What kind of education do children aged 0-3 pay more attention to?
The word "early childhood education" first appeared in the United States, with the establishment of kindergartens in the early19th century, and its target includes children aged 0-8. And many parents' concept of "early education" is often aimed at infants aged 0-3, which is closer to "enlightenment education". In recent decades, the scientific research results of infant physiology, psychology and education show that the human brain is very active in infancy and is very sensitive to external stimuli. In other words, infants and young children have great learning potential. Carrying out purposeful educational activities in this period can effectively promote their physical and mental growth. But on the issue of education, "feasibility" does not mean "science". The scientific nature of education should consider not only feasibility, but also appropriateness and effectiveness. As far as enlightenment education is concerned, its implementation timing, content, method and degree all need strict mutual cooperation, and it is not a blind "pulling out seedlings to encourage" or a "forced development" that ignores the possible negative impact on the long-term development of infants and young children. Many parents relish that their two or three-year-old children can know more than 1000 words, or can accurately answer simple arithmetic questions, or can recite dozens of Tang poems. But the above situation is not a successful example of enlightenment education, or even an enlightenment education in a strict sense. Because although each child's development is different, for those studies that first need certain thinking ability, such as reading comprehension and mathematical logic, the cerebral cortex can only develop to the level of absorbing and digesting these knowledge when the child is 5-6 years old. Infants only know what it is, not why. They write down and repeat what adults repeat. The essence of the process is just mechanical memory, which is not much different from parroting. And this kind of mechanical training needs constant strengthening. Once this reinforcement stops, children will soon forget what they have learned. Gesell, a famous child psychologist and a professor at Yale University, once did an experiment in which twins climbed stairs. In the experiment, one pair of twins trained to climb stairs 10 minutes every day from the 48th week after birth. By the 52nd week, he had been able to climb five flights of stairs skillfully. Another pair of twins didn't start the same training until the 53rd week. Two weeks later, both twins can climb to the top of the stairs without help. Gesell's conclusion is that children's psychology is mainly a natural and mature process, and only after the completion of physical and mental development will they have the initiative to learn at this age, and initiative is the premise of effective learning. Education can only promote growth, but cannot change the process of growth. Learning and training before the initiative of learning comes into being are basically ineffective. Like China, Americans attach importance to enlightenment education. However, their concept of enlightenment education is different from that of China people. They pay more attention to providing children with a free learning and imitation environment and a relaxed atmosphere, and support and encourage children to explore, imagine and create. Intensive training of one-way skills and knowledge infusion in advance are very rare. However, most parents in our country pay attention to the intensive forced learning and training of their children from early childhood, with "good children" and "specialties" as the training goals. In this way, children seem to be smart and sensible, but they are generally psychologically dependent, have poor hands-on ability, and lack curiosity and exploration spirit. When such children grow up, their creative thinking ability and independent living ability will be obviously insufficient, and they will easily have a psychological tendency of wanting nothing and achieving nothing. It is undeniable that knowledge is the crystallization of human wisdom, and knowledge itself contains great intellectual value. However, this does not mean that teaching any knowledge to children of any age in any way will inevitably promote their intellectual development. Academic knowledge that does not conform to children's cognitive characteristics will lose the significance of promoting intellectual development because children cannot understand it. In fact, the long-term follow-up study of the effects of various early education programs shows that the effect of knowledge transfer in advance, such as reading, writing and arithmetic training, is actually very limited and can only last until the fourth grade of primary school. Moreover, instilling knowledge in advance will bring unnecessary psychological pressure to children and dampen their thirst for knowledge, which may seriously lead to "learned stupidity" defined by Katz, a famous American preschool educator-inability to master new knowledge and then loss of self-confidence. Rousseau, a French thinker, said: "It is natural to hope that children will look like children before they reach adulthood. If we disrupt this order, some fruits will be premature, not full, not sweet, and will soon rot. " It can be seen that in the process of implementing enlightenment education, it is blind and short-sighted to simply pursue skill training and knowledge infusion. 2 1 century, the requirement of knowledge economy society for people's comprehensive quality is higher than ever before. This comprehensive quality is the sum total of optimistic and enterprising, independent, creative, responsible and team spirit. Enlightenment education should help children form a comprehensive learning ability composed of observation, memory, imagination and thinking ability on the premise of cultivating comprehensive quality. Make them become the talents with strong physique, sound mind and strong adaptability to the environment needed by the future society. Then, in the process of implementing enlightenment education, how can we achieve the above goals? First of all, parents, as the main implementers, should check and adjust their mentality of implementing enlightenment education. Children become independent individuals from birth. Although they are young, they already have their own needs, interests and subjective initiative. They know and understand the world in different ways and angles from adults. They can't impose the thoughts and wishes of adults on children. They should give children enough freedom and broad space to choose, imagine and create. If you want to eliminate some regrets in your growth process by educating the next generation and consciously create a copy, supplement or continuation of your life, you will get an alternative satisfaction, which is selfish; It is vain to give children intensive training in talent in order to keep them in line. Parents with similar mentality tend to be eager for success in the process of educating their children, rigidly stipulate their children's learning tasks, and even deprive them of time to play games. As the saying goes, haste makes waste. Secondly, we should learn to look at the early development of infants' potential from the perspective of sustainable development, and consider the development and education of this period in the process of children's life development. Only in this way can we accurately grasp the scale of teaching, step by step, and not rush to achieve success. As far as infants aged 0-3 years old are concerned, the content of enlightenment education should include the following aspects: 1) Body training: conforming to the natural development of children's bodies, guiding children to crawl, stand, walk and grasp with both hands, and training the mutual cooperation of limbs and the coordination ability between brain and limbs. 2) Language training: The most important part of language listening and speaking is to lay a good foundation at home in infancy. When parents and children communicate in language (including telling stories and singing children's songs), they should pay attention to intonation, rhythm of voice and accuracy and clarity of pronunciation. It is also necessary to stop from time to time to observe and induce children's reactions and encourage them to change from passively accepting language to actively expressing language. 3) Cognitive training: provide colorful toys and music games for children, guide children to learn in the social and natural environment that they often contact, give them rich sensory stimulation, develop their sensitivity of vision, hearing, touch, taste and smell, and induce and encourage their initiative of observation and exploration. 4) Emotional and ethical enlightenment: It is the unshirkable responsibility of parents to help children learn to control their emotions, adjust themselves and respect others. For example, forming a relatively stable routine as soon as possible can let children know clearly what they are going to do next, which will help to increase their psychological stability and avoid misconduct. 5) independent ability training: to cultivate children's independence, let children start to take care of themselves. When they are a few months old, they should start teaching themselves to eat milk from bottles. As they grow older, they will gradually learn to wear their own clothes, shoes and socks, and then help adults do housework within their power. 6) Social skills training: provide children with opportunities to get along with peers, or use role-playing games to let children learn how to share or cooperate with others and other social skills through direct accumulation of life experience, and cultivate their sense of responsibility for their own behavior and group. The third is to understand the age characteristics of infants and young children. Starting from respecting their personality, interests, needs and development characteristics, the educational methods are mainly to stimulate interest and guide the situation. The established standards should not be too high, and the growth and development of children should not be compared with other children of the same age around them. No matter whether children can achieve their goals or not, any efforts in their learning process are worth encouraging and affirming. In the process of education, it is very important to help children understand and appreciate their own uniqueness and build and enhance their self-confidence. "Looking forward to your child's success and your daughter's success" is the constant expectation of parents for their children. According to the viewpoint of the International Committee of 265438+20th Century, the basic criterion for judging the success of "Enlightenment Education" is whether its content "provides the impetus and foundation for lifelong continuous learning". If so, this kind of education can be said to be successful; Otherwise, it is not successful enough, or even failed. The ancients said, "It is better to teach people to fish than to teach them to fish." Only by truly understanding this point can enlightenment education embark on a scientific and effective track.