By CLAUDIA QUIGG - For the Herald & Review | Posted: Friday, January 29, 2010
So which is it? Are babies mindless beings who only eat, sleep and cry? Or are they little geniuses, ready for academic pursuits?
According to David Bjorklund, evolutionary psychologist at Florida Atlantic University, babies have not changed much over the last 50,000 years. It's only the way we understand them that has.
While astute observers of human development have always believed that the early years were critical to developing potential, the year 1992 started the "Decade of the Brain." New technology like PET scans and MRIs allowed researchers to see clear evidence of what goes on inside the brains of young children.
While this information was exciting and hopeful, it also posed a danger as professionals and parents thought it meant we should apply principles of teaching third graders to teaching babies. Enter the billion-dollar baby industrial complex to sell us videos and flash cards to make our babies "smarter."
But a number of researchers have found clear evidence that some promotion of early learning tasks can actually interfere with later learning.
Science indicates that watching baby videos actually costs babies in their ability to produce language. Following a class action suit, the makers of the Baby Einstein videos were forced to refund the purchase price of thousands of videos they had sold using false claims that these videos would make babies smarter.
Here's the dilemma: We know we're supposed to be doing something to take advantage of the early years of brain development, but what? The answers to this query may be simpler than we think. They require only the simplest understanding of how babies operate.
First, babies are wired for relationships. To paraphrase the late Fred Rogers, everything children need to know comes to them through relationships that mean something to them personally.
From birth, they use their emerging skills to seek out those they can learn to trust. They flourish when they know they are secure. They fall apart and underperform when they are stressed.
Their behavior is organized and meaningful. They communicate clearly when stressed if we will but pay attention to their cues. When their needs are met, they snuggle, coo and sleep. When they feel overwhelmed, they fuss, turn red and lose motor coordination.
So babies need to be cared for by their parents and grandparents and other caregivers in a way that "listens" to what they tell us with their behavior. Responsive caregiving gives children evidence that their needs matter. It teaches them to respect themselves and others.
They need to be cared for by people who are emotionally available to them. They need to see a smile reflect their own and a look of concern in someone's face when they cry. When they make attempts at language, they need to be heard and responded to by someone who really wants to know what they have to say.
They need opportunities to play with other children and figure out what works in human interaction. They need some freedom to choose their own play activities and interact with others in their own comfortable style.
When children are confident in their safety and acceptance, they can relax and learn. According to Bjorklund and other evolutionary psychologists, learning is inhibited by fear and anxiety but facilitated by security and the opportunity to choose.
Children are born learning as a natural response to their interesting world. They only need our interest and support. We adults serve as tour guides to help them find their way.
31.1.10
28.1.10
Understanding brain development leads to providing better learning environments
What is known about the brain and how the brain works has increased exponentially during the last twenty years. Frequently, when I teach the course Introduction to Early Childhood Education at Ivy Tech and share some interesting facts about brain development, a student will say, “I think everyone should have this information before they become parents.” Brain growth during the first three years is truly amazing.
During early pregnancy, neurons (brain cells) are developing at the rate of a quarter of a million per minute. The fetus is learning, and experiences are already affecting how his or her brain develops. The fetus can distinguish different tastes and odors by the fourth month, hear at about six months, and see at seven months. Because pictures are worth a thousand words, I show students the video Ready to Learn, directed by Rob Reiner. One powerful image in the video shows Dr. Berry Brazelton, an expert in infant and toddler development, holding a baby, just a few hours after birth, between himself and the baby’s mother. Both talk to the newborn in the same tone, repeating the child’s name. Astonishingly, the infant, recognizing the voice, turns his head toward his mother.
With 100 billion brain cells, babies are ready to learn at birth. Early experiences and interactions will affect how their brains are wired for the rest of their lives. By two years of age, there are over 100 trillion synapses (connections between the neurons) created when sensory experiences trigger the firing of a nerve cell. These pathways will be used to process information and provide the foundation for later learning.
At the age of three, a child’s brain is 90% of adult size and is two times as active. The brain is rapidly forming connections – up to 15,000 for each neuron. There are prime times for creating these connections and networks that will optimize development of different types of knowledge and skills. For example, a critical time for developing the part of the brain associated with visual acuity and depth perception is before the age of two. Children with crossed or lazy eyes may not develop these skills if the problem is not corrected early. There are similar critical times for the development of motor skills, social-emotional relationships, self-regulation, language, math, logic, and music.
Teachers and childcare providers who know how the brain develops are most likely to provide environments that support emotional attachment and foster the development of language. Stimulating and enriched environments during the first three years can optimize a child’s ability to learn throughout life. Parents who are a child’s first teacher and others who teach and care for young children have the responsibility to bestow that opportunity.
Brenda Ragle, Ed.D., is associate professor and chair of the departments of education and early childhood education at Ivy Tech Community College-Columbus.
http://ivytech-columbus.com/news/2010/01/understanding-brain-development-leads-to-providing-better-learning-environments/
During early pregnancy, neurons (brain cells) are developing at the rate of a quarter of a million per minute. The fetus is learning, and experiences are already affecting how his or her brain develops. The fetus can distinguish different tastes and odors by the fourth month, hear at about six months, and see at seven months. Because pictures are worth a thousand words, I show students the video Ready to Learn, directed by Rob Reiner. One powerful image in the video shows Dr. Berry Brazelton, an expert in infant and toddler development, holding a baby, just a few hours after birth, between himself and the baby’s mother. Both talk to the newborn in the same tone, repeating the child’s name. Astonishingly, the infant, recognizing the voice, turns his head toward his mother.
With 100 billion brain cells, babies are ready to learn at birth. Early experiences and interactions will affect how their brains are wired for the rest of their lives. By two years of age, there are over 100 trillion synapses (connections between the neurons) created when sensory experiences trigger the firing of a nerve cell. These pathways will be used to process information and provide the foundation for later learning.
At the age of three, a child’s brain is 90% of adult size and is two times as active. The brain is rapidly forming connections – up to 15,000 for each neuron. There are prime times for creating these connections and networks that will optimize development of different types of knowledge and skills. For example, a critical time for developing the part of the brain associated with visual acuity and depth perception is before the age of two. Children with crossed or lazy eyes may not develop these skills if the problem is not corrected early. There are similar critical times for the development of motor skills, social-emotional relationships, self-regulation, language, math, logic, and music.
Teachers and childcare providers who know how the brain develops are most likely to provide environments that support emotional attachment and foster the development of language. Stimulating and enriched environments during the first three years can optimize a child’s ability to learn throughout life. Parents who are a child’s first teacher and others who teach and care for young children have the responsibility to bestow that opportunity.
Brenda Ragle, Ed.D., is associate professor and chair of the departments of education and early childhood education at Ivy Tech Community College-Columbus.
http://ivytech-columbus.com/news/2010/01/understanding-brain-development-leads-to-providing-better-learning-environments/
25.1.10
Intelligence is not influenced by omega 3 fatty acids but by the environment
Infant intelligence is more likely to be shaped by family environment than by the amount of omega 3 fatty acids, called DHA, fed in breast milk or fortified formula, according to new research funded by the Medical Research Council and the Food Standards Agency.
Omega 3 fatty acids, particularly docosahexaenoic acid (DHA), are found in high concentrations in the brain and accumulate during the spurt in brain growth that occurs between the last trimester of pregnancy and the first year of life. Studies in animals have shown that a lack of DHA during periods of rapid brain growth may lead to problems in brain development but trials of the effect of DHA-fortified formula on brain function in babies have produced conflicting results.
In this study, MRC scientists followed 241 children from birth until they reached four years of age to investigate the relationship between breastfeeding and the use of DHA–fortified formula in infancy and performance in tests ofintelligence and other aspects of brain function.
Dr Catharine Gale, from the MRC Epidemiology Resource Centre at the University of Southampton, who led the study said:
“This study helps to dispel some of the myths surrounding DHA. We do know that there are clear health benefits to breast feeding but DHA, which is naturally present in breast milk and added into some formulas, is not the secret ingredient that will turn your child into an Einstein.Children’s IQ bears no relation to the levels of DHA they receive as babies. Factors in the home, such as the mother’s intelligence and what mental stimulation children receive, were the most important influences on their IQ.”
http://www.healthcanal.com/child-health/5160.html
Omega 3 fatty acids, particularly docosahexaenoic acid (DHA), are found in high concentrations in the brain and accumulate during the spurt in brain growth that occurs between the last trimester of pregnancy and the first year of life. Studies in animals have shown that a lack of DHA during periods of rapid brain growth may lead to problems in brain development but trials of the effect of DHA-fortified formula on brain function in babies have produced conflicting results.
In this study, MRC scientists followed 241 children from birth until they reached four years of age to investigate the relationship between breastfeeding and the use of DHA–fortified formula in infancy and performance in tests ofintelligence and other aspects of brain function.
Dr Catharine Gale, from the MRC Epidemiology Resource Centre at the University of Southampton, who led the study said:
“This study helps to dispel some of the myths surrounding DHA. We do know that there are clear health benefits to breast feeding but DHA, which is naturally present in breast milk and added into some formulas, is not the secret ingredient that will turn your child into an Einstein.Children’s IQ bears no relation to the levels of DHA they receive as babies. Factors in the home, such as the mother’s intelligence and what mental stimulation children receive, were the most important influences on their IQ.”
http://www.healthcanal.com/child-health/5160.html
Nurturing Brain Development
Posted Jan 22, 2010 by RoxR
when it comes to brain development in young children, earlier is critical.
The miracle of birth is just the beginning of many wonders as children begin to grow. One of the most fascinating and important marvels is the development of the child's brain.
The first years are critical to brain growth
Researchers know that early childhood experiences have a direct impact on how the brain is "wired." Because the brain matures in the world, rather than in the womb, early experiences are crucial to the development of the baby's brain and to the neuron connections vital to brain growth.
The "wiring" of the brain (neuro-pathways) grows at a tremendous rate during the first three years of life. The infant brain contains 100 billion nerve cells, or neurons! These neurons are in place before the child is born. After the child is born, the synapses, which connect the points between the neurons, develop quickly (think of a spark plug firing). This rapid change is referred to as synaptogenesis. Larger numbers of synapses allow more messages to travel in the brain, and enable more information to be processed. (Bloom, Nelson, & Lazerson 2001)
About ninety percent of brain growth occurs in those first few years; so the more experiences a child has the more connections that are built in the brain. Emotions have a great deal to do with how a child's brain develops, too. Providing a safe, secure environment aids in brain development. Early experiences help to determine brain structure and shapes the way people think, learn, and behave for the rest of their lives.
What can be done to enhance brain development?
What kinds of early experiences help build a child's brain? Along with proper nutrition and rest, touching, cuddling and talking to infants and young children help in brain development. There is also a direct correlation between brain development and language development. Connect with young children by reading to them, singing to them, playing games, reciting poems and silly rhymes. Explore the world around, look at the clouds, play in the sand, visit a farm or the zoo and then talk about the things you see and do. The Reiner Foundation offers other useful information on brain development.
http://www.bukisa.com/articles/233028_nurturing-brain-development
when it comes to brain development in young children, earlier is critical.
The miracle of birth is just the beginning of many wonders as children begin to grow. One of the most fascinating and important marvels is the development of the child's brain.
The first years are critical to brain growth
Researchers know that early childhood experiences have a direct impact on how the brain is "wired." Because the brain matures in the world, rather than in the womb, early experiences are crucial to the development of the baby's brain and to the neuron connections vital to brain growth.
The "wiring" of the brain (neuro-pathways) grows at a tremendous rate during the first three years of life. The infant brain contains 100 billion nerve cells, or neurons! These neurons are in place before the child is born. After the child is born, the synapses, which connect the points between the neurons, develop quickly (think of a spark plug firing). This rapid change is referred to as synaptogenesis. Larger numbers of synapses allow more messages to travel in the brain, and enable more information to be processed. (Bloom, Nelson, & Lazerson 2001)
About ninety percent of brain growth occurs in those first few years; so the more experiences a child has the more connections that are built in the brain. Emotions have a great deal to do with how a child's brain develops, too. Providing a safe, secure environment aids in brain development. Early experiences help to determine brain structure and shapes the way people think, learn, and behave for the rest of their lives.
What can be done to enhance brain development?
What kinds of early experiences help build a child's brain? Along with proper nutrition and rest, touching, cuddling and talking to infants and young children help in brain development. There is also a direct correlation between brain development and language development. Connect with young children by reading to them, singing to them, playing games, reciting poems and silly rhymes. Explore the world around, look at the clouds, play in the sand, visit a farm or the zoo and then talk about the things you see and do. The Reiner Foundation offers other useful information on brain development.
http://www.bukisa.com/articles/233028_nurturing-brain-development
24.1.10
The Canterbury Tale
The Canterbury Tale is a classic written around 1400.
[Old English]
Here bygynneth the Book
of the tales of Caunterbury
Whan that aprill with his shoures soote
The droghte of march hath perced to the roote,
And bathed every veyne in swich licour
Of which vertu engendred is the flour;
[Modern translation]
Here begins the Book
of the Tales of Canterbury
When April with his showers sweet with fruit
The drought of March has pierced unto the root
And bathed each vein with liquor that has power
To generate therein and sire the flower;
(My translation)
When that April with showers sooth
The drought of March has pierced to the root
And bath every vein in sweet liquor
Of which virtue engendered is the flower.
http://www.fordham.edu/halsall/source/ct-prolog-para.html
[Old English]
Here bygynneth the Book
of the tales of Caunterbury
Whan that aprill with his shoures soote
The droghte of march hath perced to the roote,
And bathed every veyne in swich licour
Of which vertu engendred is the flour;
[Modern translation]
Here begins the Book
of the Tales of Canterbury
When April with his showers sweet with fruit
The drought of March has pierced unto the root
And bathed each vein with liquor that has power
To generate therein and sire the flower;
(My translation)
When that April with showers sooth
The drought of March has pierced to the root
And bath every vein in sweet liquor
Of which virtue engendered is the flower.
http://www.fordham.edu/halsall/source/ct-prolog-para.html
The Great Vowel Shift
"The Great Vowel Shift is what divides Middle English (the language of Chaucer) from Modern English, the earliest monuments of which include Shakespeare and the King James Bible...
Wikipedia
"The Great Vowel Shift was a major change in the pronunciation of the English language... the two highest long vowels became diphthongs, and the other five underwent an increase in tongue height with one of them coming to the front... The surprising speed and the exact cause of the shift are continuing mysteries..."
The what of today DOES have the initial H sound. Say it, you'll hear it. We write it with the letters reversed from the way we say it: it's pronounced HWAT.
Latin was the language of the Church service and of serious scholarship (that was true throughout western Europe, not just in England). But it was not a language commonly spoken, even among scholars.
French was the language of the court and the nobility, English the language of the common people.
The overwhelming majority of the people spoke English, not French or Latin, but if you wanted to get anywhere with the ruling class, you needed to speak French as well, and if you wanted a career in scholarship or the Church (not just in England but throughout western Europe) you needed to read and write Latin. The typical Norman noble, though, was not literate in Latin (or in French or English, commonly), nor was the typical peasant or townsman.
Over time, the Norman aristocracy ceased thinking of itself as Norman or French and started thinking of itself as English. Anglo-Norman (the Old French dialect of the conquerors) remained the language of the English court until the 15th century, although literature resurfaced in Middle English in the 14th (e.g. Chaucer). By the time of the Tudors, the transformed English language had replaced Norman French as the court tongue.
The Great Vowel shift is indeed the main difference between Middle and Modern English, a difference in pronunciation rather than in writing.
http://alizeeamerica.com/forums/showthread.php?s=aff8e46d9b8a5eb75c1b5ac4375aed07&p=149654#post149654
__________________
Wikipedia
"The Great Vowel Shift was a major change in the pronunciation of the English language... the two highest long vowels became diphthongs, and the other five underwent an increase in tongue height with one of them coming to the front... The surprising speed and the exact cause of the shift are continuing mysteries..."
The what of today DOES have the initial H sound. Say it, you'll hear it. We write it with the letters reversed from the way we say it: it's pronounced HWAT.
Latin was the language of the Church service and of serious scholarship (that was true throughout western Europe, not just in England). But it was not a language commonly spoken, even among scholars.
French was the language of the court and the nobility, English the language of the common people.
The overwhelming majority of the people spoke English, not French or Latin, but if you wanted to get anywhere with the ruling class, you needed to speak French as well, and if you wanted a career in scholarship or the Church (not just in England but throughout western Europe) you needed to read and write Latin. The typical Norman noble, though, was not literate in Latin (or in French or English, commonly), nor was the typical peasant or townsman.
Over time, the Norman aristocracy ceased thinking of itself as Norman or French and started thinking of itself as English. Anglo-Norman (the Old French dialect of the conquerors) remained the language of the English court until the 15th century, although literature resurfaced in Middle English in the 14th (e.g. Chaucer). By the time of the Tudors, the transformed English language had replaced Norman French as the court tongue.
The Great Vowel shift is indeed the main difference between Middle and Modern English, a difference in pronunciation rather than in writing.
http://alizeeamerica.com/forums/showthread.php?s=aff8e46d9b8a5eb75c1b5ac4375aed07&p=149654#post149654
__________________
“a SEO expert”or“an SEO expert”.
The correct answer is “an SEO expert”.
It is not whether or not to use “a” or “an” before a word that starts with a vowel, it is whether or not to use “a” or “an” before a vowel SOUND. “S”, of course, is not a vowel but the pronunciation of that letter starts with a vowel sound, i.e. “esss” and thus it gets an “an” before it.
It is not whether or not to use “a” or “an” before a word that starts with a vowel, it is whether or not to use “a” or “an” before a vowel SOUND. “S”, of course, is not a vowel but the pronunciation of that letter starts with a vowel sound, i.e. “esss” and thus it gets an “an” before it.
21.1.10
Start early with foreign languages
Education ministers in UK want schools to have "between 50% and 90%" of pupils taking a modern foreign language at GCSE.
But a survey for The National Centre for Languages (Cilt) suggests only 40% of state schools meet this target.
Across the board, in England last summer, 44% of pupils in Key Stage 4 (15- and 16-year-olds) took a language GCSE.
Independent schools, selective state schools and schools specialising in languages remain strong in this area, while in other state schools, fewer pupils are taking language GCSES.
The government in England says it has put in place major, long-term reforms to raise take-up of languages.
From this year, seven to 11 year olds will be entitled to language lessons - and from next year (foreign) languages will be compulsory for this age group.
Ministers hope that if children are introduced to (foreign) languages at a younger age, they will find them easier to take on at secondary school.
A spokesman for the Department for Children, Schools and Families said: "This is about creating a culture change in the way we as a nation view languages - one which won't happen overnight.
"The key is getting pupils learning (foreign) languages earlier when they are more open and confident to start out.
Linda Parker, director of the Association for Language Learning, said: "This year's survey highlights once again the enormous efforts being made by teachers of languages to encourage and support language learning in our schools.
20 January 2010
http://news.bbc.co.uk/2/hi/uk_news/education/8470066.stm
Find out more on Early Brain Development & Language Acqusition
at this Saturday's Parenting Seminar (free)
TsimShaTsui Centre 10 - 11:30 a.m. Tel:2376 1808
Admiralty Centre 2 - 3:30 p.m. Tel:2866 2028
But a survey for The National Centre for Languages (Cilt) suggests only 40% of state schools meet this target.
Across the board, in England last summer, 44% of pupils in Key Stage 4 (15- and 16-year-olds) took a language GCSE.
Independent schools, selective state schools and schools specialising in languages remain strong in this area, while in other state schools, fewer pupils are taking language GCSES.
The government in England says it has put in place major, long-term reforms to raise take-up of languages.
From this year, seven to 11 year olds will be entitled to language lessons - and from next year (foreign) languages will be compulsory for this age group.
Ministers hope that if children are introduced to (foreign) languages at a younger age, they will find them easier to take on at secondary school.
A spokesman for the Department for Children, Schools and Families said: "This is about creating a culture change in the way we as a nation view languages - one which won't happen overnight.
"The key is getting pupils learning (foreign) languages earlier when they are more open and confident to start out.
Linda Parker, director of the Association for Language Learning, said: "This year's survey highlights once again the enormous efforts being made by teachers of languages to encourage and support language learning in our schools.
20 January 2010
http://news.bbc.co.uk/2/hi/uk_news/education/8470066.stm
Find out more on Early Brain Development & Language Acqusition
at this Saturday's Parenting Seminar (free)
TsimShaTsui Centre 10 - 11:30 a.m. Tel:2376 1808
Admiralty Centre 2 - 3:30 p.m. Tel:2866 2028
19.1.10
Brain Development
The first three years of life are a period of incredible growth in all areas of a baby's development.
A newborn's brain is about 25 percent of its approximate adult weight. But by age 3, it has grown dramatically by producing billions of cells and hundreds of trillions of connections, or synapses, between these cells.
http://www.zerotothree.org/site/PageServer?pagename=key_brain
The exponential growth of language synapses takes place in the first 8 months after birth. This is the critical period for the development of the voice recognition system, a super software system built up from trillions of connections (memory bites) of sound data base. Connections takes place upon stimulation of speech sounds from social interaction with people.
The sensitivity to speech sounds for a baby during this sensitive period is probably 100 times higher than a 3-year old child.
Pruning of redundant neurons & synapses begins from the 9th month.
Find out more from 10,000 hours of research on early brain development and language acquisition. Join us at the Parenting Seminar (free) on coming Saturday at our Admiralty Centre. Tel: 2866 2028.
A newborn's brain is about 25 percent of its approximate adult weight. But by age 3, it has grown dramatically by producing billions of cells and hundreds of trillions of connections, or synapses, between these cells.
http://www.zerotothree.org/site/PageServer?pagename=key_brain
The exponential growth of language synapses takes place in the first 8 months after birth. This is the critical period for the development of the voice recognition system, a super software system built up from trillions of connections (memory bites) of sound data base. Connections takes place upon stimulation of speech sounds from social interaction with people.
The sensitivity to speech sounds for a baby during this sensitive period is probably 100 times higher than a 3-year old child.
Pruning of redundant neurons & synapses begins from the 9th month.
Find out more from 10,000 hours of research on early brain development and language acquisition. Join us at the Parenting Seminar (free) on coming Saturday at our Admiralty Centre. Tel: 2866 2028.
16.1.10
What Successful Language Learners do
According to Ehrman (1996:137), "Every imaginable feeling accompanies learning, especially learning that can be as closely related to who we are as language learning is.
There can be positive feelings such as joy, enthusiasm, satisfaction, warmth." She also mentions the less pleasant feelings that are associated with learning difficulties: frustration, anger, anxiety, lack of self-confidence.
That is why Oxford (1990:140) claims, "The affective side of the learner is probably one of the strongest influences on language learning success or failure...Negative feelings can stunt progress, even for the rare learner who fully understands all the technical aspects of how to learn a new language. On the other hand, positive emotions and attitudes can make language learning far more effective and enjoyable."
http://blog.sina.com.cn/s/blog_61e2fb8c0100gxsm.html
The above studies referred to university students. But the same principle applies to young learners. The traditional approach of requiring children to sit quietly, listening to lectures that does not inerest them, does not motivate learning. On the other hand, highly interactive learning through games, activities, songs and informal chatting, in the foreign language, is much more effective.
Ehrman, M. (1996) Understanding second language learning difficulties. London: Sage Publications.
Oxford, R. & M. Nyikos (1989) Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 3, 291-300.
There can be positive feelings such as joy, enthusiasm, satisfaction, warmth." She also mentions the less pleasant feelings that are associated with learning difficulties: frustration, anger, anxiety, lack of self-confidence.
That is why Oxford (1990:140) claims, "The affective side of the learner is probably one of the strongest influences on language learning success or failure...Negative feelings can stunt progress, even for the rare learner who fully understands all the technical aspects of how to learn a new language. On the other hand, positive emotions and attitudes can make language learning far more effective and enjoyable."
http://blog.sina.com.cn/s/blog_61e2fb8c0100gxsm.html
The above studies referred to university students. But the same principle applies to young learners. The traditional approach of requiring children to sit quietly, listening to lectures that does not inerest them, does not motivate learning. On the other hand, highly interactive learning through games, activities, songs and informal chatting, in the foreign language, is much more effective.
Ehrman, M. (1996) Understanding second language learning difficulties. London: Sage Publications.
Oxford, R. & M. Nyikos (1989) Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73, 3, 291-300.
Five things I have learned: Michael Gove
Conservative MP for Surrey Heath, elected in May 2005, shadow secretary of state for children, schools and families and also a journalist.
Family life: Married to Sarah Vine, a leader writer at The Times. They have a daughter and a son.
Educated: in England and Scotland, in the state and independent sectors, then at Oxford University.
1. You can't spend too much time with your children.
I have a friend who is now an MP who is a father of five and he said to me when I became a father that the speed with which your children's lives flash in front of you is terrifying. You should spend as much time with them as possible. It's enormous fun and so stimulating.
This morning I went in to my children's school for a carol service. It was the most important thing I could make time for.
2. Always make time every day to read a book that has nothing to do with your work.
You can always read another document, something on Google or a bit of Hansard but nothing is better for your mind than taking your mind away by reading fiction or non-fiction. If your brain is constantly engaged by work, it does not really grow.
3. Nowhere in the world is more beautiful than Scotland.
Having travelled the world (though not all of it), notwithstanding the weather, midges and food, Scotland is still the best place to go. I go back as often as I can but not as often as I should.
4. Criticism is a good thing.
If you throw out signals that you find criticism hard to take, that you don't want to hear bad news, then you don't want to learn. Make it clear to people that you want to learn from a mistake. I make mistakes all the time, from my first job as reporter on the Press and Journal when I nearly bankrupted a chicken farm. It's always better to acknowledge your mistakes and learn from them.
5. Never judge by first impressions.
Even if you have a strong instinct about someone. It's the car salesman's dictum: you can't tell whether someone is a millionaire or someone who scrubs up well. It's the Henry Crawford principle in Jane Austen's Mansfield Park. He is superficial - incredibly charming and captivating, but by the end of the book he is shown to be superficial. The virtues of some characters, such as Edmund Bertram, take more time to show. Give people time.
http://news.bbc.co.uk/2/hi/uk_news/education/8460989.stm
Spend more time with chilldren. Talk to them. Read with them. Play with them. Arrange them to join a playgroup if both parents have a career of their own.
Family life: Married to Sarah Vine, a leader writer at The Times. They have a daughter and a son.
Educated: in England and Scotland, in the state and independent sectors, then at Oxford University.
1. You can't spend too much time with your children.
I have a friend who is now an MP who is a father of five and he said to me when I became a father that the speed with which your children's lives flash in front of you is terrifying. You should spend as much time with them as possible. It's enormous fun and so stimulating.
This morning I went in to my children's school for a carol service. It was the most important thing I could make time for.
2. Always make time every day to read a book that has nothing to do with your work.
You can always read another document, something on Google or a bit of Hansard but nothing is better for your mind than taking your mind away by reading fiction or non-fiction. If your brain is constantly engaged by work, it does not really grow.
3. Nowhere in the world is more beautiful than Scotland.
Having travelled the world (though not all of it), notwithstanding the weather, midges and food, Scotland is still the best place to go. I go back as often as I can but not as often as I should.
4. Criticism is a good thing.
If you throw out signals that you find criticism hard to take, that you don't want to hear bad news, then you don't want to learn. Make it clear to people that you want to learn from a mistake. I make mistakes all the time, from my first job as reporter on the Press and Journal when I nearly bankrupted a chicken farm. It's always better to acknowledge your mistakes and learn from them.
5. Never judge by first impressions.
Even if you have a strong instinct about someone. It's the car salesman's dictum: you can't tell whether someone is a millionaire or someone who scrubs up well. It's the Henry Crawford principle in Jane Austen's Mansfield Park. He is superficial - incredibly charming and captivating, but by the end of the book he is shown to be superficial. The virtues of some characters, such as Edmund Bertram, take more time to show. Give people time.
http://news.bbc.co.uk/2/hi/uk_news/education/8460989.stm
Spend more time with chilldren. Talk to them. Read with them. Play with them. Arrange them to join a playgroup if both parents have a career of their own.
15.1.10
The Baby Einstein Hubbub
The Baby Einstein Hubbub
Published by Steven Novella under Education, Neuroscience
Comments: 24
In the 1990’s a small company started by William Clark began marketing a series of videos, the flagship of which was one called Baby Einstein. The title carries the promise that by watching the videos babies would gain a benefit to their intellectual development. The videos mostly consist of puppets and toys with classical music in the background. According to the company, they enjoyed 17 million dollars in sales, and then sold the company to Walt Disney.
http://www.theness.com/neurologicablog/?p=1482&cpage=1#comment-17079
Published by Steven Novella under Education, Neuroscience
Comments: 24
In the 1990’s a small company started by William Clark began marketing a series of videos, the flagship of which was one called Baby Einstein. The title carries the promise that by watching the videos babies would gain a benefit to their intellectual development. The videos mostly consist of puppets and toys with classical music in the background. According to the company, they enjoyed 17 million dollars in sales, and then sold the company to Walt Disney.
http://www.theness.com/neurologicablog/?p=1482&cpage=1#comment-17079
14.1.10
Beaumont English Playgroup
Traditional parents like to judge a playgroup by the formal curriculum, the size of the vocabulary, the number of flash cards, and the discipline in the classroom. These parents like to judge the quality of the program and the teacher in a trial class.
The whole concept of trial class baffles me. Would we ask for a trial class at the the Oxford U? Who has done the 10,000 hours of research? Who are developing the expertise in child development? Are you really able to discern the subtle differences in the new approach?
Many parents feel more comfortable with the traditional classroom environment. They prefer programs that are content based, with elaborate curriculum, loads of flash cards, and strict discipline in the classroom. Simply put, traditional parents favour programs they have been brought up with. But did the traditional approach deliver results?
The Beaumont English program is dynamic, process oriented and context based. Themes have been worked out for each month of the year. Teachers prepare huge amount of teaching material for the class. But we allow a lot of improviso, according to the mood of children and what attract their attention when they run around during the playgroup session.
Beaumont teachers do not teach. They engage children in daily conversation, on subjects familiar to children and of great interest to the learners. Children run around when they are in very high mood, searching for objects that interest them. But children are busybodies. Their ears, like radar, are still beaming at the teacher. They listen and they learn, better than sitting passively in their chairs listening to a lecture they are not interested in.
But why is the Le Beaumont approach so informal, so playful and so different from the formal system in a classroom setting?
Le Beaumont has rediscovered the secrets in language acquisition. It is modeled on the natural state in learning a language, i.e. the family setting. It is learner centred, highly interactive, and very dynamic. A family does not have a formal curriculum, does not use flash cards, do not count the number of words the child has learned each day. The family creates the setting, provides resource persons, children just use the language.
Which way is more fun? Which way is more effective? Children attending the English playgroup in Le Beaumont always outperform children learning English in the traditional way.
But if your child is moving from a traditional program to the dynamic program in Le Beaumont, better boost up the number of English sessions in a week. English is the working language for school admission. Investing in English early on will make learning so much easier in the years to come.
Parenting seminar this week, on Sat 16 Jan 2010
10-11:30 a.m. 5/F Tower One, Admiralty Tower. Tel: 2866 2028
The whole concept of trial class baffles me. Would we ask for a trial class at the the Oxford U? Who has done the 10,000 hours of research? Who are developing the expertise in child development? Are you really able to discern the subtle differences in the new approach?
Many parents feel more comfortable with the traditional classroom environment. They prefer programs that are content based, with elaborate curriculum, loads of flash cards, and strict discipline in the classroom. Simply put, traditional parents favour programs they have been brought up with. But did the traditional approach deliver results?
The Beaumont English program is dynamic, process oriented and context based. Themes have been worked out for each month of the year. Teachers prepare huge amount of teaching material for the class. But we allow a lot of improviso, according to the mood of children and what attract their attention when they run around during the playgroup session.
Beaumont teachers do not teach. They engage children in daily conversation, on subjects familiar to children and of great interest to the learners. Children run around when they are in very high mood, searching for objects that interest them. But children are busybodies. Their ears, like radar, are still beaming at the teacher. They listen and they learn, better than sitting passively in their chairs listening to a lecture they are not interested in.
But why is the Le Beaumont approach so informal, so playful and so different from the formal system in a classroom setting?
Le Beaumont has rediscovered the secrets in language acquisition. It is modeled on the natural state in learning a language, i.e. the family setting. It is learner centred, highly interactive, and very dynamic. A family does not have a formal curriculum, does not use flash cards, do not count the number of words the child has learned each day. The family creates the setting, provides resource persons, children just use the language.
Which way is more fun? Which way is more effective? Children attending the English playgroup in Le Beaumont always outperform children learning English in the traditional way.
But if your child is moving from a traditional program to the dynamic program in Le Beaumont, better boost up the number of English sessions in a week. English is the working language for school admission. Investing in English early on will make learning so much easier in the years to come.
Parenting seminar this week, on Sat 16 Jan 2010
10-11:30 a.m. 5/F Tower One, Admiralty Tower. Tel: 2866 2028
10.1.10
Birth and Beginning Years Parenting Seminar (free)
This seminar on early brain development and language acquisition is designed for pregnant moms and young parents with infants or toddlers.
Speaker: Sam TS Chow, former Assistant Commissioner for Labour (1990-2004); Founder, Le Beaumont Language Centre (2004 - present).
Saturday, Jan 16, 23, 30. Reservation required.
10 - 11:30 a.m., 6/F Sands Building, 17 Hankow Rd, TST. Tel: 2376 1808
2 - 3:30 p.m., 5/F Tower One, Admiralty Centre. Tel: 2866 2028
Gems on the Net - video clips you should not miss. (copy & paste)
1. U of Washington, Dr Patricia Kuhl on brain development, 5 mins
http://kcts9.org/video/doctor-patricia-kuhl-brain-development-babies
2. U of Washington, Dr Andrew Meltzoff on the importance of play, 6 mins
http://kcts9.org/video/doctor-andrew-meltzoff-importance-play-early-learning
3. U of Oregon, Changing Brains: Language 9 mins
http://www.youtube.com/watch?v=rMOHtSkSPfA
4. U of North Carolina, The Abecedarian Project 6 mins
http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
Recommended reading: 卡爾維特的教育理論 青藤出版社
Einstein Never Used Flash Cards (Book of the Year, US, 2003)
Speaker: Sam TS Chow, former Assistant Commissioner for Labour (1990-2004); Founder, Le Beaumont Language Centre (2004 - present).
Saturday, Jan 16, 23, 30. Reservation required.
10 - 11:30 a.m., 6/F Sands Building, 17 Hankow Rd, TST. Tel: 2376 1808
2 - 3:30 p.m., 5/F Tower One, Admiralty Centre. Tel: 2866 2028
Gems on the Net - video clips you should not miss. (copy & paste)
1. U of Washington, Dr Patricia Kuhl on brain development, 5 mins
http://kcts9.org/video/doctor-patricia-kuhl-brain-development-babies
2. U of Washington, Dr Andrew Meltzoff on the importance of play, 6 mins
http://kcts9.org/video/doctor-andrew-meltzoff-importance-play-early-learning
3. U of Oregon, Changing Brains: Language 9 mins
http://www.youtube.com/watch?v=rMOHtSkSPfA
4. U of North Carolina, The Abecedarian Project 6 mins
http://www.fpg.unc.edu/~abc/FPG_ABC-video.cfm
Recommended reading: 卡爾維特的教育理論 青藤出版社
Einstein Never Used Flash Cards (Book of the Year, US, 2003)
Bilingualism and Language Delay?
As a Manhattan-based speech - language therapist, half of my caseload typically contains children speaking two or even three languages.
Parents of bilingual children are often concerned that they have fostered a language delay. This is particularly pressing when their toddler doesn't seem to be using as many words, or is not speaking using the complex sentences of their peers.
As De Houwer (1999) summarizes, "There is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorder".
http://www.sayandplayfamily.com/2010/01/bilingualism-and-language-delay.html
Parents of bilingual children are often concerned that they have fostered a language delay. This is particularly pressing when their toddler doesn't seem to be using as many words, or is not speaking using the complex sentences of their peers.
As De Houwer (1999) summarizes, "There is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorder".
http://www.sayandplayfamily.com/2010/01/bilingualism-and-language-delay.html
8.1.10
How a Baby's Social Skills Develop
Those First Months
Infants begin developing social skills by studying the faces around them. Most babies are fascinated by faces, attracted most to those of people who smile at them. Babies prefer to look at happy faces, and at people who make direct eye contact with them. This is an infant's first step toward reading and interpreting facial expressions. Your baby learns to smile by watching you smile. When you smile back, you're encouraging her to interact with you. You can help your baby develop socially by giving her plenty of love and affection. Those cooing and babbling sounds she makes are another aspect of her early socialization. Talk to your baby often. Keep in mind she is learning from everything she sees and hears.
Even though babies are too young to play with other children, they like to watch them play.
Playing with your baby provides her with opportunities to interact. Once she's old enough to begin playing with other children, your baby starts to learn social skills as she feels increasingly comfortable in her environment. Joining a play group is one way to provide your child with the opportunity to relate to other babies her own age.
http://www.livestrong.com/article/31244-babys-social-skills-develop/
Find out more from the Parenting Seminar on Saturday. Tel: 28 66 20 28
Infants begin developing social skills by studying the faces around them. Most babies are fascinated by faces, attracted most to those of people who smile at them. Babies prefer to look at happy faces, and at people who make direct eye contact with them. This is an infant's first step toward reading and interpreting facial expressions. Your baby learns to smile by watching you smile. When you smile back, you're encouraging her to interact with you. You can help your baby develop socially by giving her plenty of love and affection. Those cooing and babbling sounds she makes are another aspect of her early socialization. Talk to your baby often. Keep in mind she is learning from everything she sees and hears.
Even though babies are too young to play with other children, they like to watch them play.
Playing with your baby provides her with opportunities to interact. Once she's old enough to begin playing with other children, your baby starts to learn social skills as she feels increasingly comfortable in her environment. Joining a play group is one way to provide your child with the opportunity to relate to other babies her own age.
http://www.livestrong.com/article/31244-babys-social-skills-develop/
Find out more from the Parenting Seminar on Saturday. Tel: 28 66 20 28
7.1.10
'One in six' children in UK have difficulty learning to talk
4% of children had not said their first word by three.
Nearly one in six children - and almost one quarter of boys - have difficulty learning to talk, research suggests.
A YouGov online survey of 1,015 parents found only half of children with speech problems received expert help.
The survey, for England's first "Communication Champion" Jean Gross, found some three-year-olds were unable to say a single word.
Ms Gross said the proportion of children with problems is "high" and that getting help early was essential.
"Our ability to communicate is fundamental and underpins everything else. Learning to talk is one of the most important skills a child can master in the 21st Century," she said.
"The proportion of children who have difficulty learning to talk and understand speech is high, particularly among boys.
"It is essential that all children get the help they need from skilled professionals as early as possible."
Six out of 10 people questioned for the survey said the ability to talk, listen and understand was the most important skill for children to develop in the early years.
This priority came ahead of the ability to interact with others (26%), reading skills (11%), numeracy skills (2%) and writing skills (1%).
http://news.bbc.co.uk/2/hi/uk_news/education/8436236.stm
4 January 2010
Research at Le Beaumont Language Centre over the past 5 years indicates that children's ability to talk is closely related to their language exposure in the first 8 months after birth. Babies born to high income, highly educated parents are at higher risks because there is a greater chance of both parents working full time and hence away from home.
Difficulty to talk reflects retarded brain development due to lack of language stimulation and sufficient social interaction with people. Playgroups are vital to babies born to couples both pursuing their own careers. Babies should start joining playgroups as early as possible, and in as many types of languages as possible, to develop their EQ, IQ and unbelievable language potential.
Find out more about this vital subject at this Saturday's Parenting Seminar in the Admiralty. Tel: 28 66 20 28.
Nearly one in six children - and almost one quarter of boys - have difficulty learning to talk, research suggests.
A YouGov online survey of 1,015 parents found only half of children with speech problems received expert help.
The survey, for England's first "Communication Champion" Jean Gross, found some three-year-olds were unable to say a single word.
Ms Gross said the proportion of children with problems is "high" and that getting help early was essential.
"Our ability to communicate is fundamental and underpins everything else. Learning to talk is one of the most important skills a child can master in the 21st Century," she said.
"The proportion of children who have difficulty learning to talk and understand speech is high, particularly among boys.
"It is essential that all children get the help they need from skilled professionals as early as possible."
Six out of 10 people questioned for the survey said the ability to talk, listen and understand was the most important skill for children to develop in the early years.
This priority came ahead of the ability to interact with others (26%), reading skills (11%), numeracy skills (2%) and writing skills (1%).
http://news.bbc.co.uk/2/hi/uk_news/education/8436236.stm
4 January 2010
Research at Le Beaumont Language Centre over the past 5 years indicates that children's ability to talk is closely related to their language exposure in the first 8 months after birth. Babies born to high income, highly educated parents are at higher risks because there is a greater chance of both parents working full time and hence away from home.
Difficulty to talk reflects retarded brain development due to lack of language stimulation and sufficient social interaction with people. Playgroups are vital to babies born to couples both pursuing their own careers. Babies should start joining playgroups as early as possible, and in as many types of languages as possible, to develop their EQ, IQ and unbelievable language potential.
Find out more about this vital subject at this Saturday's Parenting Seminar in the Admiralty. Tel: 28 66 20 28.
6.1.10
Trade makes a knowledge of more languages important
Trade makes a knowledge of more languages important, says Children's Secretary Ed Balls.
Mandarin 'should be available' for all English pupils. All secondary school pupils in England should have the chance to learn a less familiar language such as Mandarin.
Mandarin has become increasingly popular in schools.
Making it more widely available is an "aspiration" rather than a pledge - and could mean schools and colleges sharing specialist language teaching staff.
Mr Balls highlighted the economic importance of learning languages.
http://news.bbc.co.uk/2/hi/uk_news/education/8439959.stm 4 January 2010
The best time to learn languages is in the early years, the earlier the better.
Find out more at the Parenting Seminar on Saturday. Tel:28 66 20 28.
Mandarin 'should be available' for all English pupils. All secondary school pupils in England should have the chance to learn a less familiar language such as Mandarin.
Mandarin has become increasingly popular in schools.
Making it more widely available is an "aspiration" rather than a pledge - and could mean schools and colleges sharing specialist language teaching staff.
Mr Balls highlighted the economic importance of learning languages.
http://news.bbc.co.uk/2/hi/uk_news/education/8439959.stm 4 January 2010
The best time to learn languages is in the early years, the earlier the better.
Find out more at the Parenting Seminar on Saturday. Tel:28 66 20 28.
1.1.10
Early childhood is important for human development
December 31, 2009 12:30 PM
Early childhood is important for human development, and adult attention to the needs of children has lead to improvements in children's health and education. As a scientist, I spend a lot of time studying how and what children are learning as they interact with their parents and others.
It is likely that what humans enter the world with is a general ability to learn. We have an amazing ability to be able to pick up on various things that are happening in the environment and remember them and group them together. As a result of these very, very powerful abilities to learn, what we're able to do is master lots of different complex behaviors--reading emotions, understanding basic physics, decoding language. If human infants are indeed born with highly effective learning abilities, when we're interacting with our children we are teaching them.
The big picture is that children are very active learners. Learning does not mean just numbers and letters. It also means learning about relationships. We have to learn how to communicate to others how we feel, how to read the signals that others are sending to us ...
As a parent, what I try to do is to use situations as moments to help children master social communication, love, understanding, empathy because these are not things we are born with, they are skills that emerge with practice.
http://www.huffingtonpost.com/dr-seth-pollak/pbs-this-emotional-life-a_b_408330.html
Babies learn through social interaction with people, at home and in playgroups. Talk to your baby more. Play with your baby. Arrange your baby to join a playgroup during weekdays when you are away at work. Your baby will flourish with rich language stimulation and exposure. Find out more at the Saturday Parenting Seminar. Tel: 2866 2028.
Early childhood is important for human development, and adult attention to the needs of children has lead to improvements in children's health and education. As a scientist, I spend a lot of time studying how and what children are learning as they interact with their parents and others.
It is likely that what humans enter the world with is a general ability to learn. We have an amazing ability to be able to pick up on various things that are happening in the environment and remember them and group them together. As a result of these very, very powerful abilities to learn, what we're able to do is master lots of different complex behaviors--reading emotions, understanding basic physics, decoding language. If human infants are indeed born with highly effective learning abilities, when we're interacting with our children we are teaching them.
The big picture is that children are very active learners. Learning does not mean just numbers and letters. It also means learning about relationships. We have to learn how to communicate to others how we feel, how to read the signals that others are sending to us ...
As a parent, what I try to do is to use situations as moments to help children master social communication, love, understanding, empathy because these are not things we are born with, they are skills that emerge with practice.
http://www.huffingtonpost.com/dr-seth-pollak/pbs-this-emotional-life-a_b_408330.html
Babies learn through social interaction with people, at home and in playgroups. Talk to your baby more. Play with your baby. Arrange your baby to join a playgroup during weekdays when you are away at work. Your baby will flourish with rich language stimulation and exposure. Find out more at the Saturday Parenting Seminar. Tel: 2866 2028.
New Year 2010 celebrations take place around the world
Happy New Year to you and your family!
Countries around the world are holding celebratory events to welcome in 2010.
New Year arrived first in the South Pacific. At midnight local time (1100 GMT) fireworks were set off over Auckland's Sky Tower in New Zealand.
A massive fireworks display has taken place in Sydney, Australia, with some 5,000kg of explosives sent up around around the famous harbour bridge.
Fireworks were launched from the bridge, from boats in the harbour and from buildings around the waterfront. An estimated 1.5 million attended the city's dramatic show.
See the firework in Auckland, Sydney, Taipei and HK at
http://news.bbc.co.uk/2/hi/8436016.stm?ls
Le Beaumont welcomes babies born in 2019 and 2010 to join its Gifted Babies program. Develop the full potential of your child. Find out more about this cutting edge program at the Parenting Seminar on coming Saturday. Tel: 2866 2028.
Countries around the world are holding celebratory events to welcome in 2010.
New Year arrived first in the South Pacific. At midnight local time (1100 GMT) fireworks were set off over Auckland's Sky Tower in New Zealand.
A massive fireworks display has taken place in Sydney, Australia, with some 5,000kg of explosives sent up around around the famous harbour bridge.
Fireworks were launched from the bridge, from boats in the harbour and from buildings around the waterfront. An estimated 1.5 million attended the city's dramatic show.
See the firework in Auckland, Sydney, Taipei and HK at
http://news.bbc.co.uk/2/hi/8436016.stm?ls
Le Beaumont welcomes babies born in 2019 and 2010 to join its Gifted Babies program. Develop the full potential of your child. Find out more about this cutting edge program at the Parenting Seminar on coming Saturday. Tel: 2866 2028.
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