Nowadays, we often hear words, saying that we live in “informational society”, that intellect is a main thing today. So, many parents make a conclusion, that a child should receive huge intellectual loads literally from the cradle. They see a pledge of successful carrier, happy life and etc. in it. Indeed, early start gives advantages not always. Let`s try to argument this position and show concrete examples
we often hear words, saying that we live in “informational society”, that
intellect is a main thing today. So, many parents make a conclusion, that a
child should receive huge intellectual loads literally from the cradle. They
see a pledge of successful carrier, happy life and etc. in it. Indeed, early
start gives advantages not always. Let`s try to argument this position and show
doctor-neurologist, I have to consult and treat children with headaches, involuntary
motions (tics), enuresis. Every week parents bring kids, who began suffering
from these symptoms during a month since the beginning of some intellectual
activity. These symptoms go away only when parents decide to change schedule of
day and rest of a child and remove lion’s share of intellectual load from him.
Firstly nervous centers, controlling breathing and digestion, develop, then -
ones controlling motions and only then - ones that are responsible for
emotional control, will-power and reading. If you break this consecution forcedly
and begin developing reading centers before preceding ones develop, formation
of a child may deviate from norm.
to a cerebral cortex. Blood supply of centers, controlling breathing, digestion
and heart beat reduces, and as a result spasms
of vessels appear - and, accordingly, a child receives a whole bunch of
diseases. Reasons of spasms in childhood are also connected with psychological tension, which very often appears in children, who are
sent to school earlier.
mother of a 3,5 y.o. girl comes to me. And complains that her girl started
stuttering in a kindergarten. From our conversation I learn that a baby-girl
“sits badly on a lesson, after 10 minutes becomes inattentive, and keeps
silence, if she is called to board to read a poem”.
sincerely considered that a problem was in a child, that her girl is too shy.
What did we start work over? It was clear, that mother will not decide to
change a kindergarten after my first consultation. We prescribed a course of
breathing exercises, singing and motion therapy. A girl went to kindergarten,
but “teachers” stopped calling her to board - mother talked to them according
to our request. (Here and further WE - means a group of experts, which is
gathered for correction of one or several children).
the background of severe shock. Then we added lessons with speech therapist and
playing therapy, including sensory stimulation - we drew with hands, “swam” in
a dry pool, played in role games. Another month later a girl changed kindergarten.
In another kindergarten a girl played a lot, communicated with children and
answered during lessons well. Level of intellectual lessons in that group was
quite physiological - lessons in playing form, often just on a carpet. They
studied not letters and figures, but forms, colors, concepts - one - man, part
and a wholea
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