Kids who grow up in calmer environments will have much more ability to focus on tasks later on,” Hertzman says. “But kids who see chaos plus violence, will be much more vigilant, looking around to see where the next blow will come from. They adapt to their environment, but they don’t adapt for success in school.”
And the importance of reading a bedtime story to a child can’t be exaggerated, because a child’s grasp of language, and success in school, is directly related to the amount and quality of words heard in early life, Hertzman says.
“The more rich and varied language kids hear, the more language they will understand,” Hertzman says.
It’s not just the words learned during the bedtime story, but the emotional bonding and love the adult conveys that make the experience such a powerful brain-booster, he adds.
Besides entertaining a child, parents can switch things up by asking what happens next in an oft-repeated story, Hertzman says. Another enrichment tip is to make funny changes and mistakes in reading a story, which some children will love to correct,demonstrating their knowledge.
The deadline for building early language foundations stretches into the primary years, but developmental differences between those getting good words from their parents compared with those deprived of the experience start showing up as early as 20 to 24 months, Hertzman says.
The children who show up for school with a language deficit will struggle to keep up and fit in, Hertzman says. The concern is to close the gap or face a generation of educational and life-skill failures. Another important early intervention involves teaching good social skills such as sharing and empathy. The window there is from age three to five, Hertzman says.
“All of the quality environments in early life are play based,” Hertzman says. “Whether it’s peer-group play or individual play, there are opportunities to develop sensory pathways, vision, hearing.”
Hertzman has a warning for parents: Guard against trying to create the perfect environment for child development in a way that causes you stress, because that can breed stress in children, which is precisely the opposite thing needed in a young, forming brain.
Each child expresses a unique temperament and learning sensibility very early, so trying to cram them into the same “developmental experience” is a mistake, Hertzman says.
“You should not be upset if a child is slow in hitting developmental milestones, or putting extra pressure for development on the kid,” he says. “It’s just as good if one child wants to sit in the corner and look at picture books, and another child wants to put a cardboard box on their head, yell into it and play with the sounds. Those are both aptitudes.”
http://www.theprovince.com/life/life+about+first+five+years/3688534/story.html
By Sam Cooper, The Province October 18, 2010
Dr. Clyde Hertzman, internationally respected early learning scientist, talks about what happens when in early brain development, what parents should understand, watch for, in interaction with children. in Vancouver, B. C., October 8, 2010.
The debate has raged for centuries: Is it nature or nurture that most influences the course of a human life? That age-old question has now been answered right here in B.C. — and actually shown to be irrelevant — according to Dr. Clyde Hertzman, director of the Human Early Learning Partnership (HELP) at the University of B.C.
“Early life experiences can actually change the way in which our genes express themselves,” Hertzman says. “So it’s no longer a question of nature or nurture — it’s a question of how nurture changes nature.”
HELP is one of the most diverse interdisciplinary research teams in the world — working on everything from decoding brain-cell growth in worms to encoding a worldwide charter of rights for young children. The team consistently breaks new ground by cross-pollinating pools of knowledge and creating new areas of study. The guiding mission is ultimately to improve society by striking at the negative root causes that hamper children’s development.
Hertzman’s team of 200 interdisciplinary researchers has taken a world leadership role in determining how early childhood experiences “get under the skin” and shape basic brain structures, sensory pathways and functions.
What they’ve found, Hertzman says, is that the biological “code” of success in life is built by all the sounds, sights, touches, thoughts and emotional interactions that children experience in their first few years.
The team’s stunning bottom-line conclusion is this: If children don’t get what they need during the crucial developmental “windows” before the age of five, they likely will never bounce back.
In an interview in his office at UBC, Hertzman is asked: Can it really be true that a life story is basically written before the age of five?
“There is always plasticity [of the brain]; humans aren’t ants,” Hertzman says. “But when things work out to begin with, it’s way easier for kids to grow and develop. It’s like leaky condos — if it isn’t built right from the beginning, it will be way harder and expensive to fix later on.”
From birth to the age of three in particular — the “densest time of development” — the primitive areas of the brain that allow us to interact well with others are growing and coming together, much like the architectural foundation of a building, Hertzman says.
During this time, children are reading the facial expressions of adults and forming visual connections with the deep emotional centres of the brain. That means parents basically have an 18-month window to gaze at, hold and cuddle children to help them build the right structures, Hertzman says.
Those who are deprived of loving adult faces up close will often be very independent by the age of two or three. “It becomes the neurological base of not being able to connect to others,” Hertzman says.
At the same time, stress-response pathways are forming. By the age of three, children who’ve seen too many angry or depressed looks on adult faces, will have actually experienced a lifelong perception shift in the way they perceive emotions in other human faces, Hertzman says.
The change takes place in the prefrontal cortex, influencing how the child sees the world. They develop a different set of biological connections and emotional ways of coping, and even think differently.
“Kids who grow up in calmer environments will have much more ability to focus on tasks later on,” Hertzman says. “But kids who see chaos plus violence, will be much more vigilant, looking around to see where the next blow will come from. They adapt to their environment, but they don’t adapt for success in school.”
And the importance of reading a bedtime story to a child can’t be exaggerated, because a child’s grasp of language, and success in school, is directly related to the amount and quality of words heard in early life, Hertzman says.
“The more rich and varied language kids hear, the more language they will understand,” Hertzman says.
It’s not just the words learned during the bedtime story, but the emotional bonding and love the adult conveys that make the experience such a powerful brain-booster, he adds.
Besides entertaining a child, parents can switch things up by asking what happens next in an oft-repeated story, Hertzman says. Another enrichment tip is to make funny changes and mistakes in reading a story, which some children will love to correct,demonstrating their knowledge.
The deadline for building early language foundations stretches into the primary years, but developmental differences between those getting good words from their parents compared with those deprived of the experience start showing up as early as 20 to 24 months, Hertzman says.
The children who show up for school with a language deficit will struggle to keep up and fit in, Hertzman says. The concern is to close the gap or face a generation of educational and life-skill failures. Another important early intervention involves teaching good social skills such as sharing and empathy. The window there is from age three to five, Hertzman says.
“All of the quality environments in early life are play based,” Hertzman says. “Whether it’s peer-group play or individual play, there are opportunities to develop sensory pathways, vision, hearing.”
Hertzman has a warning for parents: Guard against trying to create the perfect environment for child development in a way that causes you stress, because that can breed stress in children, which is precisely the opposite thing needed in a young, forming brain.
Each child expresses a unique temperament and learning sensibility very early, so trying to cram them into the same “developmental experience” is a mistake, Hertzman says.
“You should not be upset if a child is slow in hitting developmental milestones, or putting extra pressure for development on the kid,” he says. “It’s just as good if one child wants to sit in the corner and look at picture books, and another child wants to put a cardboard box on their head, yell into it and play with the sounds. Those are both aptitudes.”
http://www.theprovince.com/life/life+about+first+five+years/3688534/story.html
18.10.10
Success begins the moment nurturing and brain development begins
I've spent more than 40 years in higher education, including 14 as the president of Northern Arizona University. I've been fortunate to see directly how much the chance to succeed and achieve means to young people and to their families. While it's common to believe that the path to achievement begins when schooling begins, brain science and parenthood tell a different story. Early in my career, I had a chance to work directly with Head Start, a federally funded program available to only a few children from low-income families but with many of the components as envisioned by the leaders of First Things First.
I have learned that success begins the moment nurturing and brain development begins. By helping to ensure quality childhood experiences from birth through age 5, First Things First has put hundreds of thousands of children from all over Arizona on the path to success. I believed in this program when it was proposed in 2006 -- when it was created by voters who agreed to invest approximately $150 million a year in increased tobacco tax revenue to make the program possible -- and I believe in it today.
DR. EUGENE M. HUGHES
President Emeritus
Northern Arizona University
http://www.azdailysun.com/news/opinion/mailbag/article_cbb82d4e-efd1-5c8d-a551-e7abcfffcd6c.html
I have learned that success begins the moment nurturing and brain development begins. By helping to ensure quality childhood experiences from birth through age 5, First Things First has put hundreds of thousands of children from all over Arizona on the path to success. I believed in this program when it was proposed in 2006 -- when it was created by voters who agreed to invest approximately $150 million a year in increased tobacco tax revenue to make the program possible -- and I believe in it today.
DR. EUGENE M. HUGHES
President Emeritus
Northern Arizona University
http://www.azdailysun.com/news/opinion/mailbag/article_cbb82d4e-efd1-5c8d-a551-e7abcfffcd6c.html
Overhearing a language during childhood
Abstract
Despite its significance for understanding of language acquisition, the role of childhood language experience has been examined only in linguistic deprivation studies focusing on what cannot be learned readily beyond childhood. This study focused instead on longterm effects of what can be learned best during childhood. Our findings revealed that adults learning a language speak with a more nativelike accent if they overheard the language regularly during childhood than if they did not. These findings have important implications for understanding of language learning mechanisms and heritage-language acquisition.
http://learnalanguageortwo.blogspot.com/2010/10/overhearing-language-during-childhood.html
Despite its significance for understanding of language acquisition, the role of childhood language experience has been examined only in linguistic deprivation studies focusing on what cannot be learned readily beyond childhood. This study focused instead on longterm effects of what can be learned best during childhood. Our findings revealed that adults learning a language speak with a more nativelike accent if they overheard the language regularly during childhood than if they did not. These findings have important implications for understanding of language learning mechanisms and heritage-language acquisition.
http://learnalanguageortwo.blogspot.com/2010/10/overhearing-language-during-childhood.html
10.10.10
Early education key to success
By ROBERT LEE LONG
Community Editor
Published: Saturday, October 9, 2010 1:01 AM CDT
HERNANDO — Higher education begins in a kindergarten classroom.
Dr. Hank Bounds, Commissioner of Higher Education, said the only way the scores of college students will improve is if they learn their ABC's in kindergarten.
Bounds told the lunchtime crowd at the Hernando Main Street Chamber of Commerce Quarterly Membership Luncheon the key to a successful academic career begins early.
http://www.desototimes.com/articles/2010/10/09/news/doc4cafc588a365b083824617.txt
Sams remarks: Le Beaumont research pinpoints on a critical period in language acquisition in the first 8 months after birth. Beaumont Gifted Babies program engages babies as early as after the 1st month in games and activities. Brain thrives upon stimulation.
Community Editor
Published: Saturday, October 9, 2010 1:01 AM CDT
HERNANDO — Higher education begins in a kindergarten classroom.
Dr. Hank Bounds, Commissioner of Higher Education, said the only way the scores of college students will improve is if they learn their ABC's in kindergarten.
Bounds told the lunchtime crowd at the Hernando Main Street Chamber of Commerce Quarterly Membership Luncheon the key to a successful academic career begins early.
http://www.desototimes.com/articles/2010/10/09/news/doc4cafc588a365b083824617.txt
Sams remarks: Le Beaumont research pinpoints on a critical period in language acquisition in the first 8 months after birth. Beaumont Gifted Babies program engages babies as early as after the 1st month in games and activities. Brain thrives upon stimulation.
Species learn from species
Le Beaumont's research shows that "species learn from species", songbirds from songbirds, humans from humans, not from machines like radio or DVDs.
New findings in US suggest that at birth, young children are prepared to learn from so-called social agents--other members in a group or society. Findings also suggest the "social brain" enhances and constrains social learning over a person's lifetime. But, beyond learning social skills, can social interaction be used to acquire specific types of learning?
In this National Science Foundation (NSF) Distinguished Lecture, Patricia Kuhl, director of NSF's LIFE Science of Learning Center, says yes. Kuhl discusses how studies of language acquisition through live social interaction led to the theoretical formulation that social interaction acts as a "gate" that triggers other types of learning. October 8, 2010
http://www.nsf.gov/news/news_summ.jsp?cntn_id=117853
New findings in US suggest that at birth, young children are prepared to learn from so-called social agents--other members in a group or society. Findings also suggest the "social brain" enhances and constrains social learning over a person's lifetime. But, beyond learning social skills, can social interaction be used to acquire specific types of learning?
In this National Science Foundation (NSF) Distinguished Lecture, Patricia Kuhl, director of NSF's LIFE Science of Learning Center, says yes. Kuhl discusses how studies of language acquisition through live social interaction led to the theoretical formulation that social interaction acts as a "gate" that triggers other types of learning. October 8, 2010
http://www.nsf.gov/news/news_summ.jsp?cntn_id=117853
8.10.10
Cutting-edge brain and language development program
If you tell your friends that babies can pick up languages hundred times easier and faster than you or me, and that your 2-year old baby can speak 5 languages after coming to Le Beaumont since the 3rd month after birth, you friend will say, “You are crazy! How can that be possible?”
Proven success
Without the 10,000 hours of R & D, and over a thousand successful cases over the past 6 years, we wouldn’t be so sure. It is now a proven fact that babies can pick up as many languages as they are exposed to. Le Beaumont's findings concur with the findings of the Brain and Language Development Centre at the Oregon University. http://www.youtube.com/watch?v=rMOHtSkSPfA
Brain and languages thrive upon stimulation
The Gifted Babies is a cutting-edge brain and language development program. It is based on massive research and 1st hand experience. The program is implemented by a team of highly committed and professionally trained playgroup teachers. Neglect and deprivation of stimulation lead to retarded brain development and language impairment. Treatment is painfully slow and costly.
Gifted Babies Program
Enroll your baby in the Gifted Babies Program on the days you and your spouse are away at work. The Standard Program costs only $2200 for babies below 1 year (40 mins sessions) and $3300 for children over 1 year (60 mins sessions). Babies in Standard Program come 3 times a week for 3 languages. Many parents prefer the Elite Program of 5 visits per week for 5 languages for $3600 and $5500 for babies below and over 1 year. Investment in the initial years will yield lifelong investment return. Your baby will be able to speak English, Putonghua, and all other languages like a native speaker.
Admiralty 2866 2028; Causeway Bay 2881 7810; TST 2376 1808
Parents are the best mentors
There is no need to come to the centre when you are at home with your baby during weekends. You are your child's best mentor. Bring him along wherever you go.
Proven success
Without the 10,000 hours of R & D, and over a thousand successful cases over the past 6 years, we wouldn’t be so sure. It is now a proven fact that babies can pick up as many languages as they are exposed to. Le Beaumont's findings concur with the findings of the Brain and Language Development Centre at the Oregon University. http://www.youtube.com/watch?v=rMOHtSkSPfA
Brain and languages thrive upon stimulation
The Gifted Babies is a cutting-edge brain and language development program. It is based on massive research and 1st hand experience. The program is implemented by a team of highly committed and professionally trained playgroup teachers. Neglect and deprivation of stimulation lead to retarded brain development and language impairment. Treatment is painfully slow and costly.
Gifted Babies Program
Enroll your baby in the Gifted Babies Program on the days you and your spouse are away at work. The Standard Program costs only $2200 for babies below 1 year (40 mins sessions) and $3300 for children over 1 year (60 mins sessions). Babies in Standard Program come 3 times a week for 3 languages. Many parents prefer the Elite Program of 5 visits per week for 5 languages for $3600 and $5500 for babies below and over 1 year. Investment in the initial years will yield lifelong investment return. Your baby will be able to speak English, Putonghua, and all other languages like a native speaker.
Admiralty 2866 2028; Causeway Bay 2881 7810; TST 2376 1808
Parents are the best mentors
There is no need to come to the centre when you are at home with your baby during weekends. You are your child's best mentor. Bring him along wherever you go.
3.10.10
Quality early childhood education crucial
The key to high-quality early childhood education is to have a supportive, research-based curriculum that promotes literacy and brain development.
A high-quality program ensures responsive and supportive teaching strategies in the classroom, which encourages a child's social and cognitive development.
Great programs also include ongoing professional development for teachers, and they measure outcomes to make sure children are prepared to start school.
http://www.mysanantonio.com/opinion/quality_early_childhood_education_crucial_101672843.html
A high-quality program ensures responsive and supportive teaching strategies in the classroom, which encourages a child's social and cognitive development.
Great programs also include ongoing professional development for teachers, and they measure outcomes to make sure children are prepared to start school.
http://www.mysanantonio.com/opinion/quality_early_childhood_education_crucial_101672843.html
Autism - egg or chicken
Autism is on sharp rise in affluent societies. Current thinking is that it is due to genetic problems. Questions are now being asked "Which is the egg? Which is the chicken?"
Research in Le Beaumont Language Centre points to the direction that the genetic disorder might be due to development problems caused by acute deprivation of the brain in the early developmental years.
The late Dr. Greenspan has developed a treatment called "floortime", which is very close to our playgroup that is designed to engage young children in play. There is a lot for us to learn from the games and activities designed to stimulate the brain. If these games work well for handicapped children, they would work even better for normal babies.
Redefining Autism - A conference will be held from Nov 5-7, 2010,in Washington DC .For more details and some interesting articles, please click the following link. http://mail.google.com/a/beaumont.hk/?tab=3m#inbox/12b689de68472ce8 You can also Google "floortime" to learn how to play with your child at home.
Research in Le Beaumont Language Centre points to the direction that the genetic disorder might be due to development problems caused by acute deprivation of the brain in the early developmental years.
The late Dr. Greenspan has developed a treatment called "floortime", which is very close to our playgroup that is designed to engage young children in play. There is a lot for us to learn from the games and activities designed to stimulate the brain. If these games work well for handicapped children, they would work even better for normal babies.
Redefining Autism - A conference will be held from Nov 5-7, 2010,in Washington DC .For more details and some interesting articles, please click the following link. http://mail.google.com/a/beaumont.hk/?tab=3m#inbox/12b689de68472ce8 You can also Google "floortime" to learn how to play with your child at home.
1.10.10
『培育資優兒』家長講座系列之一：研究創值
香港社會，中西文化匯聚，資訊發達，人才鼎盛。語言是我們的一大優勢。隨著經濟的全球化，兩文三語，已不足應用。打入高端的日本市場，需要日語，中、南美洲的市場，需要西班牙語，打入中東市場，需要法語，歐洲市場，需要德語。
學習語言最重要的關鍵是『辨音』和『發音』，原來這取決於嬰幼期語言的接觸。嬰兒期對語音特別敏感，學習外語，手到拿來，毫不費力，而且發音標準，地道，不帶半點鄉音。在東山長大的孩子，到兩歲能說標準的英語、普通話，發音比家長和主流學校的英語老師還要準確。
『沒有研究、調查，就沒有發言權。』培育資優兒，把握最新的研究發現，是最重要的先決條件。社會上的育兒資訊，或來自老人家的經驗，或從報章雜誌，道聽途說，以訛傳訛，缺乏根據。多數人生活在過時的資訊、過時的經驗。嬰兒出生時都有成為語言天才的條件，可以說十多二十種外語。但由於成長環境所限，百份之九十九的語言天才，潛力沒有機會發揮，長大成為凡人。
東山語言中心創於2004年，起步點高，實力雄厚，對嬰幼早教，充滿熱誠。六年來，追蹤全球大學對嬰兒腦部發育及語言發展的關係，加入香港作為國際社會在多語的優勢，和創辦人學習十國語言及對語言研究的熱誠，及得國際級語言專家的幫助，把最新的知識，應用於中心的嬰幼課程，進行分析、研究、引證，在多方面獲得重大的突破，在國際上取得領先的地位。
東山『資優兒培訓計劃』，把握嬰幼兒早年發育的『生理時鐘』，提供豐富語言環境及人際溝通，刺激腦部發育，全面發展語言、性格和智商的發展，深受家長歡迎。早期學生，非富則貴，由於家長對資訊比較敏感，了解多語能力對日後事業的重要性。其後中心把課程普及化，基本課程，每月學費只需3000元，吸引了大批雙收入中產家庭的孩子。
早期愉快成長經驗，培養開朗性格，培育積極、主動的學習態度，建立對語言的愛好，促進腦部發育。東山資優兒，外語能力出眾，幼稚園面試，成績驕人，小學考入名校後，仍名列前茅。
東山重視教育質素，六年來，培育大批尖子，接受了三十多家電視、電台、報章、雜誌的訪問，成為無城中名牌。www.beaumont.edu.hk
附錄：東山的應用研究，印證了多間著名大學的最新研究：
美國北卡羅連納州大學，選了111名嬰兒(最幼的只有六個星期)，由1972到2007年，用35年時間，追蹤研究早期語言訓練對日後成長、學業及事業的影響。發現早期語言訓練，提升資商，改善學業及事業。http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
美國俄立崗州大學，對嬰幼腦部發育及語言學習的研究發現，語言學習，愈早開始愈好，種類愈多愈妙，不會引起混淆，會提升孩子的語言能力。http://changingbrains.org/
美國華盛頓州大學 Patricia Kuhl教授，曾任克林頓總統顧問。大學於2010年5月購置了一套最新式掃描設備，研究腦部發育及語言學習的關係。http://ilabs.washington.edu/
美國National Scientific Council on the Developing Child『國家嬰幼發育科研委員會』集全國精英科學家，以哈佛大學為基地，推動嬰幼發育期的研究。發現嬰幼早期成長環境，影響腦部思維架構的建立，影響遺傳因子組成部份的開關，影響一生。http://developingchild.harvard.edu/initiatives/council/
學習語言最重要的關鍵是『辨音』和『發音』，原來這取決於嬰幼期語言的接觸。嬰兒期對語音特別敏感，學習外語，手到拿來，毫不費力，而且發音標準，地道，不帶半點鄉音。在東山長大的孩子，到兩歲能說標準的英語、普通話，發音比家長和主流學校的英語老師還要準確。
『沒有研究、調查，就沒有發言權。』培育資優兒，把握最新的研究發現，是最重要的先決條件。社會上的育兒資訊，或來自老人家的經驗，或從報章雜誌，道聽途說，以訛傳訛，缺乏根據。多數人生活在過時的資訊、過時的經驗。嬰兒出生時都有成為語言天才的條件，可以說十多二十種外語。但由於成長環境所限，百份之九十九的語言天才，潛力沒有機會發揮，長大成為凡人。
東山語言中心創於2004年，起步點高，實力雄厚，對嬰幼早教，充滿熱誠。六年來，追蹤全球大學對嬰兒腦部發育及語言發展的關係，加入香港作為國際社會在多語的優勢，和創辦人學習十國語言及對語言研究的熱誠，及得國際級語言專家的幫助，把最新的知識，應用於中心的嬰幼課程，進行分析、研究、引證，在多方面獲得重大的突破，在國際上取得領先的地位。
東山『資優兒培訓計劃』，把握嬰幼兒早年發育的『生理時鐘』，提供豐富語言環境及人際溝通，刺激腦部發育，全面發展語言、性格和智商的發展，深受家長歡迎。早期學生，非富則貴，由於家長對資訊比較敏感，了解多語能力對日後事業的重要性。其後中心把課程普及化，基本課程，每月學費只需3000元，吸引了大批雙收入中產家庭的孩子。
早期愉快成長經驗，培養開朗性格，培育積極、主動的學習態度，建立對語言的愛好，促進腦部發育。東山資優兒，外語能力出眾，幼稚園面試，成績驕人，小學考入名校後，仍名列前茅。
東山重視教育質素，六年來，培育大批尖子，接受了三十多家電視、電台、報章、雜誌的訪問，成為無城中名牌。www.beaumont.edu.hk
附錄：東山的應用研究，印證了多間著名大學的最新研究：
美國北卡羅連納州大學，選了111名嬰兒(最幼的只有六個星期)，由1972到2007年，用35年時間，追蹤研究早期語言訓練對日後成長、學業及事業的影響。發現早期語言訓練，提升資商，改善學業及事業。http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
美國俄立崗州大學，對嬰幼腦部發育及語言學習的研究發現，語言學習，愈早開始愈好，種類愈多愈妙，不會引起混淆，會提升孩子的語言能力。http://changingbrains.org/
美國華盛頓州大學 Patricia Kuhl教授，曾任克林頓總統顧問。大學於2010年5月購置了一套最新式掃描設備，研究腦部發育及語言學習的關係。http://ilabs.washington.edu/
美國National Scientific Council on the Developing Child『國家嬰幼發育科研委員會』集全國精英科學家，以哈佛大學為基地，推動嬰幼發育期的研究。發現嬰幼早期成長環境，影響腦部思維架構的建立，影響遺傳因子組成部份的開關，影響一生。http://developingchild.harvard.edu/initiatives/council/
『培育資優兒』家長講座系列之二：天才之謎
天才來自遺傳因子還是後天的培養？我們能否培育、及如何培育資優兒？
『天才』是一個籠統的概念，缺乏一個明確的定義。但從智商測試的擬題去看，對於圖像的辨認和排列，語言及數學的測試，無一不與後天的經歷有關。
蘇格蘭有一所音樂學院，吸收了來自英國各地音樂天份特別高的學生，進行培訓。BBC(英國海外廣播公司)電視台節目主持人，對這批天才學生家長的背景，進行一項調查，發覺家長多來自中產家庭，職業分佈很廣，但很少家長在音樂上有過人之處，孩子的天份，似乎和遺傳因子扯不上關系。但記者卻發現，這批學生，對音樂興趣特別濃厚，和音樂接觸的時間，差不多是同齡孩子的一百倍。
2000年暑假，我在香港大學聘請了一批會考狀元，嘗試建立一個會考網。他們的家庭背景，和一般學生分別不大，看不到遺傳因子的影響。其中一位姓羅的同學，會考十優，大學入學試七優(一般考生，只考三科)，是數學天才。
『你父親做什麼工作？』
『他是一間津貼學校的校工。』
『母親呢？』
『她沒有上過學，是家庭主婦。』
『為什麼你的數學這麼利害？』
『我自幼喜歡數學。』
『從什麼時候開始？』
『大概歲半。』
『什麼啟發你對數學的興趣？』
『母親剛教我認1,2,3,4的數目字，我發覺電視上有些數字不停地在變，自此以後，我對數字的興趣特別濃厚。』
『電視上不斷變動的數字是什麼？』
『後來我才知道，是股市的恆生指數。』
我們不排除遺傳因素的影響，但後天的成長環境，卻起著決定性的因素。孩子如能對某方面的事物產生濃厚興趣，樂此不疲，人家還未起步，已建立了龐大的資料庫。【興趣、注意、觀察、分析、理解、成就感、加強興趣、注意、觀察、、、】，引發了一個良性循環，造就了過人的成就。我們把這理論應用於『資優兒培訓計劃』，效果非常接近。
天才主要來自成長環境對孩子的啟發和培育。在過去六年，東山在香港培育了一大批尖子。他們對語音特別敏感，對語言特別感興趣，學外語比人家快、比人家好，並且性格開朗，喜歡主動學習，特別聰明，幼稚園入學面試佔盡優勢，入了名牌小學，對學習及語言的興趣不減，仍然名列前茅。
『天才』是一個籠統的概念，缺乏一個明確的定義。但從智商測試的擬題去看，對於圖像的辨認和排列，語言及數學的測試，無一不與後天的經歷有關。
蘇格蘭有一所音樂學院，吸收了來自英國各地音樂天份特別高的學生，進行培訓。BBC(英國海外廣播公司)電視台節目主持人，對這批天才學生家長的背景，進行一項調查，發覺家長多來自中產家庭，職業分佈很廣，但很少家長在音樂上有過人之處，孩子的天份，似乎和遺傳因子扯不上關系。但記者卻發現，這批學生，對音樂興趣特別濃厚，和音樂接觸的時間，差不多是同齡孩子的一百倍。
2000年暑假，我在香港大學聘請了一批會考狀元，嘗試建立一個會考網。他們的家庭背景，和一般學生分別不大，看不到遺傳因子的影響。其中一位姓羅的同學，會考十優，大學入學試七優(一般考生，只考三科)，是數學天才。
『你父親做什麼工作？』
『他是一間津貼學校的校工。』
『母親呢？』
『她沒有上過學，是家庭主婦。』
『為什麼你的數學這麼利害？』
『我自幼喜歡數學。』
『從什麼時候開始？』
『大概歲半。』
『什麼啟發你對數學的興趣？』
『母親剛教我認1,2,3,4的數目字，我發覺電視上有些數字不停地在變，自此以後，我對數字的興趣特別濃厚。』
『電視上不斷變動的數字是什麼？』
『後來我才知道，是股市的恆生指數。』
我們不排除遺傳因素的影響，但後天的成長環境，卻起著決定性的因素。孩子如能對某方面的事物產生濃厚興趣，樂此不疲，人家還未起步，已建立了龐大的資料庫。【興趣、注意、觀察、分析、理解、成就感、加強興趣、注意、觀察、、、】，引發了一個良性循環，造就了過人的成就。我們把這理論應用於『資優兒培訓計劃』，效果非常接近。
天才主要來自成長環境對孩子的啟發和培育。在過去六年，東山在香港培育了一大批尖子。他們對語音特別敏感，對語言特別感興趣，學外語比人家快、比人家好，並且性格開朗，喜歡主動學習，特別聰明，幼稚園入學面試佔盡優勢，入了名牌小學，對學習及語言的興趣不減，仍然名列前茅。
『培育資優兒』家長講座系列之三：語言的奧秘
『語言』是什麼？
語言是聲音的組合，通過腦裡『辨音系統』，傳情達意，互相溝通。
人類四百萬年進化過程，全憑口語溝通，文字到最後一萬年才出現。
『辨音系統』是什麼？是一套軟件，把音波進行分析、解碼，理出意思。
『辨音系統』如何建立？嬰兒需要大量語音刺激，進行儲存、整理，分析。
『辨音系統』何時建立？系統主要在出生後首八個月建立。
『辨音系統』如何運作？系統只能辨認系統內已輸入的語音。
『辨音系統』如何處理未能辨認的語音？
腦部會自動將脈衝轉接到系統裡最接近的語音，聽到的變成系統裡的聲音，模仿時會發出系統裡的語音。
腦部這種把外語語音變成母語語音的扭曲現象，形成『帶鄉音的外語發音assent』，難以擺脫。
『帶鄉音的外語發音assent』如何避免？
只能在嬰幼期建立『辨音系統』時入手，讓孩子盡早接觸想要學的外語，輸入『辨音系統』。
外語已輸入『辨音系統，就可以說一口標準的外語，而不會出現發音被扭曲的現象。
美國俄立崗州大學研究指出，學習外語，愈早開始愈好，接觸的外語愈多愈妙。
『資優兒培訓計劃』，讓嬰兒自幼便接觸英、法、西、日、普通話等五國語言，
『辨音系統』遠比單語孩子優勝。長大後外語字正腔圓，完全沒有鄉音。
孩子為什麼要學這麼多外語？
有機會接觸多語，可以培養孩子對語言的興趣，求學時，語文科將成為強項。
到孩子長大時，經濟將進一步走向全球化，多語能力，畢生受用，佔盡優勢。
『語言障礙』如何產生？
嬰兒如嚴重缺乏語音刺激，『辨音系統』沒法建立，無法解碼，無法用語言進行溝通，成為語言障礙。
『語言障礙』能否醫治？
可以作有限度善，但非常昂貴，效果欠佳。
預防遠勝治療。重視嬰幼期語言環境，多和孩子聊天，多和其他人相處，多參加遊戲組。
Species learn from species. 華盛頓州大學研究顯示，嬰兒無法從影碟等機械裝置學習語言。
語言是聲音的組合，通過腦裡『辨音系統』，傳情達意，互相溝通。
人類四百萬年進化過程，全憑口語溝通，文字到最後一萬年才出現。
『辨音系統』是什麼？是一套軟件，把音波進行分析、解碼，理出意思。
『辨音系統』如何建立？嬰兒需要大量語音刺激，進行儲存、整理，分析。
『辨音系統』何時建立？系統主要在出生後首八個月建立。
『辨音系統』如何運作？系統只能辨認系統內已輸入的語音。
『辨音系統』如何處理未能辨認的語音？
腦部會自動將脈衝轉接到系統裡最接近的語音，聽到的變成系統裡的聲音，模仿時會發出系統裡的語音。
腦部這種把外語語音變成母語語音的扭曲現象，形成『帶鄉音的外語發音assent』，難以擺脫。
『帶鄉音的外語發音assent』如何避免？
只能在嬰幼期建立『辨音系統』時入手，讓孩子盡早接觸想要學的外語，輸入『辨音系統』。
外語已輸入『辨音系統，就可以說一口標準的外語，而不會出現發音被扭曲的現象。
美國俄立崗州大學研究指出，學習外語，愈早開始愈好，接觸的外語愈多愈妙。
『資優兒培訓計劃』，讓嬰兒自幼便接觸英、法、西、日、普通話等五國語言，
『辨音系統』遠比單語孩子優勝。長大後外語字正腔圓，完全沒有鄉音。
孩子為什麼要學這麼多外語？
有機會接觸多語，可以培養孩子對語言的興趣，求學時，語文科將成為強項。
到孩子長大時，經濟將進一步走向全球化，多語能力，畢生受用，佔盡優勢。
『語言障礙』如何產生？
嬰兒如嚴重缺乏語音刺激，『辨音系統』沒法建立，無法解碼，無法用語言進行溝通，成為語言障礙。
『語言障礙』能否醫治？
可以作有限度善，但非常昂貴，效果欠佳。
預防遠勝治療。重視嬰幼期語言環境，多和孩子聊天，多和其他人相處，多參加遊戲組。
Species learn from species. 華盛頓州大學研究顯示，嬰兒無法從影碟等機械裝置學習語言。
『培育資優兒』家長講座系列之四：把握生理時鐘
『生理時鐘』和語言學習有微妙的關系。要學好外語，應從兩、三個月開始；要發揮語言天份，應接觸多種語言。東山語言中心，經六年長期研究及觀察，發現嬰兒首年成長環境，對語言發展，至為重要。
『生理時鐘』真的存在嗎？孩子什麼時候可以翻身，什麼時候出第一隻門牙，什麼時候能坐、能站立，能走路，什麼時候開聲，都受傳因子的『生理時鐘』控制。語言學習，並不例外。
語言細胞神經末稍，出生後出現爆炸性增長，八個月到達巔峰。由第九個月開始，剩餘的神經末稍，大幅被淘汰，學習新語音的能力，隨年齡而急劇下降。
首八個月的語言環境，決定孩子建立怎樣的『辨音系統』。單語環境，培養單語孩子；雙語家庭，培育雙語孩子。東山『資優兒培訓計劃』，培育三語或五語孩子。孩子接觸的語言種類愈多，對語言愈敏感、對學習愈有興趣，人愈聰明。
研究顯示，高收入、高教育家庭的孩子，由於父母長時間工作，很少時間和孩子嬉戲、談心，很少外出。孩子往往在嚴重缺乏和人溝通、缺乏語言刺激的環境下長大，語障情況普遍。2010年1月4日BBC報導，英國每六名孩子，便有一人有不同程度的語障。香港經濟繁榮，教育普及，男女平等，孩子的語障情況，和英國接近。
父母如雙雙有自已的事業，在上班的日子，必須為孩子安排每天的活動，確保孩子可以每天有機會外出，和人接觸；有豐富的語言環境，刺激腦細胞的連線，建立辨音系統，和龐大的語音資料庫。孩子如參加『資優兒培訓計劃』，更可同時學習多國語言，培養開朗性格，提升智商。語言障礙，預防勝於治療。治療費用昂貴，成效有限。
『生理時鐘』真的存在嗎？孩子什麼時候可以翻身，什麼時候出第一隻門牙，什麼時候能坐、能站立，能走路，什麼時候開聲，都受傳因子的『生理時鐘』控制。語言學習，並不例外。
語言細胞神經末稍，出生後出現爆炸性增長，八個月到達巔峰。由第九個月開始，剩餘的神經末稍，大幅被淘汰，學習新語音的能力，隨年齡而急劇下降。
首八個月的語言環境，決定孩子建立怎樣的『辨音系統』。單語環境，培養單語孩子；雙語家庭，培育雙語孩子。東山『資優兒培訓計劃』，培育三語或五語孩子。孩子接觸的語言種類愈多，對語言愈敏感、對學習愈有興趣，人愈聰明。
研究顯示，高收入、高教育家庭的孩子，由於父母長時間工作，很少時間和孩子嬉戲、談心，很少外出。孩子往往在嚴重缺乏和人溝通、缺乏語言刺激的環境下長大，語障情況普遍。2010年1月4日BBC報導，英國每六名孩子，便有一人有不同程度的語障。香港經濟繁榮，教育普及，男女平等，孩子的語障情況，和英國接近。
父母如雙雙有自已的事業，在上班的日子，必須為孩子安排每天的活動，確保孩子可以每天有機會外出，和人接觸；有豐富的語言環境，刺激腦細胞的連線，建立辨音系統，和龐大的語音資料庫。孩子如參加『資優兒培訓計劃』，更可同時學習多國語言，培養開朗性格，提升智商。語言障礙，預防勝於治療。治療費用昂貴，成效有限。
The Critical Period Hypothesis
miércoles 22 de septiembre de 2010
The Critical Period Hypothesis
1. The meaning of CPH is...
2. She [Genie] was a very communicative person. But, despite trying, she never mastered the rules of grammar, never could use the little pieces — the word endings, for instance. She had a clear semantic ability but could not learn syntax.
3. Feral Children and the Critical Period
Although the critical period hypothesis was hotly debated for some years, there is now compelling evidence — including the evidence from feral, confined and isolated children — that, unless they are exposed to language in the early years of life, humans lose much of their innate ability to learn a language, and especially its grammatical system. http://sladolly.blogspot.com/2010/09/critical-period-hypothesis.html
張貼者： Sam 於 上午2:28
The Critical Period Hypothesis
1. The meaning of CPH is...
2. She [Genie] was a very communicative person. But, despite trying, she never mastered the rules of grammar, never could use the little pieces — the word endings, for instance. She had a clear semantic ability but could not learn syntax.
3. Feral Children and the Critical Period
Although the critical period hypothesis was hotly debated for some years, there is now compelling evidence — including the evidence from feral, confined and isolated children — that, unless they are exposed to language in the early years of life, humans lose much of their innate ability to learn a language, and especially its grammatical system. http://sladolly.blogspot.com/2010/09/critical-period-hypothesis.html
張貼者： Sam 於 上午2:28
26.8.10
The Importance of Oral Language Skills
The Importance of Oral Language Skills
When parents think about literacy, they most often think about the importance of written language, letter recognition, and reading. But an equally critical foundation of good communication is oral language, helping children learn to use words to talk as well as to listen. In fact, historically, the role of stories and folklore in transmitting traditions and culture were paramount.
Today, in our electronic world, we tend to overlook the important role of oral language skills in promoting reading and broader cognitive development. In fact, promoting oral language was another area of focus by the National Institute for Literacy in their series on how to promote early language development.
In a recent booklet by the National Institute for Literacy, oral language is called the “engine” of learning and thinking, as the importance of oral language skills is linked to later literacy achievement in reading, writing, and spelling.
As infants, children use sounds and gestures to express their needs, and the responsiveness of caring adults to these early efforts to communicate play a critical role in brain development. As children grow and begin to use simple sentences and express their likes, dislikes, and curiosity, they are able to learn about the world around them and their environment. And with a growing vocabulary and oral mastery, preschool children more fully express their ideas and abstract concepts through stories and make believe.
What are some things that parents and teachers in early childhood education programs can do to promote oral language development?
As the National Institute for Literacy points out, one of the keys is through shared conversations and book reading—but not just reading a book from cover to cover, but taking the time to ask questions such as, “what do you think will happen next,” or “what do you think this character is feeling now.” Asking questions, providing explanations, discussing feelings—all of this things enrich the language experience for children and help to foster broader skill development.
Equally important is making sure that as adults we talk with children, not to them. Asking open-ended questions, using a varied vocabulary, and taking advantage of routine activities such as driving in the car, shopping in the market, or making dinner to talk with children about the activity or asking them about what they did during the day—these all require relatively little effort but have a big payoff in terms of your child’s language development. Children enjoy talking about things that are familiar to them, but they also can have rich imaginations and turn everyday events into fanciful journeys to unknown worlds that live only inside your child’s creative mind.
Parents today are often stretched, trying to balance the hectic demands of work, parenting, community involvement, friends, and other family members such as aging parents. In that context it is easy to feel as if there is isn’t enough time to do it all. The wonderful thing about oral language development is that you can engage your child anytime and anywhere.
So turn off your mental to-do list and use your time together to communicate, really communicate with your child. There is no doubt that your child will benefit immensely, and you will also learn a great deal about the world from the eyes of a child. And there is probably nothing more wondrous and rewarding than that.
http://education-blog.kindercare.com/2010/08/the-importance-of-oral-language-skills/
When parents think about literacy, they most often think about the importance of written language, letter recognition, and reading. But an equally critical foundation of good communication is oral language, helping children learn to use words to talk as well as to listen. In fact, historically, the role of stories and folklore in transmitting traditions and culture were paramount.
Today, in our electronic world, we tend to overlook the important role of oral language skills in promoting reading and broader cognitive development. In fact, promoting oral language was another area of focus by the National Institute for Literacy in their series on how to promote early language development.
In a recent booklet by the National Institute for Literacy, oral language is called the “engine” of learning and thinking, as the importance of oral language skills is linked to later literacy achievement in reading, writing, and spelling.
As infants, children use sounds and gestures to express their needs, and the responsiveness of caring adults to these early efforts to communicate play a critical role in brain development. As children grow and begin to use simple sentences and express their likes, dislikes, and curiosity, they are able to learn about the world around them and their environment. And with a growing vocabulary and oral mastery, preschool children more fully express their ideas and abstract concepts through stories and make believe.
What are some things that parents and teachers in early childhood education programs can do to promote oral language development?
As the National Institute for Literacy points out, one of the keys is through shared conversations and book reading—but not just reading a book from cover to cover, but taking the time to ask questions such as, “what do you think will happen next,” or “what do you think this character is feeling now.” Asking questions, providing explanations, discussing feelings—all of this things enrich the language experience for children and help to foster broader skill development.
Equally important is making sure that as adults we talk with children, not to them. Asking open-ended questions, using a varied vocabulary, and taking advantage of routine activities such as driving in the car, shopping in the market, or making dinner to talk with children about the activity or asking them about what they did during the day—these all require relatively little effort but have a big payoff in terms of your child’s language development. Children enjoy talking about things that are familiar to them, but they also can have rich imaginations and turn everyday events into fanciful journeys to unknown worlds that live only inside your child’s creative mind.
Parents today are often stretched, trying to balance the hectic demands of work, parenting, community involvement, friends, and other family members such as aging parents. In that context it is easy to feel as if there is isn’t enough time to do it all. The wonderful thing about oral language development is that you can engage your child anytime and anywhere.
So turn off your mental to-do list and use your time together to communicate, really communicate with your child. There is no doubt that your child will benefit immensely, and you will also learn a great deal about the world from the eyes of a child. And there is probably nothing more wondrous and rewarding than that.
http://education-blog.kindercare.com/2010/08/the-importance-of-oral-language-skills/
Quality early learning matters
The College Completion Agenda 2010 Progress Report states that the United States now ranks 12th, dropping from No. 1, out of the 36 developed nations of the world in terms of college completion.
Their number-one recommendation to begin to remedy this is to “provide a program of voluntary preschool education, universally available to children from low-income families such that all children at or below 200 percent of the official poverty line have a chance to enter school ready to learn.”
The Society for Human Resource Management recently reminded us “today’s infants and toddlers are tomorrow’s business leaders, entrepreneurs, scientists, engineers, health care workers, and other professionals.” They call for high-quality early learning as a way to help ensure that we build the workforce we need to keep America competitive.
If we are to avoid the continuing decline in our democracy, we need increased attention to, and investment in, quality early learning.
Jim Caccamo of Kansas City is the director of the Department of Early Learning at the Mid-America Regional Council.
Posted on Sun, Aug. 22, 2010 10:15 PM
http://www.kansascity.com/2010/08/22/2167006/quality-early-learning-matters.html
Their number-one recommendation to begin to remedy this is to “provide a program of voluntary preschool education, universally available to children from low-income families such that all children at or below 200 percent of the official poverty line have a chance to enter school ready to learn.”
The Society for Human Resource Management recently reminded us “today’s infants and toddlers are tomorrow’s business leaders, entrepreneurs, scientists, engineers, health care workers, and other professionals.” They call for high-quality early learning as a way to help ensure that we build the workforce we need to keep America competitive.
If we are to avoid the continuing decline in our democracy, we need increased attention to, and investment in, quality early learning.
Jim Caccamo of Kansas City is the director of the Department of Early Learning at the Mid-America Regional Council.
Posted on Sun, Aug. 22, 2010 10:15 PM
http://www.kansascity.com/2010/08/22/2167006/quality-early-learning-matters.html
‘Baby talk‘ may play key role in language acquisition
‘Baby talk‘ may play key role in language acquisition
By New York Times News Service
Tuesday, 24 Aug 2010
Experience, gender and personality appear to influence the ”baby talk” parents use when interacting with their infants, say Japanese researchers.
Baby talk is found across languages and cultures, but the brain mechanisms that underlie it are not known.
Reiko Mazuka, Yoshi-Taka Matsuda and colleagues at the Riken Brain Science Institute in Tokyo used functional MRI to assess brain activity in 35 first-time parents whose infants hadn‘t started to speak (preverbal) and compared them to 30 men and women without any parenting experience. The study also included 16 mothers with toddlers who spoke two-word utterances and 18 mothers with children in elementary school.
The participants‘ brain activity was monitored while they listened to recorded baby talk, which triggers brain activation patterns similar to those that occur when someone speaks baby talk, also called infant-directed speech (IDS).
The brain scans showed that mothers with preverbal infants had increased brain activity in areas of the brain that govern language. This heightened brain activity did not occur in any other group, including mothers whose children had started to speak, according to a Riken news release.
Among mothers with preverbal infants, those who were extroverts also had increased cortical activation in speech-related motor areas of the brain, the investigators found.
The results show that there are clear distinctions in how people process and generate IDS. This is evidence that baby talk acts as a link for linguistic transfer from mother to infant and plays a crucial role in the early stages of infant language acquisition, the researchers concluded.
The findings were released online Aug. 5 in advance of publication in an upcoming print issue of the journal NeuroImage.
http://www.punchng.com/Articl.aspx?theartic=Art201008241284150
By New York Times News Service
Tuesday, 24 Aug 2010
Experience, gender and personality appear to influence the ”baby talk” parents use when interacting with their infants, say Japanese researchers.
Baby talk is found across languages and cultures, but the brain mechanisms that underlie it are not known.
Reiko Mazuka, Yoshi-Taka Matsuda and colleagues at the Riken Brain Science Institute in Tokyo used functional MRI to assess brain activity in 35 first-time parents whose infants hadn‘t started to speak (preverbal) and compared them to 30 men and women without any parenting experience. The study also included 16 mothers with toddlers who spoke two-word utterances and 18 mothers with children in elementary school.
The participants‘ brain activity was monitored while they listened to recorded baby talk, which triggers brain activation patterns similar to those that occur when someone speaks baby talk, also called infant-directed speech (IDS).
The brain scans showed that mothers with preverbal infants had increased brain activity in areas of the brain that govern language. This heightened brain activity did not occur in any other group, including mothers whose children had started to speak, according to a Riken news release.
Among mothers with preverbal infants, those who were extroverts also had increased cortical activation in speech-related motor areas of the brain, the investigators found.
The results show that there are clear distinctions in how people process and generate IDS. This is evidence that baby talk acts as a link for linguistic transfer from mother to infant and plays a crucial role in the early stages of infant language acquisition, the researchers concluded.
The findings were released online Aug. 5 in advance of publication in an upcoming print issue of the journal NeuroImage.
http://www.punchng.com/Articl.aspx?theartic=Art201008241284150
20.8.10
Play or direct instruction?
Learning theorists
from Froebel (1887/1896) and Pestalozzi (1894/1915) through Vygotsy (1978) and Piaget (1970) all describe the early years as a special period where hands-on experiences in the form of play best advance children’s learning and development. Such hands-on experiences not only consolidate learning, but “play” to children’s natural instincts.
Play allows children to demonstrate their natural curiosities and problem-generating and problem-solving abilities; further, it fosters one of the fundamental tasks of the early years, notably children’s social and emotional development.
Assaulted through the years by countervailing trends that advocate for more structure, more recent scholars including David Elkind (2007), Edgar Klugman (Klugman & Smilansky, 1990), and Dorothy and Jerome Singer (Singer & Singer, 1990; Singer, Golinkoff & Hirsh-Pasek, 2006) have been stalwarts in their strong research-driven stance for play as the cornerstone of solid early childhood pedagogy.
The Benefits of Play
Play has long been recognized as an important element of children’s development and learning. Many of the skills and characteristics deemed important for children are advanced through play.
The National Association for the Education of Young Children’s most recent position statement on Developmentally Appropriate Practices in Early Childhood Programs (Copple & Bredekamp, 2009) described the many benefits of play for children. Play is an “important vehicle for developing self-regulation as well as for promoting language, cognition, and Play and infant–toddler early learning guidelines must be regarded as partners in the press for quality early childhood efforts. social competence” (p. 14). The authors also pointed out that research demonstrates the “links between play and foundational capacities such as memory, self regulation, oral language abilities, social skills, and success in school” (p. 14).
Play is, in essence, the way that children develop many important skills and areas of knowledge, the same skills and knowledge often addressed in early learning guidelines.
http://main.zerotothree.org/site/DocServer/30-1_Kagan.pdf?docID=11641
from Froebel (1887/1896) and Pestalozzi (1894/1915) through Vygotsy (1978) and Piaget (1970) all describe the early years as a special period where hands-on experiences in the form of play best advance children’s learning and development. Such hands-on experiences not only consolidate learning, but “play” to children’s natural instincts.
Play allows children to demonstrate their natural curiosities and problem-generating and problem-solving abilities; further, it fosters one of the fundamental tasks of the early years, notably children’s social and emotional development.
Assaulted through the years by countervailing trends that advocate for more structure, more recent scholars including David Elkind (2007), Edgar Klugman (Klugman & Smilansky, 1990), and Dorothy and Jerome Singer (Singer & Singer, 1990; Singer, Golinkoff & Hirsh-Pasek, 2006) have been stalwarts in their strong research-driven stance for play as the cornerstone of solid early childhood pedagogy.
The Benefits of Play
Play has long been recognized as an important element of children’s development and learning. Many of the skills and characteristics deemed important for children are advanced through play.
The National Association for the Education of Young Children’s most recent position statement on Developmentally Appropriate Practices in Early Childhood Programs (Copple & Bredekamp, 2009) described the many benefits of play for children. Play is an “important vehicle for developing self-regulation as well as for promoting language, cognition, and Play and infant–toddler early learning guidelines must be regarded as partners in the press for quality early childhood efforts. social competence” (p. 14). The authors also pointed out that research demonstrates the “links between play and foundational capacities such as memory, self regulation, oral language abilities, social skills, and success in school” (p. 14).
Play is, in essence, the way that children develop many important skills and areas of knowledge, the same skills and knowledge often addressed in early learning guidelines.
http://main.zerotothree.org/site/DocServer/30-1_Kagan.pdf?docID=11641
17.8.10
Early Education Pays Big Dividends
The lag in language development and pre-literacy skills begins at a very young age. Brain research shows that infants are born ready to learn if they have appropriate interactions with their parents and caregivers. Learning to talk is a necessary precursor to learning to read.
Why does this matter? It turns out that a child’s verbal ability at age 3 is a reliable predictor of reading ability in third grade. Third-grade reading ability is a reliable predictor of future academic success, high school graduation and workforce readiness.
In Worcester, 65 percent of third graders are not proficient readers and will likely face challenges in developing those skills. The data shows that we should invest earlier in their education.
Those interactions are critical to language development, attitudes about learning, and children’s social and emotional development.
http://www.wbjournal.com/news47063.html
Why does this matter? It turns out that a child’s verbal ability at age 3 is a reliable predictor of reading ability in third grade. Third-grade reading ability is a reliable predictor of future academic success, high school graduation and workforce readiness.
In Worcester, 65 percent of third graders are not proficient readers and will likely face challenges in developing those skills. The data shows that we should invest earlier in their education.
Those interactions are critical to language development, attitudes about learning, and children’s social and emotional development.
http://www.wbjournal.com/news47063.html
Imaging Reveals Abnormal Brain Growth in Toddlers with Fragile X
Science Update • June 08, 2010
Imaging Reveals Abnormal Brain Growth in Toddlers with Fragile X
Differences in brain growth patterns between preschool-aged boys with Fragile X syndrome (FXS), the most common cause of inherited intellectual disability, and their healthy peers suggest that the disorder may affect brain development both before and after birth, according to NIMH-funded researchers. In addition, their findings indicate ages 1-5 are an important window for better understanding the effects of FXS on brain development. The study was published May 18, 2010, in the Proceedings of the National Academy of Sciences.
Background
In addition to its association with intellectual disability, FXS is the most common known specific genetic risk factor for autism spectrum disorders (ASD). FXS results from mutations on a gene that creates a protein called FMRP. The mutations, in effect, turn off the gene. Relatively little is known about how these mutations affect brain development in early childhood.
Allan Reiss, M.D., of Stanford University, in collaboration with colleagues from Stanford and the University of North Carolina, used magnetic resonance imaging (MRI) to examine changes in brain volumes in 69 boys, first assessed at ages 1-3 and then again an average of two years later at ages 3-5. Of the participants, 41 had FXS, 21 had typical development, and seven had some form of developmental delay.
Results of the Study
The researchers found that some brain regions were similar between the boys with FXS and those without FXS at both times they underwent MRI. Other regions were abnormal among those with FXS at the first time point and remained that way at the second time point, suggesting that the gene mutations responsible for FXS begin to alter brain development early in life, possibly even before birth.
Furthermore, some brain regions were similar among all the participants at the start of the study but showed major differences by the second MRI at ages 3-5.
"This third category is the most interesting because it suggests that we have captured a critical development window of brain development that is significantly affected by fragile X," said Reiss.
Significance
The same mutations that cause FXS are also strongly linked to ASD. Thus, FXS is considered a model condition for informing research on ASD.
This study provides greater insight into how FXS mutations affect early brain development, which may one day serve as targets for the development and evaluation of new interventions for FXS and related disorders.
What's Next
The researchers note that their study provides only preliminary information and that it will be crucial to follow the study participants as they enter their school age years, a time when the greatest number and severity of ASD behaviors tend to appear.
Future studies should include larger control samples, track development from an earlier age, and follow participants for a longer period of time. Studies comparing FXS population with those affected by other specific genetic risk factors, such as those occurring in Williams syndrome, may be useful as well.
http://mentalhealth.gov/science-news/2010/imaging-reveals-abnormal-brain-growth-in-toddlers-with-fragile-x.shtml
Reference
Hoeft F, Carter JC, Lightbody AA, Cody Hazlett H, Piven J, Reiss AL. Region-specific alterations in brain development in one- to three-year-old boys with fragile X syndrome. Proc Natl Acad Sci U S A. 2010 2010 May 18;107(20):9335-9. Epub 2010 May 3. PubMed PMID: 20439717.
Imaging Reveals Abnormal Brain Growth in Toddlers with Fragile X
Differences in brain growth patterns between preschool-aged boys with Fragile X syndrome (FXS), the most common cause of inherited intellectual disability, and their healthy peers suggest that the disorder may affect brain development both before and after birth, according to NIMH-funded researchers. In addition, their findings indicate ages 1-5 are an important window for better understanding the effects of FXS on brain development. The study was published May 18, 2010, in the Proceedings of the National Academy of Sciences.
Background
In addition to its association with intellectual disability, FXS is the most common known specific genetic risk factor for autism spectrum disorders (ASD). FXS results from mutations on a gene that creates a protein called FMRP. The mutations, in effect, turn off the gene. Relatively little is known about how these mutations affect brain development in early childhood.
Allan Reiss, M.D., of Stanford University, in collaboration with colleagues from Stanford and the University of North Carolina, used magnetic resonance imaging (MRI) to examine changes in brain volumes in 69 boys, first assessed at ages 1-3 and then again an average of two years later at ages 3-5. Of the participants, 41 had FXS, 21 had typical development, and seven had some form of developmental delay.
Results of the Study
The researchers found that some brain regions were similar between the boys with FXS and those without FXS at both times they underwent MRI. Other regions were abnormal among those with FXS at the first time point and remained that way at the second time point, suggesting that the gene mutations responsible for FXS begin to alter brain development early in life, possibly even before birth.
Furthermore, some brain regions were similar among all the participants at the start of the study but showed major differences by the second MRI at ages 3-5.
"This third category is the most interesting because it suggests that we have captured a critical development window of brain development that is significantly affected by fragile X," said Reiss.
Significance
The same mutations that cause FXS are also strongly linked to ASD. Thus, FXS is considered a model condition for informing research on ASD.
This study provides greater insight into how FXS mutations affect early brain development, which may one day serve as targets for the development and evaluation of new interventions for FXS and related disorders.
What's Next
The researchers note that their study provides only preliminary information and that it will be crucial to follow the study participants as they enter their school age years, a time when the greatest number and severity of ASD behaviors tend to appear.
Future studies should include larger control samples, track development from an earlier age, and follow participants for a longer period of time. Studies comparing FXS population with those affected by other specific genetic risk factors, such as those occurring in Williams syndrome, may be useful as well.
http://mentalhealth.gov/science-news/2010/imaging-reveals-abnormal-brain-growth-in-toddlers-with-fragile-x.shtml
Reference
Hoeft F, Carter JC, Lightbody AA, Cody Hazlett H, Piven J, Reiss AL. Region-specific alterations in brain development in one- to three-year-old boys with fragile X syndrome. Proc Natl Acad Sci U S A. 2010 2010 May 18;107(20):9335-9. Epub 2010 May 3. PubMed PMID: 20439717.
15.8.10
Cortical reorganization in dyslexic children after phonological training
Cortical reorganization in dyslexic children after phonological training: evidence from early evoked potentials
http://brain.oxfordjournals.org/cgi/content/abstract/awq199v1
Chiara Spironelli1, Barbara Penolazzi1,2, Claudio Vio3 and Alessandro Angrilli1,4
1 Department of General Psychology, University of Padova, 35131 Padova, Italy 2 Department of Psychology, University of Bologna, 40126 Bologna, Italy 3 Children’s Neuropsychiatric Medical Facility of San Donà di Piave, 30127 Venezia, Italy 4 CNR Institute of Neuroscience, Padova, 35128 Padova, Italy
Correspondence to: Alessandro Angrilli, Department of General Psychology, University of Padova, via Venezia 8, 35131 Padova, Italy E-mail: alessandro.angrilli@unipd.it
Brain plasticity was investigated in 14 Italian children affected by developmental dyslexia after 6 months of phonological training. The means used to measure language reorganization was the recognition potential, an early wave, also called N150, elicited by automatic word recognition. This component peaks over the left temporo-occipital cortex and its amplitude depends on linguistic expertise. N150 elicited by written words was measured both in dyslexic children before and after training and in a sample of matched normal readers during phonological, semantic and orthographic tasks. After training, dyslexic children increased their reading speed. Normal readers showed a typical left posterior N150, whereas in dyslexic children it was equally distributed across hemispheres before and shifted to left posterior sites after training. In addition, dyslexics’ left posterior N150 asymmetry on the phonological task after training was significantly correlated with reading speed improvement, that is, those children who showed the greatest left shift in phonological N150 also had the greatest reading speed improvement. Source localization of the N150 component was made with both the Standard Low Resolution Electromagnetic Tomography software and the classical dipole analysis method termed Brain Electrical Source Analysis. The N150 generator lies in the left occipito-temporal cortex (Brodmann areas 39, 37 and 19) in good readers, but in right homologous areas in dyslexic children before training. After the treatment, the dyslexics’ main N150 generator shifted to the left occipito-inferotemporal cortex (namely Brodmann areas 37 and 19) with small differences between tasks. The two source location methods provided consistent, converging solutions. Results add to the current literature on the phonological hypothesis of dyslexia by showing hemispheric reorganization of linguistic networks at the level of early word recognition potential. Furthermore, the present work is the first to investigate brain reorganization in a regular/transparent language like Italian.
Key Words: brain reorganization; N150; lateralization; evoked potentials; development
Abbreviations: BESA, brain electrical source analysis; ERP, event-related potential; sLORETA, standard low-resolution electromagnetic tomography
Received March 15, 2010. Revised May 26, 2010. Accepted June 9, 2010.
http://brain.oxfordjournals.org/cgi/content/abstract/awq199v1
Chiara Spironelli1, Barbara Penolazzi1,2, Claudio Vio3 and Alessandro Angrilli1,4
1 Department of General Psychology, University of Padova, 35131 Padova, Italy 2 Department of Psychology, University of Bologna, 40126 Bologna, Italy 3 Children’s Neuropsychiatric Medical Facility of San Donà di Piave, 30127 Venezia, Italy 4 CNR Institute of Neuroscience, Padova, 35128 Padova, Italy
Correspondence to: Alessandro Angrilli, Department of General Psychology, University of Padova, via Venezia 8, 35131 Padova, Italy E-mail: alessandro.angrilli@unipd.it
Brain plasticity was investigated in 14 Italian children affected by developmental dyslexia after 6 months of phonological training. The means used to measure language reorganization was the recognition potential, an early wave, also called N150, elicited by automatic word recognition. This component peaks over the left temporo-occipital cortex and its amplitude depends on linguistic expertise. N150 elicited by written words was measured both in dyslexic children before and after training and in a sample of matched normal readers during phonological, semantic and orthographic tasks. After training, dyslexic children increased their reading speed. Normal readers showed a typical left posterior N150, whereas in dyslexic children it was equally distributed across hemispheres before and shifted to left posterior sites after training. In addition, dyslexics’ left posterior N150 asymmetry on the phonological task after training was significantly correlated with reading speed improvement, that is, those children who showed the greatest left shift in phonological N150 also had the greatest reading speed improvement. Source localization of the N150 component was made with both the Standard Low Resolution Electromagnetic Tomography software and the classical dipole analysis method termed Brain Electrical Source Analysis. The N150 generator lies in the left occipito-temporal cortex (Brodmann areas 39, 37 and 19) in good readers, but in right homologous areas in dyslexic children before training. After the treatment, the dyslexics’ main N150 generator shifted to the left occipito-inferotemporal cortex (namely Brodmann areas 37 and 19) with small differences between tasks. The two source location methods provided consistent, converging solutions. Results add to the current literature on the phonological hypothesis of dyslexia by showing hemispheric reorganization of linguistic networks at the level of early word recognition potential. Furthermore, the present work is the first to investigate brain reorganization in a regular/transparent language like Italian.
Key Words: brain reorganization; N150; lateralization; evoked potentials; development
Abbreviations: BESA, brain electrical source analysis; ERP, event-related potential; sLORETA, standard low-resolution electromagnetic tomography
Received March 15, 2010. Revised May 26, 2010. Accepted June 9, 2010.
14.8.10
Activities to Encourage Speech and Language Development
Activities to Encourage Speech and Language Development
by American Speech-Language-Hearing Association
Birth to 2 Years
Encourage your baby to make vowel-like and consonant-vowel sounds such as "ma," "da," and "ba."
Reinforce attempts by maintaining eye contact, responding with speech, and imitating vocalizations using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question.
Imitate your baby's laughter and facial expressions.
Teach your baby to imitate your actions, including clapping you hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider.
Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see.
Identify colors.
Count items.
Use gestures such as waving goodbye to help convey meaning.
Introduce animal sounds to associate a sound with a specific meaning: "The doggie says woof-woof."
Acknowledge the attempt to communicate.
Expand on single words your baby uses: "Here is Mama. Mama loves you. Where is baby? Here is baby."
Read to your child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book.
2 to 4 Years
Use good speech that is clear and simple for your child to model.
Repeat what your child says indicating that you understand. Build and expand on what was said. "Want juice? I have juice. I have apple juice. Do you want apple juice?"
Use baby talk only if needed to convey the message and when accompanied by the adult word. "It is time for din-din. We will have dinner now."
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Help your child understand and ask questions. Play the yes-no game. Ask questions such as "Are you a boy?" "Are you Marty?" "Can a pig fly?" Encourage your child to make up questions and try to fool you.
Ask questions that require a choice. "Do you want an apple or an orange?" "Do you want to wear your red or blue shirt?"
Expand vocabulary. Name body parts, and identify what you do with them. "This is my nose. I can smell flowers, brownies, popcorn, and soap."
Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech.
Place familiar objects in a container. Have your child remove the object and tell you what it is called and how to use it. "This is my ball. I bounce it. I play with it."
Use photographs of familiar people and places, and retell what happened or make up a new story.
4 to 6 Years
When your child starts a conversation, give your full attention whenever possible.
Make sure that you have your child's attention before you speak.
Acknowledge, encourage, and praise all attempts to speak. Show that you understand the word or phrase by fulfilling the request, if appropriate.
Pause after speaking. This gives your child a chance to continue the conversation.
Continue to build vocabulary. Introduce a new word and offer its definition, or use it in a context that is easily understood. This may be done in an exaggerated, humorous manner. "I think I will drive the vehicle to the store. I am too tired to walk."
Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down; on and off).
Offer a description or clues, and have your child identify what you are describing: "We use it to sweep the floor" (a broom). "It is cold, sweet, and good for dessert. I like strawberry" (ice cream).
Work on forming and explaining categories. Identify the thing that does not belong in a group of similar objects: "A shoe does not belong with an apple and an orange because you can't eat it; it is not round; it is not a fruit."
Help your child follow two- and three-step directions: "Go to your room, and bring me your book."
Encourage your child to give directions. Follow his or her directions as he or she explains how to build a tower of blocks.
Play games with your child such as "house." Exchange roles in the family, with your pretending to be the child. Talk about the different rooms and furnishings in the house.
The television also can serve as a valuable tool. Talk about what the child is watching. Have him or her guess what might happen next. Talk about the characters. Are they happy or sad? Ask your child to tell you what has happened in the story. Act out a scene together, and make up a different ending.
Take advantage of daily activities. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: "It is my napkin." "It is Daddy's." "It is John's."
While shopping for groceries, discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy or light) of the packages.
http://www.asha.org/public/speech/development/Parent-Stim-Activities.htm
Send your comments to sam@beaumont.hk
by American Speech-Language-Hearing Association
Birth to 2 Years
Encourage your baby to make vowel-like and consonant-vowel sounds such as "ma," "da," and "ba."
Reinforce attempts by maintaining eye contact, responding with speech, and imitating vocalizations using different patterns and emphasis. For example, raise the pitch of your voice to indicate a question.
Imitate your baby's laughter and facial expressions.
Teach your baby to imitate your actions, including clapping you hands, throwing kisses, and playing finger games such as pat-a-cake, peek-a-boo, and the itsy-bitsy-spider.
Talk as you bathe, feed, and dress your baby. Talk about what you are doing, where you are going, what you will do when you arrive, and who and what you will see.
Identify colors.
Count items.
Use gestures such as waving goodbye to help convey meaning.
Introduce animal sounds to associate a sound with a specific meaning: "The doggie says woof-woof."
Acknowledge the attempt to communicate.
Expand on single words your baby uses: "Here is Mama. Mama loves you. Where is baby? Here is baby."
Read to your child. Sometimes "reading" is simply describing the pictures in a book without following the written words. Choose books that are sturdy and have large colorful pictures that are not too detailed. Ask your child, "What's this?" and encourage naming and pointing to familiar objects in the book.
2 to 4 Years
Use good speech that is clear and simple for your child to model.
Repeat what your child says indicating that you understand. Build and expand on what was said. "Want juice? I have juice. I have apple juice. Do you want apple juice?"
Use baby talk only if needed to convey the message and when accompanied by the adult word. "It is time for din-din. We will have dinner now."
Make a scrapbook of favorite or familiar things by cutting out pictures. Group them into categories, such as things to ride on, things to eat, things for dessert, fruits, things to play with. Create silly pictures by mixing and matching pictures. Glue a picture of a dog behind the wheel of a car. Talk about what is wrong with the picture and ways to "fix" it. Count items pictured in the book.
Help your child understand and ask questions. Play the yes-no game. Ask questions such as "Are you a boy?" "Are you Marty?" "Can a pig fly?" Encourage your child to make up questions and try to fool you.
Ask questions that require a choice. "Do you want an apple or an orange?" "Do you want to wear your red or blue shirt?"
Expand vocabulary. Name body parts, and identify what you do with them. "This is my nose. I can smell flowers, brownies, popcorn, and soap."
Sing simple songs and recite nursery rhymes to show the rhythm and pattern of speech.
Place familiar objects in a container. Have your child remove the object and tell you what it is called and how to use it. "This is my ball. I bounce it. I play with it."
Use photographs of familiar people and places, and retell what happened or make up a new story.
4 to 6 Years
When your child starts a conversation, give your full attention whenever possible.
Make sure that you have your child's attention before you speak.
Acknowledge, encourage, and praise all attempts to speak. Show that you understand the word or phrase by fulfilling the request, if appropriate.
Pause after speaking. This gives your child a chance to continue the conversation.
Continue to build vocabulary. Introduce a new word and offer its definition, or use it in a context that is easily understood. This may be done in an exaggerated, humorous manner. "I think I will drive the vehicle to the store. I am too tired to walk."
Talk about spatial relationships (first, middle, and last; right and left) and opposites (up and down; on and off).
Offer a description or clues, and have your child identify what you are describing: "We use it to sweep the floor" (a broom). "It is cold, sweet, and good for dessert. I like strawberry" (ice cream).
Work on forming and explaining categories. Identify the thing that does not belong in a group of similar objects: "A shoe does not belong with an apple and an orange because you can't eat it; it is not round; it is not a fruit."
Help your child follow two- and three-step directions: "Go to your room, and bring me your book."
Encourage your child to give directions. Follow his or her directions as he or she explains how to build a tower of blocks.
Play games with your child such as "house." Exchange roles in the family, with your pretending to be the child. Talk about the different rooms and furnishings in the house.
The television also can serve as a valuable tool. Talk about what the child is watching. Have him or her guess what might happen next. Talk about the characters. Are they happy or sad? Ask your child to tell you what has happened in the story. Act out a scene together, and make up a different ending.
Take advantage of daily activities. For example, while in the kitchen, encourage your child to name the utensils needed. Discuss the foods on the menu, their color, texture, and taste. Where does the food come from? Which foods do you like? Which do you dislike? Who will clean up? Emphasize the use of prepositions by asking him or her to put the napkin on the table, in your lap, or under the spoon. Identify who the napkin belongs to: "It is my napkin." "It is Daddy's." "It is John's."
While shopping for groceries, discuss what you will buy, how many you need, and what you will make. Discuss the size (large or small), shape (long, round, square), and weight (heavy or light) of the packages.
http://www.asha.org/public/speech/development/Parent-Stim-Activities.htm
Send your comments to sam@beaumont.hk
11.8.10
The 4 Early Autism Signs In Infants
Early Autism Symptoms
Autism is a brain development disorder which causes problems in social interaction, communication and the general behavior of the affected child. The early autism signs in infants start to appear as early as six months but typically infants are diagnosed only upon reaching 3 years old.
4 early autism signs in infants
1. Unusual interaction with others This is the most common of all the early autism signs in infants. Autism impairs the social development of a person. Hence, babies with autism have an unusual way of connecting with others. Upon reaching 6 months, normal infants can already interact with others. This is the period when they start smiling, pointing objects of interest, babbling, and making eye contact. On the other hand, autistic infants do not smile as much and have unusual gestures and facial expressions. It is also apparent that they look at other people differently. Their gaze tends to be brief and out of the corner of the eye. They also do not want to be cuddled as much even by their own parents and prefer to be alone than with other infants.
2. Have a repetitive and restricted behavior Autistic persons have difficulty in adapting to changes. They like doing things the same way and eat the same type of foods for a long period of time. They also develop a fascination over a single object, toy, or pattern. It is also evident when they display strange repetitive movements. They like banging their head, rocking their body, and flapping their hands. Some of these movements can inflict self-injuries. Early Autism Symptoms
3. Lack of interest in the surroundings Several studies conducted showed that babies with autism react differently when confronted with certain situations. When presented with a toy, they display less enthusiasm and less effort in grabbing it. Instead they become conscious and stare at the object differently. Other signs include not responding to one’s name and are unaffected by audible changes in the environment. This is why autism is sometimes associated with hearing disorder.
4. Extremely irritable mood Infants with autism often have difficulties controlling their emotions. They cry and get irritated a lot. Although they are disinterested in their surroundings, there are times when they easily get provoked even by the slightest sound. They also get irritated even if their parents are cuddling them or even if they are just playing alone.
If you observe most of the early autism signs in infants in your own child, it is best if you consult a pediatrician or an expert immediately. The effects of autism can be minimized by adopting early intervention programs.
http://rofx.net/health-and-fitness/early-autism-symptoms-the-4-early-autism-signs-in-infants-every-parent-must-know/
Autism is a brain development disorder which causes problems in social interaction, communication and the general behavior of the affected child. The early autism signs in infants start to appear as early as six months but typically infants are diagnosed only upon reaching 3 years old.
4 early autism signs in infants
1. Unusual interaction with others This is the most common of all the early autism signs in infants. Autism impairs the social development of a person. Hence, babies with autism have an unusual way of connecting with others. Upon reaching 6 months, normal infants can already interact with others. This is the period when they start smiling, pointing objects of interest, babbling, and making eye contact. On the other hand, autistic infants do not smile as much and have unusual gestures and facial expressions. It is also apparent that they look at other people differently. Their gaze tends to be brief and out of the corner of the eye. They also do not want to be cuddled as much even by their own parents and prefer to be alone than with other infants.
2. Have a repetitive and restricted behavior Autistic persons have difficulty in adapting to changes. They like doing things the same way and eat the same type of foods for a long period of time. They also develop a fascination over a single object, toy, or pattern. It is also evident when they display strange repetitive movements. They like banging their head, rocking their body, and flapping their hands. Some of these movements can inflict self-injuries. Early Autism Symptoms
3. Lack of interest in the surroundings Several studies conducted showed that babies with autism react differently when confronted with certain situations. When presented with a toy, they display less enthusiasm and less effort in grabbing it. Instead they become conscious and stare at the object differently. Other signs include not responding to one’s name and are unaffected by audible changes in the environment. This is why autism is sometimes associated with hearing disorder.
4. Extremely irritable mood Infants with autism often have difficulties controlling their emotions. They cry and get irritated a lot. Although they are disinterested in their surroundings, there are times when they easily get provoked even by the slightest sound. They also get irritated even if their parents are cuddling them or even if they are just playing alone.
If you observe most of the early autism signs in infants in your own child, it is best if you consult a pediatrician or an expert immediately. The effects of autism can be minimized by adopting early intervention programs.
http://rofx.net/health-and-fitness/early-autism-symptoms-the-4-early-autism-signs-in-infants-every-parent-must-know/
18.7.10
The central educational questions
1. what primary education is for;
2. what constitutes an enabling and balanced curriculum;
3. how research on learning and teaching can be translated into classroom practice that fully engages every child;
4. in what kinds of decisions about their lives and learning young children can or should be involved;
5. how educational quality and standards should be defined and assessed; and
6. how — individually and in partnership — schools should be organised.
http://www.guardian.co.uk/education/2010/apr/27/primary-education-cambridge-review-election
2. what constitutes an enabling and balanced curriculum;
3. how research on learning and teaching can be translated into classroom practice that fully engages every child;
4. in what kinds of decisions about their lives and learning young children can or should be involved;
5. how educational quality and standards should be defined and assessed; and
6. how — individually and in partnership — schools should be organised.
http://www.guardian.co.uk/education/2010/apr/27/primary-education-cambridge-review-election
Brain Development in Early Childhood is a Function of Play
The prescription for optimum brain development in the preschool child is play, and it's not about toys. It's about imagination.
http://educationalissues.suite101.com/article.cfm/brain-development-in-early-childhood-is-a-function-of-play#ixzz0txPz0XS9
http://educationalissues.suite101.com/article.cfm/brain-development-in-early-childhood-is-a-function-of-play#ixzz0txPz0XS9
Babies' brain development shows evolution's imprint: study
WASHINGTON — The parts of the human brain that grow the most during infancy and childhood are nearly identical to the brain regions that have changed the most when humans are compared to primates.
http://www.google.com/hostednews/afp/article/ALeqM5isOKmpWKF-I_sWfBq_ViuHa7n0Pg
http://www.google.com/hostednews/afp/article/ALeqM5isOKmpWKF-I_sWfBq_ViuHa7n0Pg
What does head size have to do with Alzheimer's? Read more: http://wellness.blogs.time.com/2010/07/12/what-does-head-size-have-to-do-with-alzheimers/
"Our findings also underline the importance of optimal brain development early in life, since the brain reaches 93 percent of its final size at age six... Improving prenatal and early life conditions could significantly increase brain reserve, which could have an impact on the risk of developing Alzheimer's disease or the severity of symptoms of the disease."
http://wellness.blogs.time.com/2010/07/12/what-does-head-size-have-to-do-with-alzheimers/
http://wellness.blogs.time.com/2010/07/12/what-does-head-size-have-to-do-with-alzheimers/
10.7.10
The Science of Early Childhood Development
The essence of quality in early childhood services is embodied in the expertise and skills of the staff and in their capacity to build positive relationships with young children.
The striking shortage of well-trained personnel in the field today indicates that substantial investments in training, recruiting, com¬pensating, and retaining a high quality workforce must be a top priority.
• Responsible investments in services for young children and their families focus on benefits relative to cost.
Inexpensive services that do not meet quality standards are a waste of money.
Stated simply, sound policies seek maximum value rather than minimal cost.
National Scientific Council on Child Development/Harvard University
http://www.speaker.gov/pdf/Shonkoff.pdf
The striking shortage of well-trained personnel in the field today indicates that substantial investments in training, recruiting, com¬pensating, and retaining a high quality workforce must be a top priority.
• Responsible investments in services for young children and their families focus on benefits relative to cost.
Inexpensive services that do not meet quality standards are a waste of money.
Stated simply, sound policies seek maximum value rather than minimal cost.
National Scientific Council on Child Development/Harvard University
http://www.speaker.gov/pdf/Shonkoff.pdf
9.7.10
8.7.10
遍尋黃金法，培育資優兒 (家長論壇)
我曾在香港政府，擔任首長級職位多年，出席大量國際會議，結交不同領域頂尖的人物；在九十年代，在全球再培訓的領域，更曾奪桂冠。在外國，官辦的再培訓計劃，因循茍且，和市場脫節。學員給人的形象是老弱殘兵，不受僱主歡迎；我在接受政府委任後，決定重新定位，由市場推動，雖由政府資助，但引入市場機制，全部外判，汰弱留強；和業內僱主合作，制定培訓內容，及和就業掛鉤。由於培訓對焦，畢業學員，成為專業和質素的保証，深受僱主歡迎。當年來自亞洲、美洲、澳洲、甚至南非各國訪問團，絡繹於途，香港成為全球的領頭羊。
我是語言的『發燒友』，因喜愛旅遊，曾先後學習十國語言。每次看到香港、中國、日本、韓國的孩子，學外語學得那麼辛苦，而且影響學業和前途，心有不忍。最後決定提前退休，打算用十年時間，投入教學和研究的前線工作，希望能找出『學英語難』的基本原因，和解決辦法。
六年來，平均每天工作十五小時。白天到中心和家長、老師、小孩交談，晚上在互連網上閱讀最新上網的資訊。在研究工作上，投入超過一萬小時。但每天看到孩子的笑臉，成長的喜悅，研究的突破，和大量栽培出來的尖子，禁不住喜上眉稍。東山將家長、對孩子、對社會，作出重大貢獻。三十年後，東山栽培出來的尖子，將在不同領域，擔任領袖角色。
東山有多項優勢：
(1)起步點高，我們的顧問Prof. Nigel Reeves, 是英國教育部顧問，查理士王子撰稿人，19歲牛津大學一級榮譽生畢業，因語言教育的貢獻獲女王頒授OBE勳銜和德國政府哥德獎章；另一位顧問 Arthur Hinton ，是教育學博士，前富國師範學院院長，畢生投入育工作，多所建樹，名重一時。創辦人周東山，是勞工問題專家，名聞海內外，在90年代創立僱員再培訓局，被國際經濟合作及發展組織(OECD)譽為全球最富創意和最具成本效益的再培訓計劃。
(2)中心吸引了一批高素質投資人士，有能力聘請來自全球名大學高素質老師，和提供最方便、舒適的學習環境；
(3)我們採取『用家自付』營運模式，教學和研究經費，不假外求，有延續性，和自由度，並有家長的積極參與；
(4)我們沒有思想包袱，採取跨國境、跨文化、跨界別、跨語言的教學和研究模式，屬全球首創，成效令人驚喜；
(5)大量觀察力強、思想敏銳的媽媽，她們才是『嬰幼專家』；家長的提問、意見和建議，成為我們最好的導師。
為什麼學好英語那麼難？這問題錯綜複雜，牽涉社會、文化、家庭、教育制度和過時的教育理論等問題。但最基本還是我們對嬰兒腦部發育和語言發展缺乏正確認識，導致起步太遲；七十年代從美國傳入的閃咭學習，40年後，仍然蔚然成風，父母不斷重複上一代的錯誤，用填鴨式教育，摧谷下一代，父母獲得短期滿足，孩子失對語言學習的長期興趣。
要學好英語，易如反掌！最關鍵是出生後頭六個月，孩子能夠接觸到豐富、互動、有趣和地道的語言環境。不少家長，由於工作繁忙，缺乏時間和幼兒談心，自已的英語和普通話也說得沒有那麼標準，懂得借力，滿月後，安排嬰兒每天參加我們的外語遊戲組活動，每星期模擬全球5國之旅。幼兒每天有機會外出，吸收新鮮空氣，接觸繁華的花花世界，到中心有經驗幼師和同齡孩子一起唱歌、玩耍、故事，運動，性格長得特別開朗自信。讀萬券書，行萬里路，孩子每天有機會參加互動和不斷變化的遊戲環境，所建立的個人資料庫特別龐大，反應快，人特別聰明伶。到兩歲，他們說英語，像在英國長大的孩子；說普通話，像北京人；說法語，像法國人。聽很多媽媽說，幼稚園面試時，老師常常問：『為什麼他的英語說得那麼標準，是不是在外國長大、從外國回來？』
遍尋黃金法，培育資優兒 (討論大網)
1. 研究創值，更新知識；混淆論；左腦右腦理論；閃咭熱潮和美國書獎；
2. 哈佛、劍橋大學對腦部發育和基礎教育的研究；不得其法，害多於利；
3. 語言是什麼？英語、普通話、有多少基本音？所有語言多少個基本音？
5. 1083電話查詢辨音系統，沒有輸入就沒有輸出；單語和多語地區比較；
6. 嬰兒的語言世界；嬰兒接觸語言種類越多，音域越闊、語言能力越高；
7. 北卡州大學：語言培訓提升智商；性格培養、好奇、和對知識的追求；
8. 嬰幼期的危與機：天才、語障、與自閉；英國語障數字，香港的情況；
9. 『東山嬰幼』計劃的誕生，研究的重新定位，培訓目標、工作和推廣；
10.培養下一代，需要父母積極的參與、分享、機構的合作、推廣和支持。
在這夏雲壓雨炎熱的七月，我會開猛冷氣，在這個微博，每天和家長分享一些我們多年研究的心得和成果。希望你能積極參與，作出回應，提出你的意見和問題。也希望你能介紹初為人父母的同事和朋友，參與我們的討論，分享心得。
我是語言的『發燒友』，因喜愛旅遊，曾先後學習十國語言。每次看到香港、中國、日本、韓國的孩子，學外語學得那麼辛苦，而且影響學業和前途，心有不忍。最後決定提前退休，打算用十年時間，投入教學和研究的前線工作，希望能找出『學英語難』的基本原因，和解決辦法。
六年來，平均每天工作十五小時。白天到中心和家長、老師、小孩交談，晚上在互連網上閱讀最新上網的資訊。在研究工作上，投入超過一萬小時。但每天看到孩子的笑臉，成長的喜悅，研究的突破，和大量栽培出來的尖子，禁不住喜上眉稍。東山將家長、對孩子、對社會，作出重大貢獻。三十年後，東山栽培出來的尖子，將在不同領域，擔任領袖角色。
東山有多項優勢：
(1)起步點高，我們的顧問Prof. Nigel Reeves, 是英國教育部顧問，查理士王子撰稿人，19歲牛津大學一級榮譽生畢業，因語言教育的貢獻獲女王頒授OBE勳銜和德國政府哥德獎章；另一位顧問 Arthur Hinton ，是教育學博士，前富國師範學院院長，畢生投入育工作，多所建樹，名重一時。創辦人周東山，是勞工問題專家，名聞海內外，在90年代創立僱員再培訓局，被國際經濟合作及發展組織(OECD)譽為全球最富創意和最具成本效益的再培訓計劃。
(2)中心吸引了一批高素質投資人士，有能力聘請來自全球名大學高素質老師，和提供最方便、舒適的學習環境；
(3)我們採取『用家自付』營運模式，教學和研究經費，不假外求，有延續性，和自由度，並有家長的積極參與；
(4)我們沒有思想包袱，採取跨國境、跨文化、跨界別、跨語言的教學和研究模式，屬全球首創，成效令人驚喜；
(5)大量觀察力強、思想敏銳的媽媽，她們才是『嬰幼專家』；家長的提問、意見和建議，成為我們最好的導師。
為什麼學好英語那麼難？這問題錯綜複雜，牽涉社會、文化、家庭、教育制度和過時的教育理論等問題。但最基本還是我們對嬰兒腦部發育和語言發展缺乏正確認識，導致起步太遲；七十年代從美國傳入的閃咭學習，40年後，仍然蔚然成風，父母不斷重複上一代的錯誤，用填鴨式教育，摧谷下一代，父母獲得短期滿足，孩子失對語言學習的長期興趣。
要學好英語，易如反掌！最關鍵是出生後頭六個月，孩子能夠接觸到豐富、互動、有趣和地道的語言環境。不少家長，由於工作繁忙，缺乏時間和幼兒談心，自已的英語和普通話也說得沒有那麼標準，懂得借力，滿月後，安排嬰兒每天參加我們的外語遊戲組活動，每星期模擬全球5國之旅。幼兒每天有機會外出，吸收新鮮空氣，接觸繁華的花花世界，到中心有經驗幼師和同齡孩子一起唱歌、玩耍、故事，運動，性格長得特別開朗自信。讀萬券書，行萬里路，孩子每天有機會參加互動和不斷變化的遊戲環境，所建立的個人資料庫特別龐大，反應快，人特別聰明伶。到兩歲，他們說英語，像在英國長大的孩子；說普通話，像北京人；說法語，像法國人。聽很多媽媽說，幼稚園面試時，老師常常問：『為什麼他的英語說得那麼標準，是不是在外國長大、從外國回來？』
遍尋黃金法，培育資優兒 (討論大網)
1. 研究創值，更新知識；混淆論；左腦右腦理論；閃咭熱潮和美國書獎；
2. 哈佛、劍橋大學對腦部發育和基礎教育的研究；不得其法，害多於利；
3. 語言是什麼？英語、普通話、有多少基本音？所有語言多少個基本音？
5. 1083電話查詢辨音系統，沒有輸入就沒有輸出；單語和多語地區比較；
6. 嬰兒的語言世界；嬰兒接觸語言種類越多，音域越闊、語言能力越高；
7. 北卡州大學：語言培訓提升智商；性格培養、好奇、和對知識的追求；
8. 嬰幼期的危與機：天才、語障、與自閉；英國語障數字，香港的情況；
9. 『東山嬰幼』計劃的誕生，研究的重新定位，培訓目標、工作和推廣；
10.培養下一代，需要父母積極的參與、分享、機構的合作、推廣和支持。
在這夏雲壓雨炎熱的七月，我會開猛冷氣，在這個微博，每天和家長分享一些我們多年研究的心得和成果。希望你能積極參與，作出回應，提出你的意見和問題。也希望你能介紹初為人父母的同事和朋友，參與我們的討論，分享心得。
研究創值，更新知識。
1. 研究創值，更新知識；混淆論；左腦右腦理論；閃咭熱潮和美國書獎；
知識有兩類：有關人性的探討，千秋萬世，歷久常新；從觀察、驗証得到的知識，由於科技的突飛猛進，很快就已經過時。語言政策仍相信先學母語，才學外語，以免引起混淆，是一項重大的失誤。若要英語、普通話說得好，必須起步早。應從滿月開始，接觸地道的英語和普通話老師。
混淆論是套錯誤的理論，早已過時。混淆論源自1950年代美國某著名大學心理學教授，影響全球教育部門語言政策超過半個世紀。50年代的美國，不知道世界上有北歐、瑞士、星加坡、馬來西等多語地區。多語地區的孩子，不但沒有混淆，語言能力，更遠勝只懂母語的單語國家。
到了1970年代，Glen Doman 出了兩本暢銷書，提倡用閃咭的右腦學習，在美國風魔一時，歷久不衰。但Glen Doman既不是醫生，又不是教育家，亦沒有做研究。他只是物理治療師，曾參與當時最轟動的腦部手術，替一位被割除半邊腦的病人，用閃咭從新訓練語言，發覺有效。他再把閃咭應用在正常的小孩，發覺同樣有效，因而發明了一套低成本、高利潤的產品。閃咭愈出多，拼命推銷給家長。家長由於看到短期效應，愈買愈多。Glen Doman推銷的紅點閃咭，自稱能教導幼兒解決複雜的數學問題，信口雌黃，毫無根據，卻其門如市。
閃咭是應用幼兒對移動物件和圖像引起的注意，重複引起的記憶，只是一種顯示幼兒記憶能力的遊戲，由於不需思考，不求甚解，並沒有多大的教育意義。哈佛大學和美洲幼兒發育科學研究委員會第五號報告指出，幼兒早期的學習經驗，影響思維模式和腦部結構。父母如在嬰幼期長時間用閃咭作填鴨式的訓練，將影響孩子長遠的思維模式和腦部結構，孩子入後只懂死記，不求理解，將嚴重影響學業進度，難以應付大學所重視的思考和分析能力。
Glen Doman 出色的推銷術，風魔美國，在學術界引起了很大的回嚮。三位重量級的研究人員，合著了一本書，建議家長不要迷信閃咭的神奇功能，要讓孩子多些時間遊戲，從遊戲中學習思維，和解決問題的能力。Einstein Never Used Flash Cards 榮獲2003年全美最佳心理學著作的大獎。
右腦學習理論，亦早已過時。華盛頓大學最新掃描圖片顯示，腦部在處理一個語音的時候，左腦和右腦各有一部份同時應用，而並非半個世紀前所提出的右腦學習理論。
知識有兩類：有關人性的探討，千秋萬世，歷久常新；從觀察、驗証得到的知識，由於科技的突飛猛進，很快就已經過時。語言政策仍相信先學母語，才學外語，以免引起混淆，是一項重大的失誤。若要英語、普通話說得好，必須起步早。應從滿月開始，接觸地道的英語和普通話老師。
混淆論是套錯誤的理論，早已過時。混淆論源自1950年代美國某著名大學心理學教授，影響全球教育部門語言政策超過半個世紀。50年代的美國，不知道世界上有北歐、瑞士、星加坡、馬來西等多語地區。多語地區的孩子，不但沒有混淆，語言能力，更遠勝只懂母語的單語國家。
到了1970年代，Glen Doman 出了兩本暢銷書，提倡用閃咭的右腦學習，在美國風魔一時，歷久不衰。但Glen Doman既不是醫生，又不是教育家，亦沒有做研究。他只是物理治療師，曾參與當時最轟動的腦部手術，替一位被割除半邊腦的病人，用閃咭從新訓練語言，發覺有效。他再把閃咭應用在正常的小孩，發覺同樣有效，因而發明了一套低成本、高利潤的產品。閃咭愈出多，拼命推銷給家長。家長由於看到短期效應，愈買愈多。Glen Doman推銷的紅點閃咭，自稱能教導幼兒解決複雜的數學問題，信口雌黃，毫無根據，卻其門如市。
閃咭是應用幼兒對移動物件和圖像引起的注意，重複引起的記憶，只是一種顯示幼兒記憶能力的遊戲，由於不需思考，不求甚解，並沒有多大的教育意義。哈佛大學和美洲幼兒發育科學研究委員會第五號報告指出，幼兒早期的學習經驗，影響思維模式和腦部結構。父母如在嬰幼期長時間用閃咭作填鴨式的訓練，將影響孩子長遠的思維模式和腦部結構，孩子入後只懂死記，不求理解，將嚴重影響學業進度，難以應付大學所重視的思考和分析能力。
Glen Doman 出色的推銷術，風魔美國，在學術界引起了很大的回嚮。三位重量級的研究人員，合著了一本書，建議家長不要迷信閃咭的神奇功能，要讓孩子多些時間遊戲，從遊戲中學習思維，和解決問題的能力。Einstein Never Used Flash Cards 榮獲2003年全美最佳心理學著作的大獎。
右腦學習理論，亦早已過時。華盛頓大學最新掃描圖片顯示，腦部在處理一個語音的時候，左腦和右腦各有一部份同時應用，而並非半個世紀前所提出的右腦學習理論。
20.6.10
Obesity originates from pregnancy
High-fat diet during pregnancy makes new cells in fetal brain that cause early onset obesity.
A study in rats shows that laying open to a high-fat diet during pregnancy produces durable changes in the offspring’s brain that lead to overeating and obesity early in life, according to new delve into by Rockefeller University scientists.
This surprising finding, reported in the Nov. 12 issue of the Journal of Neuroscience , provides a key step toward understanding mechanisms of fetal programming involving the production of new brain cells that may help explain the increased prevalence of childhood obesity during the last 30 years.
“We’ve shown that short-term exposure to a high-fat diet in utero produces permanent neurons in the fetal brain that later increase the appetite for fat,” says senior author Sarah F. Leibowitz, who directs the Laboratory of Behavioral Neurobiology at Rockefeller. “This work provides the first evidence for a fetal program that links high levels of fats circulating in the mother’s blood during pregnancy to the overeating and increased weight gain of offspring after weaning.”
Research in adult animals by Leibowitz and others has shown that circulating triglycerides stimulate brain chemicals known as orexigenic peptides, which in turn spur the animals to eat more. Scientists also have shown that obese and diabetic mothers produce heavier children and that exposure to fat-rich foods early in life leads to obesity in adulthood. These studies suggested that food intake and body weight may be programmed during fetal development. But little was known about the mechanism underlying this programming.
Leibowitz and her colleagues have identified mechanisms in the brain that explain this programming. They looked at the effects of feeding pregnant rats a high fat diet for two weeks compared with a balanced diet containing a moderate amount of fat. The researchers found that rat pups born to mothers who consumed the high fat diet, even after the diet had been removed at birth, ate more, weighed more throughout life, and began puberty earlier than those born to mothers who ate a balanced diet for the same two week period. They also had higher levels of triglycerides in the blood at birth and as adults and greater production of brain peptides that stimulate eating and weight gain.
Leibowitz and her colleagues then looked at the pups’ brain development during the last week of pregnancy. They examined the number and types of neurons being born and made a surprising discovery: The pups from the mothers fed high fat diets had, in utero, a much larger number of neurons that produce the appetite-stimulating orexigenic peptides - and they kept them throughout their lives. During gestation, the mother’s fat-rich diet also stimulated the proliferation of neuronal precursor cells and their differentiation and migration to obesity-promoting centers in the brain. In rats on a balanced diet, these neurons were much fewer in number and appeared much later after birth.
“We believe the high levels of triglycerides that the fetuses are exposed to during pregnancy cause the growth of the neurons earlier and much more than is normal,” says Leibowitz.
The researchers hypothesize that because the mother must prepare her embryos to survive on her diet, they need to be born with the brain mechanisms that allow them to eat and metabolize it.
Leibowitz believes similar mechanisms may be operating in humans.
“We’re programming our children to be fat,” she says. “I think it’s very clear that there’s vulnerability in the developing brain, and we’ve identified the site of this action where new neurons are being born. We now need to understand how the lipids affect these precursor cells that form these fat-sensitive neurons that live with us throughout life.”
http://www.rockefeller.edu/
Parenting Seminar (free)
26/6 Sat
10am Admiralty Centre 2866 2028
2pm TseungKwanO Centre in Hang Hao 2191 0787
Bring along your friends
A study in rats shows that laying open to a high-fat diet during pregnancy produces durable changes in the offspring’s brain that lead to overeating and obesity early in life, according to new delve into by Rockefeller University scientists.
This surprising finding, reported in the Nov. 12 issue of the Journal of Neuroscience , provides a key step toward understanding mechanisms of fetal programming involving the production of new brain cells that may help explain the increased prevalence of childhood obesity during the last 30 years.
“We’ve shown that short-term exposure to a high-fat diet in utero produces permanent neurons in the fetal brain that later increase the appetite for fat,” says senior author Sarah F. Leibowitz, who directs the Laboratory of Behavioral Neurobiology at Rockefeller. “This work provides the first evidence for a fetal program that links high levels of fats circulating in the mother’s blood during pregnancy to the overeating and increased weight gain of offspring after weaning.”
Research in adult animals by Leibowitz and others has shown that circulating triglycerides stimulate brain chemicals known as orexigenic peptides, which in turn spur the animals to eat more. Scientists also have shown that obese and diabetic mothers produce heavier children and that exposure to fat-rich foods early in life leads to obesity in adulthood. These studies suggested that food intake and body weight may be programmed during fetal development. But little was known about the mechanism underlying this programming.
Leibowitz and her colleagues have identified mechanisms in the brain that explain this programming. They looked at the effects of feeding pregnant rats a high fat diet for two weeks compared with a balanced diet containing a moderate amount of fat. The researchers found that rat pups born to mothers who consumed the high fat diet, even after the diet had been removed at birth, ate more, weighed more throughout life, and began puberty earlier than those born to mothers who ate a balanced diet for the same two week period. They also had higher levels of triglycerides in the blood at birth and as adults and greater production of brain peptides that stimulate eating and weight gain.
Leibowitz and her colleagues then looked at the pups’ brain development during the last week of pregnancy. They examined the number and types of neurons being born and made a surprising discovery: The pups from the mothers fed high fat diets had, in utero, a much larger number of neurons that produce the appetite-stimulating orexigenic peptides - and they kept them throughout their lives. During gestation, the mother’s fat-rich diet also stimulated the proliferation of neuronal precursor cells and their differentiation and migration to obesity-promoting centers in the brain. In rats on a balanced diet, these neurons were much fewer in number and appeared much later after birth.
“We believe the high levels of triglycerides that the fetuses are exposed to during pregnancy cause the growth of the neurons earlier and much more than is normal,” says Leibowitz.
The researchers hypothesize that because the mother must prepare her embryos to survive on her diet, they need to be born with the brain mechanisms that allow them to eat and metabolize it.
Leibowitz believes similar mechanisms may be operating in humans.
“We’re programming our children to be fat,” she says. “I think it’s very clear that there’s vulnerability in the developing brain, and we’ve identified the site of this action where new neurons are being born. We now need to understand how the lipids affect these precursor cells that form these fat-sensitive neurons that live with us throughout life.”
http://www.rockefeller.edu/
Parenting Seminar (free)
26/6 Sat
10am Admiralty Centre 2866 2028
2pm TseungKwanO Centre in Hang Hao 2191 0787
Bring along your friends
19.6.10
Autism and social deprivation
A neurodevelopmental disorder is defined as an impairment of the growth and development of the central nervous system. It effects the childs brain function in controlling emotion, learning ability and memory as well as social interaction. Today, one in six children is diagnosed with some forms of development and behaviour disorder. It is advised for parent to have their child diagnosed early, if they found that their child is withdrawing from social world, failing to learn the basic communication skill or struggle with emotional regulation, etc.. otherwise, a child may be at risk of becoming serious lifelong disability.
Autism
Autism is one most common form of brain development disorder and one in 166 child is diagnosed with some forms of autism. It is defined as medical condition in which a child has some of the following impairments
a) Speech
b) Social and communication skills
c) Limited interest
d) Repetitive behaviour
http://health.articlealbum.com/childrens-health-brain-development-disorder-definition-and-types/
As no specific cause for autism can be identified, we suspect that autism is in part due to acute deprivation of language stimulation during the critical period in the first year after birth.
Never leave your baby at home doing nothing when you and your husband go to work. Your child needs rich language environment and social interaction for his brain development.
Autism
Autism is one most common form of brain development disorder and one in 166 child is diagnosed with some forms of autism. It is defined as medical condition in which a child has some of the following impairments
a) Speech
b) Social and communication skills
c) Limited interest
d) Repetitive behaviour
http://health.articlealbum.com/childrens-health-brain-development-disorder-definition-and-types/
As no specific cause for autism can be identified, we suspect that autism is in part due to acute deprivation of language stimulation during the critical period in the first year after birth.
Never leave your baby at home doing nothing when you and your husband go to work. Your child needs rich language environment and social interaction for his brain development.
31.5.10
珍惜嬰幼期
周先生,
您好，我是由去年6 月開始支持你們的家長，我從事教育工作的，當時我的女兒只有6 月大，現在已17個月大了，我深信您那一套對幼兒語言教育的理念，並認為我的選擇是對的。
我最滿意的是日語老師(金鍾星期天)，我和女兒上她的課簡直是一種享受，她很細心地安排每一個教學活動，互動性強，小朋友往往被她吸引着，對她我是讚不絕口的。另外是法語課(Remi & Raphael)，他們亦能仔細地安排每一個教學活動，多元化的教學環節，還有網上重溫。
而在香港最着重的是兩文三語，我最重視的是英語，Belinda 的教學絕對是無可置疑，她很活躍，每一環節都激發幼兒思考，非常吸引，而每一環節都有連貫的...
後來就試了___的課，我認為他可在以下方面作出改善以提升教學質素：
1. 不要害羞，放大聲音，盡情享受與孩子玩樂。
2. 每一環節多點連貫，如 Belinda 那樣。
3. 多一點紀律和互動性，例如我之前提及Emily的優點，多鼓勵小孩說話。
4. 勿死板地拿着教具或字咭讀，要滲入在活動中教。
我去了其他地方試堂，相比之下，你們的課堂安排仍然是優秀的，東山的孩子真的比較機靈，簡直是天淵之別，所以我更加不能不提意見，而眼睜睜地看着質素高的東山退步！
你們的課堂在優秀的基礎上再做得更好是我們家長的福份，靜候您的佳音，望老師方面有所改善，如果Emily 老師能回來則更理想，加價也值。
Ron 媽,
非常感謝您的寶貴意見，我們會知會有關的老師，並在明天早上的會議進行討論。
容我也給您提一個小小的意見，17個月的孩子，還是在語言學習和腦部發展的高峰期。孩子每天需要大量營養，支持身體的成長，更需要豐富的語言環境，及和其他小朋友的相處，刺激腦部的發育和語言的成長，隔天才提供良好的環境，並不足夠。高峰期到兩歲半左右，告一段落。
珍惜這段寶貴的高速學習期，安排在你要上班的日子，每天都讓孩子到中心參加活動，擴闊對不同文化、不同語言的接觸面，拉闊音域，培養自信心和領袖才，發揮孩子的語言天份。錢是可以賺回來的，孩子的高速學習期，一去不複返。
歡迎出週六家長研討會
6月5日(星期六)
上午10至11時半 尖沙咀漢口道17號新聲大廈6樓 電話：2376 1808
下午2至3時半 金鐘海富中心一座5樓 電話：2866 2028
6月12日(星期六)
上午10至11時半 金鐘海富中心一座5樓 電話：2866 2028
下午2至3時半 坑口安寧花園商場後座 電話：2191 0787
您好，我是由去年6 月開始支持你們的家長，我從事教育工作的，當時我的女兒只有6 月大，現在已17個月大了，我深信您那一套對幼兒語言教育的理念，並認為我的選擇是對的。
我最滿意的是日語老師(金鍾星期天)，我和女兒上她的課簡直是一種享受，她很細心地安排每一個教學活動，互動性強，小朋友往往被她吸引着，對她我是讚不絕口的。另外是法語課(Remi & Raphael)，他們亦能仔細地安排每一個教學活動，多元化的教學環節，還有網上重溫。
而在香港最着重的是兩文三語，我最重視的是英語，Belinda 的教學絕對是無可置疑，她很活躍，每一環節都激發幼兒思考，非常吸引，而每一環節都有連貫的...
後來就試了___的課，我認為他可在以下方面作出改善以提升教學質素：
1. 不要害羞，放大聲音，盡情享受與孩子玩樂。
2. 每一環節多點連貫，如 Belinda 那樣。
3. 多一點紀律和互動性，例如我之前提及Emily的優點，多鼓勵小孩說話。
4. 勿死板地拿着教具或字咭讀，要滲入在活動中教。
我去了其他地方試堂，相比之下，你們的課堂安排仍然是優秀的，東山的孩子真的比較機靈，簡直是天淵之別，所以我更加不能不提意見，而眼睜睜地看着質素高的東山退步！
你們的課堂在優秀的基礎上再做得更好是我們家長的福份，靜候您的佳音，望老師方面有所改善，如果Emily 老師能回來則更理想，加價也值。
Ron 媽,
非常感謝您的寶貴意見，我們會知會有關的老師，並在明天早上的會議進行討論。
容我也給您提一個小小的意見，17個月的孩子，還是在語言學習和腦部發展的高峰期。孩子每天需要大量營養，支持身體的成長，更需要豐富的語言環境，及和其他小朋友的相處，刺激腦部的發育和語言的成長，隔天才提供良好的環境，並不足夠。高峰期到兩歲半左右，告一段落。
珍惜這段寶貴的高速學習期，安排在你要上班的日子，每天都讓孩子到中心參加活動，擴闊對不同文化、不同語言的接觸面，拉闊音域，培養自信心和領袖才，發揮孩子的語言天份。錢是可以賺回來的，孩子的高速學習期，一去不複返。
歡迎出週六家長研討會
6月5日(星期六)
上午10至11時半 尖沙咀漢口道17號新聲大廈6樓 電話：2376 1808
下午2至3時半 金鐘海富中心一座5樓 電話：2866 2028
6月12日(星期六)
上午10至11時半 金鐘海富中心一座5樓 電話：2866 2028
下午2至3時半 坑口安寧花園商場後座 電話：2191 0787
28.5.10
Introducing our Summer Program - (1) English Communication
When kids take over the classroom
‘I get more opportunities to speak in class.’
“It’s fun!” said Byeong-jun. “I have more opportunity to speak out in this small class. I usually don’t have that much of chance to speak English in regular class. There’s about 30 of us. But here I can ask all the questions I want. It’s cool to talk to my friends in English, too.”
“In a regular class, students sometimes hesitate to present their thoughts and answers in English because the class atmosphere is generally strict. But in this Saturday class, they are aggressive, in a good way, eager to jump in at any time because the class atmosphere encourages students not to be afraid of making mistakes.”
“There’s no special reason that we’re here,” Jin-yeong said. “It’s just because learning English is fun!”
http://joongangdaily.joins.com/article/view.asp?aid=2903260
This is exactly what we are going to do in English Communication in our summer program, run by trained native teachers. Let kids take over the classroom. Let them talk. Let them talk about the people they like, games they play, toys they love.
The role of teacher metamorphoses from a person who lectures into a facilitator and a resource person. The teacher becomes the host of a discussion program, introducing a hot topic of common interest, involving children and drawing out their ideas. The teacher becomes a resource person, helping participants to get the word one is looking for, repeating the word to make the pronunication right.
Is the outcome of the discussion important? Perhaps. It must mean quite a lot to the participants. But our key objective is to make learning English fun.
Our objective is to build up confidence and the verbal skills in communicating in English.
Share this with your friends. Tell us what you think.
[Don't miss our Gifted Babies Program for young babies and toddlers. They learn languages a hundred times faster than adults. Come to our Parenting Seminar Tel: 2866 2028]
‘I get more opportunities to speak in class.’
“It’s fun!” said Byeong-jun. “I have more opportunity to speak out in this small class. I usually don’t have that much of chance to speak English in regular class. There’s about 30 of us. But here I can ask all the questions I want. It’s cool to talk to my friends in English, too.”
“In a regular class, students sometimes hesitate to present their thoughts and answers in English because the class atmosphere is generally strict. But in this Saturday class, they are aggressive, in a good way, eager to jump in at any time because the class atmosphere encourages students not to be afraid of making mistakes.”
“There’s no special reason that we’re here,” Jin-yeong said. “It’s just because learning English is fun!”
http://joongangdaily.joins.com/article/view.asp?aid=2903260
This is exactly what we are going to do in English Communication in our summer program, run by trained native teachers. Let kids take over the classroom. Let them talk. Let them talk about the people they like, games they play, toys they love.
The role of teacher metamorphoses from a person who lectures into a facilitator and a resource person. The teacher becomes the host of a discussion program, introducing a hot topic of common interest, involving children and drawing out their ideas. The teacher becomes a resource person, helping participants to get the word one is looking for, repeating the word to make the pronunication right.
Is the outcome of the discussion important? Perhaps. It must mean quite a lot to the participants. But our key objective is to make learning English fun.
Our objective is to build up confidence and the verbal skills in communicating in English.
Share this with your friends. Tell us what you think.
[Don't miss our Gifted Babies Program for young babies and toddlers. They learn languages a hundred times faster than adults. Come to our Parenting Seminar Tel: 2866 2028]
27.5.10
The Developing Mind needs rich language environment and play
Young children know, feel and learn more than we ever imagined.
PERSONALITY & SOCIAL SKILLS (EQ) Recent discoveries indicate the important role social interaction plays in early learning and in later success in school and life.
COGNITION (IQ) Human cognition is complex and requires memory, problem-solving, logic, mathematical reasoning, and the manipulation of physical tools and abstract symbols.
LANGUAGE (LQ) Language is affected by a critical period. Skills not developed early are not easily corrected by later remediation attempts.
- Institute of Languages and Brain Sciences, Washington University, Seattle.
Early language training boosts IQ. University of North Carolina
http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
Le Beaumont's Gifted Babies program offers a stimulating environment rich in culture and languages, to boost the EQ, IQ & LQ of infants and toddlers.
Find out more at Beaumont Parenting Seminar (Reservation requested)
Afternoon in Admiralty: 2:30 p.m. - 4:00 p.m. Tel: 2191 0787
PERSONALITY & SOCIAL SKILLS (EQ) Recent discoveries indicate the important role social interaction plays in early learning and in later success in school and life.
COGNITION (IQ) Human cognition is complex and requires memory, problem-solving, logic, mathematical reasoning, and the manipulation of physical tools and abstract symbols.
LANGUAGE (LQ) Language is affected by a critical period. Skills not developed early are not easily corrected by later remediation attempts.
- Institute of Languages and Brain Sciences, Washington University, Seattle.
Early language training boosts IQ. University of North Carolina
http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
Le Beaumont's Gifted Babies program offers a stimulating environment rich in culture and languages, to boost the EQ, IQ & LQ of infants and toddlers.
Find out more at Beaumont Parenting Seminar (Reservation requested)
Afternoon in Admiralty: 2:30 p.m. - 4:00 p.m. Tel: 2191 0787
21.5.10
Hillary Clinton Addresses Early Childhood Nutrition
May 17, 2010
The following is excerpted from speech given by Secretary of State Hillary Clinton at the 2010 National CARE Conference. The statistics are daunting. For the full speech, go to http://www.state.gov/secretary/rm/2010/05/141726.htm.
“One in three children worldwide suffers from under-nutrition. In some countries, half of all children are stunted, which impedes their brain development and causes lifelong health and learning problems.
More than 3 million children and 100,000 mothers die every year from causes related to under-nutrition, which weakens immune systems, makes people susceptible to other health problems such as anemia, which is a leading contributor of maternal mortality, and pneumonia, which is the leading cause of death for children worldwide.
Under-nutrition impairs the effectiveness of life-saving medications, including the antiretrovirals needed by people living with HIV and AIDS. And the effects of under-nutrition linger for generations. Girls stunted by under-nutrition grow up to be women who are more likely to endure, if they survive, difficult pregnancies. And then their children, too, come into life undernourished.
So nutrition is a universal need and people of all ages and circumstances deserve access to nutritious foods. But the two groups that have the most acute need for improved nutrition are pregnant women and children, particularly babies. This is due in part to feeding practices that have women and children, particularly girls, eating last and eating least. But it also reflects the particular health needs of women, especially mothers and especially young children.
Nutrition plays the most critical role in a person’s life during a narrow window of time – the 1,000 days that begin at the start of a pregnancy and continue through the second year of life. The quality of nutrition during those 1,000 days can help determine whether a mother and child survive pregnancy and whether a child will contract a common childhood disease, experience enough brain development to go to school and hold a job as an adult.
The science of nutrition points to a strategy. If we target that brief critical period during which nutrition has the biggest impact and focus on improving nutrition for expectant mothers, new mothers, and young children, we can accomplish several things at once. We can save lives, we can help children start life on a better path, and we can bolster economic development and learning down the road.”
Sam Chow, Director of the Gifted Babies Program in Le Beaumont Language Centre, who has invested 10,000 hours in the R & D on early brain development and language acquisition, has the following observation. "The first 1,000 days after birth are indeed critical to child development. In developing countries, the problem is with the lack of nutrition. In developed countries, the problem is with the lack of language stimulation and social interaction. One in every 6 children in UK has language development problems.
Don't leave your baby at home. Don't let your baby grow up under acute deprivation of language stimulation and social interaction during the critical first 1,000 days because both parents are away at work. Join the Gifted Babies program and let your baby grow up into a gifted child in a multi-lingual multi-cultural environment rich in stimulation and social interaction.
The following is excerpted from speech given by Secretary of State Hillary Clinton at the 2010 National CARE Conference. The statistics are daunting. For the full speech, go to http://www.state.gov/secretary/rm/2010/05/141726.htm.
“One in three children worldwide suffers from under-nutrition. In some countries, half of all children are stunted, which impedes their brain development and causes lifelong health and learning problems.
More than 3 million children and 100,000 mothers die every year from causes related to under-nutrition, which weakens immune systems, makes people susceptible to other health problems such as anemia, which is a leading contributor of maternal mortality, and pneumonia, which is the leading cause of death for children worldwide.
Under-nutrition impairs the effectiveness of life-saving medications, including the antiretrovirals needed by people living with HIV and AIDS. And the effects of under-nutrition linger for generations. Girls stunted by under-nutrition grow up to be women who are more likely to endure, if they survive, difficult pregnancies. And then their children, too, come into life undernourished.
So nutrition is a universal need and people of all ages and circumstances deserve access to nutritious foods. But the two groups that have the most acute need for improved nutrition are pregnant women and children, particularly babies. This is due in part to feeding practices that have women and children, particularly girls, eating last and eating least. But it also reflects the particular health needs of women, especially mothers and especially young children.
Nutrition plays the most critical role in a person’s life during a narrow window of time – the 1,000 days that begin at the start of a pregnancy and continue through the second year of life. The quality of nutrition during those 1,000 days can help determine whether a mother and child survive pregnancy and whether a child will contract a common childhood disease, experience enough brain development to go to school and hold a job as an adult.
The science of nutrition points to a strategy. If we target that brief critical period during which nutrition has the biggest impact and focus on improving nutrition for expectant mothers, new mothers, and young children, we can accomplish several things at once. We can save lives, we can help children start life on a better path, and we can bolster economic development and learning down the road.”
Sam Chow, Director of the Gifted Babies Program in Le Beaumont Language Centre, who has invested 10,000 hours in the R & D on early brain development and language acquisition, has the following observation. "The first 1,000 days after birth are indeed critical to child development. In developing countries, the problem is with the lack of nutrition. In developed countries, the problem is with the lack of language stimulation and social interaction. One in every 6 children in UK has language development problems.
Don't leave your baby at home. Don't let your baby grow up under acute deprivation of language stimulation and social interaction during the critical first 1,000 days because both parents are away at work. Join the Gifted Babies program and let your baby grow up into a gifted child in a multi-lingual multi-cultural environment rich in stimulation and social interaction.
Brain Development
Brain development in a Preschooler Brain development commences in children as early as when they are babies. As per researches, early childhood care and experiences are believed to serve as an important prerequisite to a developing brain. It is also wise to reflect on the say, ’we are born with few traits and we acquire some’ in the process to become more informed and learned. A similar process works for our brains and intellect. Human brain is composed of a complex network of neurons that collect information and process it further to yield outputs. The more early these neural pathways are stimulated, the better it facilitates learning as one grows older.
http://blog.indianwomenshealth.com/brain-development/
http://blog.indianwomenshealth.com/brain-development/
20.5.10
TV is not an option for your baby
The American Academy of Child and Adolescent Psychiatry states that television viewing can be a powerful influence in developing value systems and shaping behavior. Most of us are aware that Sesame Street teaches children who are ready for it, letters and numbers. Mr. Rogers teaches pro-social values. But many of us forget that by the same token, ALL television programs are teaching our children something. And when we take a close look at what most programs are teaching our children, it can be rather scary. Research on children’s behavior, school performance, weight, sleeping habits, and brain development back up the assertion that TV is harming our children.
American Academy of Pediatrics state that children aged 2 and younger should have NO screen time. Children older than that should be limited to 1-2 hours per day of nonviolent, educational programming.
Encourage alternative entertainment for children, including reading, athletics, hobbies, and creative play. [Join playgroups to exercise their brain and learn languages at the same time.]
For the full article, please go to
http://www.21blog.com/2010/05/19/television-teacher-trouble-maker-or-tool/
Find out more at the Parenting Seminar (free)
- Early brain development and language acquisition
American Academy of Pediatrics state that children aged 2 and younger should have NO screen time. Children older than that should be limited to 1-2 hours per day of nonviolent, educational programming.
Encourage alternative entertainment for children, including reading, athletics, hobbies, and creative play. [Join playgroups to exercise their brain and learn languages at the same time.]
For the full article, please go to
http://www.21blog.com/2010/05/19/television-teacher-trouble-maker-or-tool/
Find out more at the Parenting Seminar (free)
- Early brain development and language acquisition
16.5.10
National Scientific Council on the Developing Child
The Science of Early Childhood
Neuroscience, molecular biology, and genomics tell us that early life experiences are built into our bodies. They get under our skin and into the brain and other organ systems, with lasting effects on individuals, communities, society, and the economy. Children subjected to poverty, violence, or neglect during these early years without a supportive network of adults can end up with faulty “wiring” that has long-term consequences well into adulthood. Experiences during the first few years of life – good and bad—literally shape the architecture of the developing brain. Stable, positive relationships with adults and growth-promoting experiences are key to the development of the architecture that forms the foundation for all future learning, behavior, and health.
[The site provides links to 2 reports and 10 working papers which provides valuable information to parents who want to have an in-depth view about the subject of child development.]
http://developingchild.harvard.edu/initiatives/council/
Neuroscience, molecular biology, and genomics tell us that early life experiences are built into our bodies. They get under our skin and into the brain and other organ systems, with lasting effects on individuals, communities, society, and the economy. Children subjected to poverty, violence, or neglect during these early years without a supportive network of adults can end up with faulty “wiring” that has long-term consequences well into adulthood. Experiences during the first few years of life – good and bad—literally shape the architecture of the developing brain. Stable, positive relationships with adults and growth-promoting experiences are key to the development of the architecture that forms the foundation for all future learning, behavior, and health.
[The site provides links to 2 reports and 10 working papers which provides valuable information to parents who want to have an in-depth view about the subject of child development.]
http://developingchild.harvard.edu/initiatives/council/
14.5.10
Talking Seriously With Children Is Good for Their Language Proficiency
ScienceDaily (May 12, 2010) — How adults approach children aged 3 to 6 years during conversations has a major influence on their language acquisition. Those who address children as fully-fledged conversation partners lay an early basis for the development of 'academic language', says Dutch researcher Lotte Henrichs.
Children at a primary school need a certain type of language proficiency: academic language. Academic language is not an independent, new language, but is the language that teachers use and expect from the pupils. It enables children to understand instructions and to demonstrate their knowledge in an efficient manner. Academic language is characterised by difficult, abstract words and complex sentence structures. The language often contains a lot of clauses and conjunctions and due to the methods of argument and analysis it has a scientific appearance.
Parents make the difference
Henrichs demonstrated that children are already confronted with academic language in the nursery school. They already hear a lot academic language from the teacher and are often expected to use academic language themselves. The extent to which academic language is used at home was found to differ strongly between families. An essential aspect is how parents approach their children during conversations. If children are given the opportunity to make meaningful contributions to conversations, they often use characteristics of academic language proficiency naturally. In addition to this, the knowledge of academic language depends on the extent to which parents read to their children, tell them stories and hold conversations about interesting subjects.
Lotte Henrichs investigated how very young children in particular acquire this academic language proficiency and the role played by child raisers and schools in this process. Within the large research programme that Henrichs carried out her research in, 150 children aged 3 to 6 years were followed for a period of three years. All of the children lived in the Netherlands and came from Turkish, Moroccan-Berber and Dutch families. From all these participants, a subgroup of 25 Dutch families were involved in the in-depth study of Henrichs.
http://www.sciencedaily.com/releases/2010/05/100512172529.htm
The English program for school children in Le Beaumont is highly interactive. Children are given a lot of chance to participate in daily conversation, in reporting daily events and in discussions. Le Beaumont program is student centre. Students get highly motivated to take part in the activities. Participating in Le Beaumont English program for 3 months can have a better effect than attending a traditional English course for a year. Same happens in the Putonghua program. R & D make all the difference.
Children at a primary school need a certain type of language proficiency: academic language. Academic language is not an independent, new language, but is the language that teachers use and expect from the pupils. It enables children to understand instructions and to demonstrate their knowledge in an efficient manner. Academic language is characterised by difficult, abstract words and complex sentence structures. The language often contains a lot of clauses and conjunctions and due to the methods of argument and analysis it has a scientific appearance.
Parents make the difference
Henrichs demonstrated that children are already confronted with academic language in the nursery school. They already hear a lot academic language from the teacher and are often expected to use academic language themselves. The extent to which academic language is used at home was found to differ strongly between families. An essential aspect is how parents approach their children during conversations. If children are given the opportunity to make meaningful contributions to conversations, they often use characteristics of academic language proficiency naturally. In addition to this, the knowledge of academic language depends on the extent to which parents read to their children, tell them stories and hold conversations about interesting subjects.
Lotte Henrichs investigated how very young children in particular acquire this academic language proficiency and the role played by child raisers and schools in this process. Within the large research programme that Henrichs carried out her research in, 150 children aged 3 to 6 years were followed for a period of three years. All of the children lived in the Netherlands and came from Turkish, Moroccan-Berber and Dutch families. From all these participants, a subgroup of 25 Dutch families were involved in the in-depth study of Henrichs.
http://www.sciencedaily.com/releases/2010/05/100512172529.htm
The English program for school children in Le Beaumont is highly interactive. Children are given a lot of chance to participate in daily conversation, in reporting daily events and in discussions. Le Beaumont program is student centre. Students get highly motivated to take part in the activities. Participating in Le Beaumont English program for 3 months can have a better effect than attending a traditional English course for a year. Same happens in the Putonghua program. R & D make all the difference.
UK Education Secretary on education
Michael Gove, the new Education Secretary said nothing was more important to the fairness of society and the country's future prosperity than getting education right.
The department has been renamed as the "Department for Education". Previously, it was called the "Department for Children, Schools and Families".
"Too many children still leave primary school every year without meeting basic standards in English or maths and too few 16-year-olds get five decent GCSEs.
"So improving literacy, raising pupil attainment, extending parental choice, freeing teachers from bureaucracy, improving discipline and closing the widening gap between the richest and the poorest should be our shared goal."
Other key priorities confirmed by Mr Gove were to:
* give schools greater freedom over the curriculum
* radically reform exam system
* support teachers to ensure higher standards of discipline
http://news.bbc.co.uk/2/hi/education/10113940.stm Thursday, 13 May 2010 12:51 UK
Le Beaumont shares a number of issues in common.
(1) Nothing is more important to the future success of your child than in providing a rich and stimulating language environment for growing up during the critical early years. Beaumont Playgroups stimulates the healthy department of personality, IQ and language skills.
(2) Too many children started their formal education in kindergarten totally unprepared in EQ, IQ and LQ. One third of all students ended up as failures in the School Certificate Examinations. Parents must pay due attention to the early years which are so critical to brain and language development.
(3) Beaumont Playgroups gives plenty of room for teachers to improvise and to modify the curriculum during each playgroup session, responding more closely to the interest and the response of children in the group.
The department has been renamed as the "Department for Education". Previously, it was called the "Department for Children, Schools and Families".
"Too many children still leave primary school every year without meeting basic standards in English or maths and too few 16-year-olds get five decent GCSEs.
"So improving literacy, raising pupil attainment, extending parental choice, freeing teachers from bureaucracy, improving discipline and closing the widening gap between the richest and the poorest should be our shared goal."
Other key priorities confirmed by Mr Gove were to:
* give schools greater freedom over the curriculum
* radically reform exam system
* support teachers to ensure higher standards of discipline
http://news.bbc.co.uk/2/hi/education/10113940.stm Thursday, 13 May 2010 12:51 UK
Le Beaumont shares a number of issues in common.
(1) Nothing is more important to the future success of your child than in providing a rich and stimulating language environment for growing up during the critical early years. Beaumont Playgroups stimulates the healthy department of personality, IQ and language skills.
(2) Too many children started their formal education in kindergarten totally unprepared in EQ, IQ and LQ. One third of all students ended up as failures in the School Certificate Examinations. Parents must pay due attention to the early years which are so critical to brain and language development.
(3) Beaumont Playgroups gives plenty of room for teachers to improvise and to modify the curriculum during each playgroup session, responding more closely to the interest and the response of children in the group.
11.5.10
Learning a Second Language is Kid Stuff
May 10, 2010, 1:10 pm by Jennifer Johnson
Language researchers would probably agree that your second language acquisition would have been more easily-achieved had you started before age five.
There’s an abundance of research out there confirming that young kids pick up languages more easily than adults. The relative ease with which children learn a second language may have something to do with a linguistic theory called “language transfer.”
The more children learn about a foreign language, the more they understand about their own language,” said Nancy Rhodes, Director of Foreign Language Education at the Center for Applied Linguistics in Washington, D.C.
For young kids, language learning is intuitive and natural. What educators call a “window of opportunity” may be what experts say is a greater neural and linguistic plasticity, which allows kids to acquire language with relative ease and speed.
Researchers led by neurologist Dr. Andrea Mechelli studied the brain images of bilinguals and concluded that learning a foreign language at any age increases the grey matter density in the brain, according to a 2007 New York Times article. Though learning a foreign language at any age adds to grey matter density, the most significant advantage exists for people who acquired that language before age five.
Learning a new language could have helped your SAT scores. The 2007 College Bound Seniors report, issued by the SAT-administering College Board, reported the significant benefits of studying a foreign language for four or more years: students scored an average 140 points (out of 800) higher on the Critical Reading section than students with only two semesters of foreign language, 150 points higher on Writing, and another 140 points more in the Math section.
Web MD reports that learning multiple languages can ultimately delay the onset of dementia by nearly four years in elderly patients.
Adults find it hard to mimic never-before heard sounds in other languages. Children, on the other hand, are natural copycats, often delighting in repeating and mimicking sounds and words. Kids can pick up slight differences in tones and sound, which can be helpful when imitating a natural-sounding, native-like accent that may take adolescents and adults years of practice to achieve.
A study conducted by researchers from UCLA and the University of Hong Kong shows that even adults with significant exposure to the language in childhood can end up speaking like a native.
Immersion–where all or nearly all of the verbal inputs a person receives are in the language they’re trying to learn–can be enormously helpful for learning a new language quickly and in a manner that lasts. Linguists suggest that, if you can’t study abroad in a place where you’re immersed in the language, consistently exploring the language may be your next best bet.
So stick with your foreign language classes in college or sign-up for them as an elective and your grey matter will thank you.
http://blog.openstudy.com/2010/05/10/learning-a-second-language-is-kid-stuff/
Language researchers would probably agree that your second language acquisition would have been more easily-achieved had you started before age five.
There’s an abundance of research out there confirming that young kids pick up languages more easily than adults. The relative ease with which children learn a second language may have something to do with a linguistic theory called “language transfer.”
The more children learn about a foreign language, the more they understand about their own language,” said Nancy Rhodes, Director of Foreign Language Education at the Center for Applied Linguistics in Washington, D.C.
For young kids, language learning is intuitive and natural. What educators call a “window of opportunity” may be what experts say is a greater neural and linguistic plasticity, which allows kids to acquire language with relative ease and speed.
Researchers led by neurologist Dr. Andrea Mechelli studied the brain images of bilinguals and concluded that learning a foreign language at any age increases the grey matter density in the brain, according to a 2007 New York Times article. Though learning a foreign language at any age adds to grey matter density, the most significant advantage exists for people who acquired that language before age five.
Learning a new language could have helped your SAT scores. The 2007 College Bound Seniors report, issued by the SAT-administering College Board, reported the significant benefits of studying a foreign language for four or more years: students scored an average 140 points (out of 800) higher on the Critical Reading section than students with only two semesters of foreign language, 150 points higher on Writing, and another 140 points more in the Math section.
Web MD reports that learning multiple languages can ultimately delay the onset of dementia by nearly four years in elderly patients.
Adults find it hard to mimic never-before heard sounds in other languages. Children, on the other hand, are natural copycats, often delighting in repeating and mimicking sounds and words. Kids can pick up slight differences in tones and sound, which can be helpful when imitating a natural-sounding, native-like accent that may take adolescents and adults years of practice to achieve.
A study conducted by researchers from UCLA and the University of Hong Kong shows that even adults with significant exposure to the language in childhood can end up speaking like a native.
Immersion–where all or nearly all of the verbal inputs a person receives are in the language they’re trying to learn–can be enormously helpful for learning a new language quickly and in a manner that lasts. Linguists suggest that, if you can’t study abroad in a place where you’re immersed in the language, consistently exploring the language may be your next best bet.
So stick with your foreign language classes in college or sign-up for them as an elective and your grey matter will thank you.
http://blog.openstudy.com/2010/05/10/learning-a-second-language-is-kid-stuff/
7.5.10
Child Language Acquisition Development
By Katlyn Joy, eHow Contributing Writer
We are born with an ability to learn speech and language, and have a need to communicate as social beings. However, the environment we grow up in has a tremendous impact on how our speech and language develop.
Language Elements
Certain elements are present in all languages. These include phonology (speech sounds), morphology (word formation), syntax (sentence building), semantics (meaning of sentences/words), prosody (intonation and rhythm of speech), and pragmatics (practical rules for language use). A child learns these elements within the first few years of life without formal instruction, but rather just by regular interaction with others.
http://www.ehow.com/about_6390177_child-language-acquisition-development.html
Our study shows that babies are interested in speech sounds, intonation and rhythm of speech in the first 15 months, word formation after 15 month, and sentence building from 24 months.
By far the most difficult part in learning a language is in voice recognition, which babies up to 8 months excel. As babies are only interested in sounds and sound patterns, and there are only 30+ basic sounds in any language, babies can learn 10 languages at the same time without confusion and without any problem.
We are born with an ability to learn speech and language, and have a need to communicate as social beings. However, the environment we grow up in has a tremendous impact on how our speech and language develop.
Language Elements
Certain elements are present in all languages. These include phonology (speech sounds), morphology (word formation), syntax (sentence building), semantics (meaning of sentences/words), prosody (intonation and rhythm of speech), and pragmatics (practical rules for language use). A child learns these elements within the first few years of life without formal instruction, but rather just by regular interaction with others.
http://www.ehow.com/about_6390177_child-language-acquisition-development.html
Our study shows that babies are interested in speech sounds, intonation and rhythm of speech in the first 15 months, word formation after 15 month, and sentence building from 24 months.
By far the most difficult part in learning a language is in voice recognition, which babies up to 8 months excel. As babies are only interested in sounds and sound patterns, and there are only 30+ basic sounds in any language, babies can learn 10 languages at the same time without confusion and without any problem.
4.5.10
Toddlers and TV: Early exposure has negative and long-term impact
Montreal, May 3, 2010 – A shocking study from child experts at the Université de Montréal, the Sainte-Justine University Hospital Research Center and the University of Michigan, published in the Archives of Pediatrics & Adolescent Medicine, has found that television exposure at age two forecasts negative consequences for kids, ranging from poor school adjustment to unhealthy habits.
"We found every additional hour of TV exposure among toddlers corresponded to a future decrease in classroom engagement and success at math, increased victimization by classmates, have a more sedentary lifestyle, higher consumption of junk food and, ultimately, higher body mass index," says lead author Dr. Linda S. Pagani, a psychosocial professor at the Université de Montréal.
"Early childhood is a critical period for brain development and formation of behaviour," warns Dr. Pagani. "High levels of TV consumption during this period can lead to future unhealthy habits.
TV exposure replaces time that could be spent engaging in other developmentally enriching activities and tasks which foster cognitive, behavioral, and motor development.
http://www.eurekalert.org/pub_releases/2010-05/uom-tt042710.php
"We found every additional hour of TV exposure among toddlers corresponded to a future decrease in classroom engagement and success at math, increased victimization by classmates, have a more sedentary lifestyle, higher consumption of junk food and, ultimately, higher body mass index," says lead author Dr. Linda S. Pagani, a psychosocial professor at the Université de Montréal.
"Early childhood is a critical period for brain development and formation of behaviour," warns Dr. Pagani. "High levels of TV consumption during this period can lead to future unhealthy habits.
TV exposure replaces time that could be spent engaging in other developmentally enriching activities and tasks which foster cognitive, behavioral, and motor development.
http://www.eurekalert.org/pub_releases/2010-05/uom-tt042710.php
2.5.10
"芎蒼下的女神 Angora" is a great movie
Angora is a great movie, currently on show in IFC, with only one show a day. The show time on Sunday is 9:15 a.m. The film won the Goya Award and top the box offices in Spain for 4 consecutive weeks. It was set against the background of the Library in Alexandria during the latter part of the Roman Empire when Christianity began to take over from the classical schools of Greeks and Ptolemy. It was a very powerful and thought provoking film, especially for people with some background knowledge about philosophy, astronomy, science and the history of the Greeks and the Romans. The film has its own History Advisor, Astronomy Advisor, Science Advisor and Legal Advisors. It was supported by the Film Commission of Malta. Highly recommended.
1.5.10
Love is the key to healthy early childhood development
Friday, April 30, 2010
Clifton Journal
CLIFTON — Jin-A Child Care Center has been serving young children in the Clifton area for the past 22 years. This past week Jin-A celebrated the Week of the Young Child with a wonderful concert on its playground.
Research shows that brain cells are like raw materials that must be nurtured by a child's educational environment. That environment will determine how well the cells get connected, or "wired," to each other, which will affect the development of such fundamental areas as vision, feelings, language and movement. Some of the guidelines suggested by experts to parents and teachers of young children are:
* Good nutrition
* Developing a warm, caring relationship with children
* Responding to children's cues and clues
* Recognizing the uniqueness of each child
* Talking, singing and reading to children
* Encouraging safe exploration and play
* Disciplining with love
* Establishing daily routines
* Limiting TV watching
Overall, creating a warm and loving teaching environment is crucial to the healthy development of a child's brain and her subsequent growth into a well-functioning human being.
http://www.northjersey.com
news/92481374_Love_is_the_key_to_healthy_early_childhood_development.html
Clifton Journal
CLIFTON — Jin-A Child Care Center has been serving young children in the Clifton area for the past 22 years. This past week Jin-A celebrated the Week of the Young Child with a wonderful concert on its playground.
Research shows that brain cells are like raw materials that must be nurtured by a child's educational environment. That environment will determine how well the cells get connected, or "wired," to each other, which will affect the development of such fundamental areas as vision, feelings, language and movement. Some of the guidelines suggested by experts to parents and teachers of young children are:
* Good nutrition
* Developing a warm, caring relationship with children
* Responding to children's cues and clues
* Recognizing the uniqueness of each child
* Talking, singing and reading to children
* Encouraging safe exploration and play
* Disciplining with love
* Establishing daily routines
* Limiting TV watching
Overall, creating a warm and loving teaching environment is crucial to the healthy development of a child's brain and her subsequent growth into a well-functioning human being.
http://www.northjersey.com
news/92481374_Love_is_the_key_to_healthy_early_childhood_development.html
30.4.10
Language of learning
In an increasingly global economy, mastery of languages is often a critical component to success. Languages have long been a pivotal part of Harvard’s curriculum and a key to learning. Their study, University educators say, develops cognitive skills, fosters connections to foreign markets, preserves ancient traditions and histories, and cultivates a crucial understanding and appreciation of the world.
An FAS course booklet lists the expected German, French, and Spanish. But it also lists Akkadian, Avestan, Kikongo, Old English, Sogdian, Twi, Scottish Gaelic, Urdu, and Uyghur. The myriad choices amount to a crossword puzzle fan’s paradise.
Simply put, said Diana Sorensen, Harvard’s dean of arts and humanities, “The University offers the most comprehensive language studies program in the nation.”
http://news.harvard.edu/gazette/story/2010/04/words-worth/
An FAS course booklet lists the expected German, French, and Spanish. But it also lists Akkadian, Avestan, Kikongo, Old English, Sogdian, Twi, Scottish Gaelic, Urdu, and Uyghur. The myriad choices amount to a crossword puzzle fan’s paradise.
Simply put, said Diana Sorensen, Harvard’s dean of arts and humanities, “The University offers the most comprehensive language studies program in the nation.”
http://news.harvard.edu/gazette/story/2010/04/words-worth/
28.4.10
Early Childhood Development Conference a Rousing Success
Tuesday, April 27, 2010
Internationally renowned experts, working professionals, students and alumni came together at the University of La Verne this month to discuss early childhood development and the key role it plays in molding successful children and adults.
“It was wonderful,” said Barbara J. Nicoll, Ph.D., professor of education and director of child development graduate programs at La Verne. “The overriding message presented by speakers was that starting at birth, babies brains are growing so rapidly that the amount and kind of stimulation they receive sets a platform for how well they do later in life.”
A primary presenter on the topic of infant brain development was Alison Gopnik, professor of psychology at the University of California, Berkeley, and author of the new book, “The Philosophical Baby.”
“Alison Gopnik presented considerable new research about babies’ brains and how brain development sets children up for more positive development as they grow and age,” Nicoll said.
http://laverne.edu/news/2010/04/early-childhood-development-conference-a-rousing-success/
Internationally renowned experts, working professionals, students and alumni came together at the University of La Verne this month to discuss early childhood development and the key role it plays in molding successful children and adults.
“It was wonderful,” said Barbara J. Nicoll, Ph.D., professor of education and director of child development graduate programs at La Verne. “The overriding message presented by speakers was that starting at birth, babies brains are growing so rapidly that the amount and kind of stimulation they receive sets a platform for how well they do later in life.”
A primary presenter on the topic of infant brain development was Alison Gopnik, professor of psychology at the University of California, Berkeley, and author of the new book, “The Philosophical Baby.”
“Alison Gopnik presented considerable new research about babies’ brains and how brain development sets children up for more positive development as they grow and age,” Nicoll said.
http://laverne.edu/news/2010/04/early-childhood-development-conference-a-rousing-success/
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