Adapted learning method
Teaching even younger babies to read: the new experience.
In the experience that I have developed with my three children, I created an Adapted
learning method based on the first four steps described by Glenn Doman:
– Visual differentiation (how to prepare the material);
– The appropriate vocabulary (cards that reflected the daily reality of the baby);
– The vocabulary of the family environment (which reflected the objects that the
baby came into contact at home, for your daily interactions), and
– Vocabulary to build sentence structures (articles, prepositions and
adjectives).
Sentences were not entered as suggested by the Doman method for the fifth step. Tea
other steps, including 5, were suppressed in our experience, due to our
circumstances, as the infants’ own preferences suggested that these steps
be skipped, indicating what the brain did or did not need to experience. when you drink them
finished reading all the vocabulary, he also knew the alphabet and had already read
primary school books, traffic lights and billboards on the streets.
However, the process of reading assimilation was global, since steps 5, 6 and 7 of
Doman’s method was introduced simultaneously in steps 1, 2, 3, and 4. To explain
better, while I played the card game with the babies, the whole family
showed them reading as an object and how reading was circumstantially presented
in a community context (on TV, media, and road signs).
The brain itself created mechanisms to find similarities and differences between
some letters and others and some words and others.
As the stimulation process in a familiar setting ran its course, the
infants’ assimilation of words that reflected their accommodation of
contents ended up resulting in object connections and the objects
representations, at such an impressive speed that when babies were two years old
old, they already knew how to read and showed a passion for the game of
reading. The babies also showed that they were ready to write. By himself
pleasurable process, which they felt while playing with an object until they got tired of
that, babies played with words. However, the difference became that the words were
part of a very vast grouping, which led the babies to combine them, discover them,
and the game continued to spread until the babies proved they could
integrate it.
We realize that this learning game will never end as it started as
as soon as with a baby, the human being will tend to try to handle it completely
existence.
This then leads us to say that teaching a child to read only at the age of 6 is
take away the opportunity to discover the learning game of
reading at the stage when you might have the best experience: at the earliest age,
when the brain elaborates its first mental schemes, and in which the brain
activities were not yet restricted in their development within the natural environment and
potential prospects.
It is very easy to establish the systematics of the method of how to teach a baby how to
read and wait for each phase of development to occur exactly as we expect. It’s
it is known that only the intention of parents is to teach their children to read
early, they can already result in events that would better distinguish their children from
those who have not tried it. Even the most disorganized attempt will produce observable results.
results, which are the most positive and encouraging results, it is worth
highlighting! The procedure adopted must be very disastrous or complicated
to give results. From the simplicity of this initiative, it is already possible to obtain
better results than if one started teaching the child only at 6 years of age. At six,
It’s too late! Curiosity and the motivational potentialities of the brain
by then it will be deactivated. The later you start, the more difficult it will be to teach
teach the child to read.
Glenn Doman, in his book “How to teach your baby to read”, states that the child
before the age of 5 is capable of absorbing an enormous amount of information and
it can accept information at an incredible rate. It says that the more information you have
child receives before turning 5 years of age, the most he retains; cast
the child has tremendous amounts of energy for such. In addition to that, the boy in
this age group has a great desire to learn. Can learn to read and wants
to learn to read.
In my experience, I found that the most important factor when starting the
process is to be sure that parents will have the right attitude and
focus, or better, keep the enthusiasm; and that the father must
Do not push or delay steps in presenting information to the baby. The other
factor is to pay attention to the size, format and order of presentation of the material
to be read by the baby.
It is also important to note when to start each reading session and
when to finish it. To start the session, the most suitable moment is every moment in
that the baby is in a good mood. Do not take him to read when he is in a bad mood, crying,
or dissatisfied. The activity of playing should be joyful and playful for both the baby
And the father
The time to finish the activity of playing – which is the main motivation of the method,
It should be before the baby loses interest, so that we can ensure that the
the baby will want to repeat the activity and live the moment of happiness of being with
the father. During this time, the baby enjoys the company of the parents and plays
with new knowledge and information. You need to know exactly what the baby
you are thinking, or better yet, know your reaction to stop each session before
your desire to do so. The reader must imagine that this is impossible to do.
But it’s not like that. After a few sessions, it is possible to perceive exactly when it is time
to distance the baby from the card. If you have more than one baby, you will see
that each one has their own rhythm, as I have verified with mine.
Dr. Eliane Leao
Adapted learning method (c) 2006
http://www.baby-can-read.com
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