It's been more than 10 years since I became the mother of my eldest daughter. In those days, the Internet only appeared in our homes, and modern information about the care of newborns and the upbringing of children was not as easily accessible as now. I wanted to understand everything, to understand everything. I felt that the methods of the past - "feeding by the clock" and honored by our parents B. Spock do not suit me. And so, to satisfy the information hunger, I, like many young mothers, then bought themed magazines with bundles.
From the pages of these magazines streams of information about the incredible benefits of early development techniques flowed. Doman, Motnessori, Zaitsev, Nikitin, and that "after three it's too late to do it ..." And as a responsible mother, I decided not to miss the opportunity to give a good start to my daughter. They began to study early. The effect was stunning. Stunning, mostly for our guests and relatives.
The child in 2 years told long verses, learned words on cards, and in 4 years fluently read, not worse than the adult, the memory developed simply unreal (I note that I was engaged with it like without fanaticism, in the game and always in the joy of the child). Read a lot, and even books for children a little older, she took it with a bang!
But gradually we began to notice the other side of the coin. Along with this, information about the ambiguity of early development began to come across. I must say at once that I still can not say with certainty whether the early development was strongly influenced by the child, or even without it, the picture would be approximately the same, and perhaps worse, she had problems with neurology since birth, and they are conditioned all the same physiology.
But, nevertheless, that's what began to alarm:
The first is that she began to ask questions somewhat not peculiar to her age. For example, at the age of 4, my daughter suddenly, without any previous traumatic events, realized that life on earth is not eternal, which caused her a wild fear, accompanied by hysteria ... She was brought to her senses for a long time! And this topic worried her for a long time. None of the acquaintances with their children with this did not come across. Usually children, if they ask questions such a plan at this age, then all this does not really soar up to 7 years. And at the age of seven, the child's comprehension of this issue is already the norm.
The conclusion is that the consciousness developed over the years has pushed it to conclusions, to which the psyche was not yet ready.
The second is communication difficulties.
At the age of 5 we were given a place in the kindergarten, and we began to gather enthusiastically. To communicate and be friends, she was very anxious, but the circumstances developed that we did not have a courtyard with a bunch of goats in the sandbox. But when she went from the garden with the conversation, somehow it did not work out. Perhaps there were several reasons. Apparently, again, there was no docking in development with peers. Plus, we as responsible parents did not show the child modern cartoons, such as these "idiotic Winx", which all psychologists swear. All that she looked at, we carefully selected. And when she came to the kindergarten, she was not at all in the subject of "fashionable" tendencies, which of course is very significant in the children's society and the situation turned out to be traumatic.
Conclusion suggests such that it is not necessary to completely and completely protect the child from all modern and even, from some side, harmful. Yes, it is undoubtedly necessary to dose, it is necessary to offer an alternative, of course you can not bring up "herd", but to be completely different from everyone, it is difficult at any age, and for a kid all the more.
I will note another moment. Over time, I began to notice, one feature, children diagnosed with ADHD, and my child is just such a diagnosis, get along well with oneself, that is, with children with ADHD, but as a rule, it is difficult for them to communicate with ordinary children for some reason.
Many educators, psychologists and psychiatrists are now talking about the dangers of early development. About that to each age the. About what is not supposed to be read by a preschool child, because when he learns to read, he spends time and energy, not missing something and misses something important. But there is another side to this medal. At 7 years old, a person goes to school. And although many schools in the country now tell their parents that they do not need to teach the children to read the school, and supposedly they will teach him everything at school. But in actual fact it turns out that learning to read in the program stands out for a ridiculously little time. Already in two weeks from the beginning of the school year they have a test work, where the task reads "Read ...", and a month later the program cuts off, where again, there are leaflets with assignments that need to read and understand the meaning of the task to fulfill it .
And how can a child understand the meaning of the task, if he can hardly read it? Not to mention homework, which either should not be in the first class at all, whether they should not be evaluated, or should be minimal ... But children, as well as their parents, are still asked "home". And the nightly "fierce thrash" begins with the execution of "housekeeper" till 12 am! It was a nightmare for everyone who did not teach children to read less fluently. 99% of those who said: "... what will I teach him to read? What then will the school do? "- they grabbed his head in the first class.
In this regard, it was much easier for us. And although sometimes I had a feeling of too much homework, still our family in this sense, such a "thrash" with home reading has not touched. Reading she did for 5 minutes, she remembered verses from the second-third reading.
Problems in our first class were, but different, adaptive nature. But this is a slightly different story. I think there's still a problem in ADHD. Although, I met the opinion of specialists that even here the root can be in early development.
And one moment. Teachers note that a 4-year-old child is easier to teach than to read 7 years old. Because the process of cognition is more active for him than for the seven-year plan.
The conclusion suggests: Do not get involved in early development. But to read fluently to school all the same it is worthwhile to teach. This really will save the whole family from the booo-big difficulties in the first class, because in our country in the first class so far they go with the whole family. Although much has been said recently about the fact that this is very, very wrong. And I fully agree with this.
The family life should not turn into a nightmare from the fact that the child went to school! Parents should not do homework with children! Help, suggest - yes! But do not do it with the child. All the same, a child at school should first of all be happy, confident and calm. He must understand that he has the right to be mistaken and that it is even good to be mistaken, because he is thus learning. Then the interest will not fade and the love of science will only increase.
Here is such an experience of early development in me. In addition, that the ability to read has saved us from a number of problems in the "beginnings", I probably can not point out anything more remarkable. In general, he studies well, but he does not burn with a great passion for studying, he often begins to "play hard", especially if control is weakened. Mathematics can not stand, but "4" by some miracle has . Who also had the experience of early development, share very interesting!
