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
31.10.10
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
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