What does "early education" mean? Do you want to "teach" "Teach" what? What is the focus of "teaching"? These problems are bothering more and more parents, which leads to more and more arguments and misunderstandings. The various arguments of experts and parents have made this issue stand out, becoming sharper and more inconclusive. Confused parents sway left and right, afraid that the left point will bring too much pressure to the baby, and the right point will delay the baby's development. So how should we look at this problem? Welcome everyone to participate in the discussion.
Regarding early education, the most common views may be as follows:
Viewpoint 1: The early church brought many problems, so it is better to let the baby grow up freely.
Some parents may have no interest in "early education" and feel that teaching their children too much is tantamount to depriving them of a happy childhood. Moreover, if you teach your child more things, it will inevitably put more pressure on your child, take up too much time for your baby, and hinder his development in other aspects. Moreover, he knows a lot, and going to school in the future will also bring many problems, such as not attending classes, being tired of learning, being complacent because he knows more than others, and giving children something too early will limit their imagination and creativity. Instead of "early education" causing so many problems, it is better to give up "early education" and let children naturally grow better. When we were young, our parents didn't give us the so-called "early education". Isn't it different to be an adult? This is the strongest evidence that "early education" is unnecessary.
Viewpoint 2: The sooner you start "early education", the better, and the more you teach, the better, so that your baby will be smarter.
There is a big gap between children teaching and not teaching. The more they teach, the more they know, and the better for their development. From the day the baby is born, we should constantly tell him what he has seen in various ways, especially teaching him to read, read, draw and play the piano as soon as possible. "Early education" will make children smarter, which is one of the essential things in the process of children's growth.
Viewpoint 3: Although "early education" is good, it depends on whether the baby is willing to accept it. If the baby is unwilling to accept it, "early education" is an empty talk, and only give up.
Seeing other people's children learn this and that, some parents will teach their babies this and that, but they can't learn at all. Seeing him like this, parents should be worried, but there is nothing they can do. Although I know that "early education" will have a very good influence on children's growth, I really don't know where to start "early education" for children.
What the above viewpoints reflect is that when it comes to "early education", many parents may think of the word "teaching" first, equating it with the word "instilling" and linking it with literacy, reading and learning various skills. As a result, the two voices of "teaching" and "not teaching" will ring loudly and tit for tat. In many consulting activities I have experienced, many parents have fallen into a struggle because of these two arguments, so all contradictions and conflicts have escalated around the word "teaching". The reason for these contradictions and conflicts is that many parents have a wrong understanding of the word "early education", just like the previous three parents' arguments about "early education". Everyone sounds reasonable, but they are all biased. It is an indisputable fact that "early education" is of great significance in the baby's growth. There is no doubt that "early education" is an important nutrient from the heart during the baby's growth. There is no dispute between "teaching" and "not teaching". The only thing worth noting is to correctly understand the true meaning of "early education" and adopt the most suitable way to give the baby the most suitable "early education" content.
First of all, the focus of "early education" is not a word "teaching". Its primary task is to create an environment for the baby to be stimulated by hearing, sight, touch, smell, cold and heat, and then cultivate the baby's interest in learning, curiosity about things, good behavior habits, rich emotions and correct attitude towards the surrounding humanities and natural environment, rather than instilling all kinds of knowledge or cultivating certain skills. Many parents who want their children to succeed hope that through early education, they can turn their babies into extraordinary children and make their babies better than other babies in all aspects. However, extraordinary children can't be trained like this. What a baby should learn and can learn at each stage has its own characteristics, and it is impossible to develop according to the wishful thinking of parents. It is even more impossible for parents to design their baby by some means, impose their expectations and ideas on the baby, and let him realize his parents' dreams and wishes in advance. Instilling all kinds of knowledge and skills to the baby, ignoring the baby's needs and not teaching the sheep comprehensively will have a negative impact on the baby's growth.
Secondly, "early education" is an essential homework for babies. Some studies in neuroscience have found that human brain cells have extraordinary proliferation ability. If the environmental stimulus is poor, many cells in the brain will develop and stop growing. If the environmental stimulus is sufficient, nerve cells will be fully utilized and developed more significantly. The baby's brain is actually equivalent to a dynamic system, which changes dramatically with the change of stimulus. The construction and differentiation of nervous system need to rely on the environmental stimulation of children's early growth, that is, the stimulation from vision, hearing, touch, balance, movement and speech; From modeling, color, symbols, sound and other all-round stimulation. Environmental stimulus is like an invisible hand, a potential designer, which shapes the microstructure of the human brain with its richness, especially the establishment of dendrite branches and synaptic transmission pathways. The essence of the critical period of children's early development is that the brain is in an explosive period, and each functional area of the brain is in a sensitive period of constructing and differentiating various information processing systems, such as visual processing system, auditory processing system, speech processing system and motor processing system. It is closely related to the complexity of environmental stimuli in early infant development. The microstructure of the human brain is not naturally stereotyped, but gradually developed in the process of receiving various stimuli in the early stage. Good environment and educational stimulation can fundamentally change the microstructure of the brain and the performance of the whole brain.
Thirdly, early education should respect the baby's innate learning ability. From the day the baby was born, he used his various sensory motor organs to constantly see, listen, speak, smell and touch, constantly move, explore, imitate and think, just like a sponge, constantly accept various stimuli from the environment, eagerly absorb all the information from the outside world, and internalize these information into nutrients to nourish his mind and behavior, and help. From this point of view, the baby started his "learning" career as soon as he was born, but his "learning" mode is far from that of us adults. Therefore, parents have the responsibility to respect the baby's "learning" characteristics and provide him with a good learning environment so that his "learning" ability can be fully exerted. They can neither deprive the baby of the right to learn in disguise under the pretext of "giving the child freedom" or "letting the child develop freely", nor blindly exert unrealistic influence on the baby regardless of its development characteristics and personality characteristics. If we conform to the baby's needs and respect the baby's development characteristics, proper "early education" will promote the baby's development, and will not limit his imagination and creativity, nor will it cause other adverse effects.
Fourth, early education needs to give the baby the most suitable education according to its characteristics. The most suitable education for the baby should be baby-oriented, respect the baby's psychological and physiological development characteristics and personality characteristics, follow the baby's eyes and fingers, provide him with convenient conditions to explore the surrounding environment according to his needs, fully satisfy his curiosity, and help the baby at an appropriate time, guide and help him to better develop his exploration ability, and develop better behavior habits and correct attitudes towards the surrounding environment. "Early education" is not blindly instilling all kinds of so-called knowledge into children, but only asking about cultivating a career that does not ask for harvest and helping the baby to develop in an all-round way. In fact, any form of "teaching" should put aside the utilitarian heart, integrate education into all aspects of life, and infiltrate it consciously or unconsciously, thus affecting the baby in all directions without trace. Only with a heart that doesn't seek harvest, can parents treat the baby's "early education" calmly. In the process of implementing "early education", don't give the baby any pressure, but just give the baby some necessary guidance, so as to truly realize the goals of "giving the child freedom" and "letting the child develop freely" and let the baby grow up healthily physically and mentally.