Early Childhood Learning
Helen Hegener
I received a question the other day about early childhood learning,
inquiring whether Home Education Magazine had published any articles
on the topic of very early childhood learning. I replied that I
couldn't recall any, to which the writer, who has so far only
identified himself as Marsh, replied: "I am talking about the whole
issue of nature vs. nurture as it relates to tots and toddlers. In
other words, will early environmental stimulation increase a young
child's intelligence, and if so, by how much? I am curious if this
whole issue was ever presented to homeschoolers. I can tell you that
most educators have no use whatsoever for it and will say most
anything to dissuade parents from it. Among their other objections,
they equate early parental instruction as early home schooling.
"I have personally been involved with this for 21 years, ever since I
started to teach my two year old how to read. And no, I am not
talking about a high pressure hot housing kind of scene.
"If you would look at my web page on
this---www.educationbeginsatbirth.com---you will learn more about it
and me at the bio section."
I did take a look at Marsh's site, and it's interesting reading. I've
always believed there was a direct correlation between early social
and mental stimulation (not necessarily 'schoolwork' per se, but
loving and supportive interaction between parent and child) and later
learning abilities, and I've often wondered why there's still a
strong perception that "learning" is something that should start
happening around the age when children would normally go off to
school. I know most homeschoolers know better, that children are
learning from birth (and perhaps even before) but still, most of the
articles we receive are directed toward a sort of "parallel school
age" group.
Marsh's no-nonsense approach to the topic of very early childhood
learning makes me wonder why the whole subject hasn't received more
discussion. Or perhaps it has and I missed it...
FYI this message is cross-posted to the following lists:
HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
Helen
inquiring whether Home Education Magazine had published any articles
on the topic of very early childhood learning. I replied that I
couldn't recall any, to which the writer, who has so far only
identified himself as Marsh, replied: "I am talking about the whole
issue of nature vs. nurture as it relates to tots and toddlers. In
other words, will early environmental stimulation increase a young
child's intelligence, and if so, by how much? I am curious if this
whole issue was ever presented to homeschoolers. I can tell you that
most educators have no use whatsoever for it and will say most
anything to dissuade parents from it. Among their other objections,
they equate early parental instruction as early home schooling.
"I have personally been involved with this for 21 years, ever since I
started to teach my two year old how to read. And no, I am not
talking about a high pressure hot housing kind of scene.
"If you would look at my web page on
this---www.educationbeginsatbirth.com---you will learn more about it
and me at the bio section."
I did take a look at Marsh's site, and it's interesting reading. I've
always believed there was a direct correlation between early social
and mental stimulation (not necessarily 'schoolwork' per se, but
loving and supportive interaction between parent and child) and later
learning abilities, and I've often wondered why there's still a
strong perception that "learning" is something that should start
happening around the age when children would normally go off to
school. I know most homeschoolers know better, that children are
learning from birth (and perhaps even before) but still, most of the
articles we receive are directed toward a sort of "parallel school
age" group.
Marsh's no-nonsense approach to the topic of very early childhood
learning makes me wonder why the whole subject hasn't received more
discussion. Or perhaps it has and I missed it...
FYI this message is cross-posted to the following lists:
HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
Helen
Fetteroll
on 12/6/02 9:18 PM, Helen Hegener at HEM-Editor@... wrote:
seen all the "infant stim" merchandise being sold. The Mozart for Babies CDs
and DVDs. (Type "infant stim" and "infant stimulation" into Google. I see
that you can even download graphics for the computer to stimulate your
infant.)
I think the idea that the first 3 years are important is a good one. Not
necessarily because there's something specifically vital to a child's mental
growth happening (maybe there is, maybe there isn't) but because, as you
point out, learning doesn't start at school age.
But I think parents are taking the early infant learning with a grain of
salt because babies aren't embracing the idea that their early learning can
be bought at a store ;-) And this society is very ... I'm not sure of the
word, but perhaps process? oriented. People don't find an activity
satisfying unless there's a clearly defined process with a clearly defined
result at the end. What they want is "If you do this for this amount of time
you will get this result." (And that's exactly what he's saying. Phonics for
30 minutes a day will get you genius level intelligence.) They want magic
spells. They don't want to spend time figuring out what their particular
baby needs. They don't trust that what the baby enjoys is what is best for
the baby. They want experts to tell them the right process so they can just
do it. They don't want to be told to sing and read and play and cuddle and
laugh. They want to know what to do and how long to do it and what results
they can expect. The goal of whole healthy happy child isn't enough. That's
something that will just happen from life. It's academics that concern them.
They want something measurable and specific. They want numbers. They want
something translatable into security for their child.
As much as I'm drawn to the idea of processes to increase IQ, I think it
pushes what babies really need into the background. What they need is
affection and attention and connections with the people in their lives.
Anything else is extra. But the emphasis on early *learning* and IQ moves
the spot light onto academics. And that's buffing the car to a high gloss
shine and neglecting the engine.
Joyce
> Marsh's no-nonsense approach to the topic of very early childhoodYeah, I think you missed it. I guess you haven't been to a baby store and
> learning makes me wonder why the whole subject hasn't received more
> discussion. Or perhaps it has and I missed it...
seen all the "infant stim" merchandise being sold. The Mozart for Babies CDs
and DVDs. (Type "infant stim" and "infant stimulation" into Google. I see
that you can even download graphics for the computer to stimulate your
infant.)
I think the idea that the first 3 years are important is a good one. Not
necessarily because there's something specifically vital to a child's mental
growth happening (maybe there is, maybe there isn't) but because, as you
point out, learning doesn't start at school age.
But I think parents are taking the early infant learning with a grain of
salt because babies aren't embracing the idea that their early learning can
be bought at a store ;-) And this society is very ... I'm not sure of the
word, but perhaps process? oriented. People don't find an activity
satisfying unless there's a clearly defined process with a clearly defined
result at the end. What they want is "If you do this for this amount of time
you will get this result." (And that's exactly what he's saying. Phonics for
30 minutes a day will get you genius level intelligence.) They want magic
spells. They don't want to spend time figuring out what their particular
baby needs. They don't trust that what the baby enjoys is what is best for
the baby. They want experts to tell them the right process so they can just
do it. They don't want to be told to sing and read and play and cuddle and
laugh. They want to know what to do and how long to do it and what results
they can expect. The goal of whole healthy happy child isn't enough. That's
something that will just happen from life. It's academics that concern them.
They want something measurable and specific. They want numbers. They want
something translatable into security for their child.
As much as I'm drawn to the idea of processes to increase IQ, I think it
pushes what babies really need into the background. What they need is
affection and attention and connections with the people in their lives.
Anything else is extra. But the emphasis on early *learning* and IQ moves
the spot light onto academics. And that's buffing the car to a high gloss
shine and neglecting the engine.
> FYI this message is cross-posted to the following lists:Have you too forgotten the sadly silent HEM-Unschooling list exists? ;-)
> HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
Joyce
[email protected]
In a message dated 12/7/02 5:44:29 AM, fetteroll@... writes:
<< (And that's exactly what he's saying. Phonics for
30 minutes a day will get you genius level intelligence.) >>
I'm kinda in favor for avoiding things that will produce "genius level
intelligence."
The factoids and speed of performance stuff that get people high IQ scores
can be picked up later. The compassion and intuition and the encouragement
of open inquiry can be extinguished for life early on.
<<They don't want to be told to sing and read and play and cuddle and
laugh. They want to know what to do and how long to do it and what results
they can expect. >>
The current National Geographic, in their cover article on skin, says this:
-=-For humans insufficient touching in early years can have lifelong results.
"In touching cultures, adult aggression is low, whereas in cultures wehre
touch is limited, adult aggression is high," writes Tiffany Field, director
of the Touch Research Institutes at the University of Miami School of
Medicine. Studies of a variety of cultures show a correspondence between
high rates of physical affection in childhood and low rates of adult physical
violence.-=-
Sandra
<< (And that's exactly what he's saying. Phonics for
30 minutes a day will get you genius level intelligence.) >>
I'm kinda in favor for avoiding things that will produce "genius level
intelligence."
The factoids and speed of performance stuff that get people high IQ scores
can be picked up later. The compassion and intuition and the encouragement
of open inquiry can be extinguished for life early on.
<<They don't want to be told to sing and read and play and cuddle and
laugh. They want to know what to do and how long to do it and what results
they can expect. >>
The current National Geographic, in their cover article on skin, says this:
-=-For humans insufficient touching in early years can have lifelong results.
"In touching cultures, adult aggression is low, whereas in cultures wehre
touch is limited, adult aggression is high," writes Tiffany Field, director
of the Touch Research Institutes at the University of Miami School of
Medicine. Studies of a variety of cultures show a correspondence between
high rates of physical affection in childhood and low rates of adult physical
violence.-=-
Sandra
Yol, Vishnu & Shanti
My two cents...
I have a hard time agreeing with this kind of statements. Granted, the first 3 years in a child's life are vital for their development and stimulation is good for them. But I don't think they necessarily need this "intellectual" kind of stimulation. I believe children develop fantasy and imagination first, which help them integrate their environment and later the world at large, so they should have plenty of *material* to promote and enhace that, but most importantly at that young age they need to be NURTURED and loved and stimulated emotionally. They need to bond with their parents and close family and feel safe in the world.
Later come more imagination and creativity, as they develop more abilities to do and create things, along with further development of physical abilities. It is not until later on (6-7 years) that the intellectual abilities develop and children are *ready* to learn to read, write and comprehend concepts in a less intuitive way, and in a more intellectual manner.
To me, this *early education* stuff, with all their products and gimmicks, is nothing but an unnecessary *rushing* into things that would come naturally at a later stage. It just seems that this culture has a really hard time accepting the fact that children are not "little adults" that are already "pre-programmed for society." Sometimes I wonder, when I look at your average parent, why they act toward their kids as if they SHOULD already know what the parent does not have the patience to teach or at least let them learn, and they get so frustrated with the child's trial-and-error kind of response...
I think it's society's rush, rush rush... You're born, you should be reading right away and then to school and then become part of the working force. What about JUST being a baby, then a toddler, then a kid, and live, feel, think and dream JUST like a kid?
Well, someone out there must be making big bucks with all this gimmick. And if not, some parents out there must be inflating their egos with their young kids' accomplishments...
I truly believe that learning to read is like learning to talk... it comes naturally, but at its own time, when the child is ready. What's the rush anyway? Why try to train them like animals? The longer a child maintains his or her innocence and "magical" approach at life, the more s/he will be able to preserve and maintain his or her sense of inner Self.
Yol
Blue Lotus Therapeutics
Ayurveda, Homeopathy, Yoga and Therapeutic Massage.
Asheville/Weaverville, NC
www.bluelotustherapeutics.com
Dhyanyoga Center of North Carolina
Meditation - Kundalini Maha Yoga
Weaverville, NC
www.dyc-nc.org
***********************************
When nothing is done, nothing is left undone. The world is ruled by letting things take their course. It cannot be ruled by interfering.
-- Tao Te Ching
***********************************
[Non-text portions of this message have been removed]
I have a hard time agreeing with this kind of statements. Granted, the first 3 years in a child's life are vital for their development and stimulation is good for them. But I don't think they necessarily need this "intellectual" kind of stimulation. I believe children develop fantasy and imagination first, which help them integrate their environment and later the world at large, so they should have plenty of *material* to promote and enhace that, but most importantly at that young age they need to be NURTURED and loved and stimulated emotionally. They need to bond with their parents and close family and feel safe in the world.
Later come more imagination and creativity, as they develop more abilities to do and create things, along with further development of physical abilities. It is not until later on (6-7 years) that the intellectual abilities develop and children are *ready* to learn to read, write and comprehend concepts in a less intuitive way, and in a more intellectual manner.
To me, this *early education* stuff, with all their products and gimmicks, is nothing but an unnecessary *rushing* into things that would come naturally at a later stage. It just seems that this culture has a really hard time accepting the fact that children are not "little adults" that are already "pre-programmed for society." Sometimes I wonder, when I look at your average parent, why they act toward their kids as if they SHOULD already know what the parent does not have the patience to teach or at least let them learn, and they get so frustrated with the child's trial-and-error kind of response...
I think it's society's rush, rush rush... You're born, you should be reading right away and then to school and then become part of the working force. What about JUST being a baby, then a toddler, then a kid, and live, feel, think and dream JUST like a kid?
Well, someone out there must be making big bucks with all this gimmick. And if not, some parents out there must be inflating their egos with their young kids' accomplishments...
I truly believe that learning to read is like learning to talk... it comes naturally, but at its own time, when the child is ready. What's the rush anyway? Why try to train them like animals? The longer a child maintains his or her innocence and "magical" approach at life, the more s/he will be able to preserve and maintain his or her sense of inner Self.
Yol
> I received a question the other day about early childhood learning,--
> inquiring whether Home Education Magazine had published any articles
> on the topic of very early childhood learning. I replied that I
> couldn't recall any, to which the writer, who has so far only
> identified himself as Marsh, replied: "I am talking about the whole
> issue of nature vs. nurture as it relates to tots and toddlers. In
> other words, will early environmental stimulation increase a young
> child's intelligence, and if so, by how much? I am curious if this
> whole issue was ever presented to homeschoolers. I can tell you that
> most educators have no use whatsoever for it and will say most
> anything to dissuade parents from it. Among their other objections,
> they equate early parental instruction as early home schooling.
>
> "I have personally been involved with this for 21 years, ever since I
> started to teach my two year old how to read. And no, I am not
> talking about a high pressure hot housing kind of scene.
>
> "If you would look at my web page on
> this---www.educationbeginsatbirth.com---you will learn more about it
> and me at the bio section."
>
> I did take a look at Marsh's site, and it's interesting reading. I've
> always believed there was a direct correlation between early social
> and mental stimulation (not necessarily 'schoolwork' per se, but
> loving and supportive interaction between parent and child) and later
> learning abilities, and I've often wondered why there's still a
> strong perception that "learning" is something that should start
> happening around the age when children would normally go off to
> school. I know most homeschoolers know better, that children are
> learning from birth (and perhaps even before) but still, most of the
> articles we receive are directed toward a sort of "parallel school
> age" group.
>
> Marsh's no-nonsense approach to the topic of very early childhood
> learning makes me wonder why the whole subject hasn't received more
> discussion. Or perhaps it has and I missed it...
>
> FYI this message is cross-posted to the following lists:
> HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
>
> Helen
>
> ________________________________________________________________________
>
Blue Lotus Therapeutics
Ayurveda, Homeopathy, Yoga and Therapeutic Massage.
Asheville/Weaverville, NC
www.bluelotustherapeutics.com
Dhyanyoga Center of North Carolina
Meditation - Kundalini Maha Yoga
Weaverville, NC
www.dyc-nc.org
***********************************
When nothing is done, nothing is left undone. The world is ruled by letting things take their course. It cannot be ruled by interfering.
-- Tao Te Ching
***********************************
[Non-text portions of this message have been removed]
[email protected]
In a message dated 12/7/02 7:44:33 AM Eastern Standard Time,
fetteroll@... writes:
[Non-text portions of this message have been removed]
fetteroll@... writes:
> I think the idea that the first 3 years are important is a good oneDidn't Bill Cosby have a commerical saying that?
[Non-text portions of this message have been removed]
Tia Leschke
> FYI this message is cross-posted to the following lists:Helen, I've never been able to find those groups. I was on the
> HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
HEM-Conferences list, but it really was about conferences and nothing else.
I searched on Yahoo Groups and that was the only one listed. I'd be
particularly interested in the writers one, as I've often thought I'd like
to write for you at some point.
Tia
Helen Hegener
At 10:11 AM -0800 12/8/02, Tia Leschke wrote:
you have a lot to share with our readers! If anyone else is
interested in writing for HEM just send me a note and I'll return our
editorial guidelines, deadline, photo information, rates of payment,
etc. And FYI, I'm not really the one who selects articles that run -
that job is handled by Carol Narigon, who also edits our wonderful
HEM email newsletter. If you'd like to submit something directly to
Carol, her address is HEM-Articles@...
The lists are really pretty simple, since they're all housed at
YahooGroups: just enter this URL in your browser:
http://www.groups.yahoo.com/community/ and then just add the name of
the group you're interested in to complete the URL. For example:
http://www.groups.yahoo.com/community/HEM-Networking
http://www.groups.yahoo.com/community/HEM-Writers
or
http://www.groups.yahoo.com/community/HEM-Resources
We also offer these groups:
HEM-Unschooling, HEM-SupportGroups, HEM-Conferences, HEM-Movielovers,
and History of Homeschooling. That last one's been quiet for many
months now, but I've been thinking about kickstarting it again after
the first of the year.
You can subscribe to any of these groups without going to the website
by sending a blank email message to this address:
[email protected]
See you on the other lists!
Helen
> > FYI this message is cross-posted to the following lists:Excellent idea, Tia! From reading your writing over the years I'd say
>> HEM-Networking, HEM-Writers, HEM-Resources, and Unschooling-dotcom
>
>Helen, I've never been able to find those groups. I was on the
>HEM-Conferences list, but it really was about conferences and nothing else.
>I searched on Yahoo Groups and that was the only one listed. I'd be
>particularly interested in the writers one, as I've often thought I'd like
>to write for you at some point.
you have a lot to share with our readers! If anyone else is
interested in writing for HEM just send me a note and I'll return our
editorial guidelines, deadline, photo information, rates of payment,
etc. And FYI, I'm not really the one who selects articles that run -
that job is handled by Carol Narigon, who also edits our wonderful
HEM email newsletter. If you'd like to submit something directly to
Carol, her address is HEM-Articles@...
The lists are really pretty simple, since they're all housed at
YahooGroups: just enter this URL in your browser:
http://www.groups.yahoo.com/community/ and then just add the name of
the group you're interested in to complete the URL. For example:
http://www.groups.yahoo.com/community/HEM-Networking
http://www.groups.yahoo.com/community/HEM-Writers
or
http://www.groups.yahoo.com/community/HEM-Resources
We also offer these groups:
HEM-Unschooling, HEM-SupportGroups, HEM-Conferences, HEM-Movielovers,
and History of Homeschooling. That last one's been quiet for many
months now, but I've been thinking about kickstarting it again after
the first of the year.
You can subscribe to any of these groups without going to the website
by sending a blank email message to this address:
[email protected]
See you on the other lists!
Helen
[email protected]
In a message dated 12/7/2002 5:03:26 PM Eastern Standard Time,
bluelotus@... writes:
who they are...they are magical....so creative and full of
themselves...Yesterday, my husband had a ladder in the MBR to access the
ceiling fan and left it there for a few minutes. My daughter (5.5 yo) and
son (2.5) started to climb up the first few steps and climb down. At some
point, they decided to "play a game" where my son would climb up the two
steps and "tell" my daughter "what to talk about" (clouds and moon are two I
can remember). He would climb down and then she would climb up and start
expounding on each topic so self assured and, like I said, full of herself.
Can't explain it better than I am, but I "get it" and am continuing to "get
it," and I am grateful for that! I am just so pleased to have found this
path.
Robin, who gave her dd a worksheet on the letter "L" in a moment of panic
only to have it returned rolled up and secured with a ribbon (like a
diploma)...she had actually agreed to do it because it had a picture of a
lady bug on it. I eventually threw it away, but wish I had saved it as a
reminder when I get stuck in a panic again!
[Non-text portions of this message have been removed]
bluelotus@... writes:
> The longer a child maintains his or her innocence and "magical" approach atI like the way you put that. It is like magic to me to see my children be
> life, the more s/he will be able to preserve and maintain his or her sense
> of inner Self.
>
> Yol
>
who they are...they are magical....so creative and full of
themselves...Yesterday, my husband had a ladder in the MBR to access the
ceiling fan and left it there for a few minutes. My daughter (5.5 yo) and
son (2.5) started to climb up the first few steps and climb down. At some
point, they decided to "play a game" where my son would climb up the two
steps and "tell" my daughter "what to talk about" (clouds and moon are two I
can remember). He would climb down and then she would climb up and start
expounding on each topic so self assured and, like I said, full of herself.
Can't explain it better than I am, but I "get it" and am continuing to "get
it," and I am grateful for that! I am just so pleased to have found this
path.
Robin, who gave her dd a worksheet on the letter "L" in a moment of panic
only to have it returned rolled up and secured with a ribbon (like a
diploma)...she had actually agreed to do it because it had a picture of a
lady bug on it. I eventually threw it away, but wish I had saved it as a
reminder when I get stuck in a panic again!
[Non-text portions of this message have been removed]