Professional Documents
Culture Documents
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Doing the right job… at the wrong time!
In Kenya:
“Very little time (less than 30% of the lesson time) was devoted to
individual children or group work as teachers hardly engaged in
actions that would encourage learners to work independently and
cooperatively.”- http://theconversation.com/are-kenyan-children-
ready-for-the-leap-from-pre-primary-to-primary-school-65584
In Brazil:
… pre-school education in Brazil … typically feature classrooms
with rows of chairs and desks, where children face a teacher
standing at a blackboard. …teachers tend to teach things to
children rather than interact with them in a constructive learning
process. … children were sitting at desks working on numeracy and
literacy drill sheets.” – UNESCO/OECD Early Childhood Policy
Review Project, Policy Review Report: Early Childhood Care and
Education in Brazil, July 2006
Many people think this push for earlier academic learning is good,
but a significant body of scientific research is showing that kids may
be learning, but they are missing out on other important aspects of
development. They say the early academic training is doing more
harm than good. Young children should be learning of course, but
they need to be learning things that are developmentally
appropriate, and the regular school environment is not
developmentally appropriate.
1) Brain Disorganization
Myelination enables a neuron to become usable and efficient. The
myelination process occurs in stages and on a fairly set schedule.
(Boys have a slower growth period during these stages than girls,
usually around 2 years difference, and need a longer period of time
with gestalt hemisphere elaboration especially through movement
and emotional development)
• detail
• parts/processes of language
• linear patterns
• logic
• critical thinking
• numbers
• reasoning
“If a task is asked of the brain for which the corresponding region is
not matured, it will form neural routes through “lower”, more
developed sections, resulting in almost permanent organizational
damage. Trying to force a child to learn a concept for which he/she
is not ready can actually do damage to the un-myelinated brain.”
“Before brain regions are myelinated, they do not operate efficiently.
For this reason, trying to “make” children master academic skills for
which they do not have the requisite maturation may result in
mixed-up patterns of learning…. If the right [brain system] isn’t yet
available or working smoothly,…forcing may create a functional
organization in which less adaptive, “lower” systems are trained to
do the work.” – Jane Healy. Ph.D Educational Psychology.
Endangered Minds, 67
2) Eye Damage
Before age seven, the ciliary bodies in the eye that control the
shape of the lens allow maximum three-dimensional, peripheral,
and distance vision. After age seven the ciliary bodies change to
allow for more foveal vision.
Rates of myopia around the world are higher in people groups who
spend more time indoors, studying, or in school at early ages.
“…children who spent less time outside were at greater risk of
developing myopia.” – Journal of Nature, The Myopia Boom
“…children need to spend around three hours per day under light
levels of at least 10,000 lux (daylight) to be protected against
myopia.” – Ian Morgan, myopia researcher at Australian National
University in Canberra
“By 2050, half the world will be myopic, and a billion people will be
at significant risk of blindness if current trends continue, according
to a recent study published in the journal Ophthalmology.” – http://
www.noted.co.nz/health/health/the-number-of-short-sighted-people-
is-set-to-explode/
3) Lack of movement
The Cerebellum:
• formerly thought to control only movement
• responsible for learning and cognitive activity
• processing center for both movement and learning
• linked with higher, frontal levels in the brain
• ability to perform repetitive activities automatically (like
handwriting)
• memory
• spatial perception
• attention
• emotion
• nonverbal cues
• decision making
• higher thinking abilities
• cognitive skills
• language
• social interaction
• music
4) Language Development
“It may seem funny to talk with your baby before they can really talk
back, but talking to them can give them a big head start on
language development. One Stanford study found that talking
directly to your baby can help them develop a larger
vocabulary and improve their language processing skills.”
-- Weisleder, A., & Fernald, A. (2013). Talking to children matters:
Early language experience strengthens processing and builds
vocabulary. Psychological Science, 24(11), 2143-2152. Retrieved
from http://journals.sagepub.com/doi/pdf/
10.1177/0956797613488145
“When the infant speaks her first few words between 9 and 12
months, language development has clearly begun. However, a look
back shows that infants have been preparing to speak since birth.
During the early weeks of life, the infants can discriminate between
speech sounds as their parents talk to them. In the first few months,
the infant develops a repertoire of sounds-grunts, cries and single
syllable vocalizations. The infant vocalizes experimentally, repeating
sounds in varying patterns, clearly listening to herself and enjoying
the different sounds she makes.
• Children’s brains are bombarded with too much noise and “over-
programming”.
5) Learned Helplessness
“I often wonder how many children decide they are “dumb” about
certain subjects, when the truth is that someone simply laid on the
learning too soon in a form other than the one they needed to
receive it in at the time.” – Jane Healy. Ph.D Educational
Psychology. Endangered Minds, 69
6) Socialization
7) Memory
8) Effect on Boys
9) Reading
Learning to read
1. Talk together!
2. Use books/reading as a source of gaining needed information
about something.
3. Better to do than to read.
“The earlier RIA (reading-instruction age) group had initially superior
letter naming, non-word, word, and passage reading but this
difference in reading skill disappeared by age 11. …the later RIA
had generally greater reading comprehension.” – Children learning
to read later catch up to children reading earlier. Early Childhood
Research Quarterly 28
Children who start academics after age 8 usually end up far ahead
of the early starters. When children are given time for their minds to
develop, they will experience much less frustration when academics
do begin, and will learn much faster because they are ready to learn
it.
“…most late starts, usually without formal training before their first
school enrollment, quickly catch up academically and often pass
their more school-experienced peers. And the late starters generally
excel in behavior, sociability, and leadership.” – Dr. Raymond
Moore. School Can Wait, 101
11) Spirituality
"In these impressionable years the seeds of both good and evil take
deepest root in the character,because the child is lacking in the
power of resistance which comes with later years .Herein lies a
wondrous opportunity for parents to so preoccupy the soil with good
that there will be no room for evil; to so accustom the child to the
atmosphere of that which is pure and wholesome that he cannot
breathe freely in any other.Even inherited tendencies maybe
entirely overcome or greatly modified by proper training begun in
these early years.”
-Studies in Character Building. Mrs E.E Kellogg. P,1-2.
“It is the misfortune of many parents that they fail to awaken to their
responsibility early enough in the life of their children.They think, as
they hold the dear little one in their arms or guide his first faltering
steeps, that when the child grows older their responsibilities will
increase.If for the present his physical needs are well supplied and
the enjoyment of his waking hours assured, that is considered all-
sufficient.All his thoughts and inclinations are left to chance
development during this susceptible period, when every word he
hears and every act he sees may serve to influence the bent of his
whole life.
It cannot be too firmly fixed in mind that the golden opportunity for
parents lies in utilizing in the best possible manner of the very first
years of the child’s existence.Let them neglect this period, allowing
the days to slip silently by unimproved, and it will not matter with
what zeal they labor in after years, the results will never be so
perfect as might have been secured from the careful engrafting of
precept and principle in those early years.” -Studies in Character
Building. Mrs E.E Kellogg.
“They will also be likely to find that while they were asleep to duty,
and because they failed to sow and tend the good seed, an enemy
has sown tares and weeds in the young heart. And the remainder of
his life must be spent in endeavors to uproot these character
defects.” -Studies in Character Building. Mrs E.E Kellogg. P,8.