"A rich language environment is like oxygen" - (U.S.) Nim Tottenham
1. Research on what affects children's language ability
Today we will introduce a study done by a surgeon who implanted cochlear implants in the United States. It was found that even if the family conditions, age of deafness and other conditions are similar, the children are also implanted with cochlear implants, but the children's language abilities are still very different . What is the reason?
So he conducted in-depth research and sought help from many fields. Finally, "Parental Language: 30 Million Vocabulary Shapes a More Powerful Learning Brain" came out. This is an academic research that has been reprinted in 5,000 academic journals and attracted the attention of the White House .
2. The conclusion of this study
Children don’t understand anything before they are 3 years old? No need to deliberately teach anything? Is early childhood education really meaningless?
If children are allowed to stay in an early childhood education center for 45 minutes and then return to a silent and non-interactive family, then early childhood education is indeed meaningless. In a sense, early childhood education is not about teaching children. Early education is about teaching parents how to accompany their children, talk, dance, sing, play games, and use these activities freely at home . The research in the book
clearly points out that the development of children’s brains before the age of 3 is beyond our imagination. The neural connections in children’s brains require the stimulation of parents’ language. The words children hear in the early stages directly affect the children’s mathematical ability and spatial reasoning. Ability, self-control, moral sense and empathy.
There is a huge gap in the vocabulary of parents in different families. The cumulative number of words heard by 3-year-old children in families with intellectual workers is 45 million, while the number of words heard by children in families receiving welfare assistance is 13 million, a difference of 3200 words. . And research ultimately shows that it is this 32 million word gap, as well as the number of active words spoken, that affects children's language skills, academic performance and IQ.
3. Family intervention
For children with language development delay and autism spectrum disorder , it is already difficult to establish the child's neural links. At this time, parents need to make more efforts.
builds a rich language environment for children. It is not that difficult and does not require a lot of extra time.
Family intervention is to consciously integrate the purpose of intervention into all aspects of children's lives, so that children can subtly improve their abilities in certain aspects. The 3T principles in the book are also applicable to our family intervention.
4. The 3T principles in family intervention
1. The first T: Turn in, empathy attention. When you play with your children, you should pay attention to whatever the children are paying attention to! Is not it simple? Joint participation is always a powerful catalyst for the parent-child relationship. Parents constantly pay attention to their children's interests, understand their children's goals, judge whether correction is needed, whether to take immediate measures, whether to encourage or deny.
2. The second T: Turn more, full communication. communication is not about staring at a mobile phone, communication is not about saying 3 sentences in an hour, the purpose of communication is to let children learn various vocabulary, nouns, adjectives, verbs, pronouns. At this time, a tree is not just a tree. Excellent parents can use a tree to speak thousands of words. Remember: use less pronouns and talk appropriately out of the language environment (such as talking about football when there is no football).
3. The third T: Take turns. is even simpler. Parents' happiness in raising children may decline over time. Studies have proven that raising children for 2 hours will bring parents' happiness to the peak. When the mother is tired, she can replace the father. After a while, when they are tired, they ask open-ended questions to inspire children to think independently.
Therefore, parents are not only talking, but also helping their children build neural links in their brain circuits so that they can adapt to the complex social situations that follow.
Parents should not leave their children alone after being placed in an intervention institution, nor should they release too much anxiety. The starting point for children is not an early education center or a kindergarten. This comparison is meaningless. Children should be allowed to make their own way.
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