Common sense one: early teaching requires age
Early education takes a variety of forms, of which only a small part is provided by professional institutions. The ideal early education is done by family, socio-professional institutions, kindergartens, and parents are often the best early teachers of babies, which is why many countries promote early parenting。
In addition, the most important point of parent-child early education is that it is age-appropriate and that early education is far from being a mixed early school centre, which requires the personal involvement of parents and the formation of a parent-child relationship with young children, where interaction is central。
N 1-2 years: in a happy parent-child interaction, lead the baby to explore the world, recognize himself and exercise the baby's body and promote language development。
N 2-3 years: focus on the common development of iq and emotional intelligence to help the baby develop good life habits, foster the baby's interest in reading and emphasize parent-child interaction
N 3-4 years: children are encouraged to explore nature and surrounding society in the first place, develop good learning habits, improve self-management, develop logical thinking and creativity。
N ages 4-5: attention is given to the development of exploration and creativity, the enhancement of social interaction, the feeling of traditional culture, the enhancement of artistic expression and the promotion of filiation。
N 5-6 years: attention is given to encouraging children to engage in scientific exploration, exercise their ability to think independently, improve their ability to learn and socialize and prepare for primary school。
Common sense two: early teaching is not a godchild education。
Surveys show that the proportion of children in social groups is very small, with over 90 per cent of children being “normal”. For parents, the “normal development” of their children is expected by only 30 per cent, so that some educational institutions are very attractive to parents with slogans such as “bringing a normal child”, but the results are often less than desired, because a method that deviates from the norm does not, naturally, contribute well to the development of things。
Common sense three: the sooner the better, the sooner the better。
The parents are hopeful that the children will become famous overnight and that the girls will be able to survive, but they tend to ignore the argument of “failure”. The sooner the lessons are taught, the more the burden is on the child, but only the right, the best, the way to indoctrination and blindness make the child tired of learning, thus affecting future growth. Common sense four: early teaching is not a specialty。
There are also parents who equate early education with specialty education, who believe that the more they learn, the better they learn, the better they go blindly. Specialized education must wait until the interest of the child is detected. When the child is in a critical period of mental development, he or she is eager to inculcate all kinds of knowledge in the child, which, in turn, would be counterproductive。
Common sense five: early teaching is more than just learning。
Some parents consider that early teaching is simply a matter of finding a teacher to teach their children and learning in advance. This is an extremely one-sided idea. Pre-school education is a combination of parenting and parenting, focusing on early education with personality and potential development, with the aim of fostering the interest of the child in learning, in all its aspects, such as the ability to communicate with people, the quality of optimism, etc., and not simply the accumulation of knowledge and cultural knowledge。
Common sense six: early teaching is not just about making children smarter。
Some mispercept that early education was intellectual development, thus neglecting the full quality of the child's education. In fact, early education is understood to include sensory, mobility, language, cognitive training, as well as life habits, self-care skills, personality and moral development. It would be contrary to the original intent to believe that early teaching is simply about children becoming smarter than others。
