I am against early development!

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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


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.

At the expense of health

As a
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.

Why does this happen? The matter is that a child`s brain develops little by little.
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.
Excessive intellectual tension causes blood inflow
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.

A
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”.

Mother
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).

A month later stumbling appeared only on
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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