2008

Thursday, June 26, 2008

Irs Certified Letter In January

Hintergrund4: 2 Part: language

shows the development of the child in small steps, which is important for us in the language.

These are the first steps, and those are still the ingredients, which for us are as much for language as for the child she entdeckt.Wenn a child starts to grasp language, then the vision in the form of communication, hearing, feeling ... the other person speaks something to him, he himself (the child) is important, he is loved. This is the very first thing is language: the importance of what the other says to him - that he speaks at all to him, means that it must itself be important.

So language is first of all: communication of love. Therefore, and solely and only makes the language interesting.

Later, the child realizes that something, an answer that is expected of him, and he wants to announce. tell yourself is a need to survive, because he needs adult to meet his needs (food etc). These physical needs are the soul, the child wants to be understood, would like to inform you what it feels. The child noticed that the other people into their language nuances that bring things that you otherwise can not resist giving as with language. That will then also may unconsciously, of course.

Would You Use Expired Broth

Montessori method, or the views of the child

REMARK:

information about the life and work of Maria Montessori are easy to read anywhere on the Internet. A book recommended would be by Rita Kramer.

This text is here to serve those who are confronted by the name Montessori school, etc., have heard it before, and get a general overview of the basis of the principle.

1) "Children are different" (German title of a book)

2) a) THE ATTITUDE OF ADULTS TO CHILDREN
b) ... .. AND THE CONSEQUENCES FOR ADULTS

3) EDUCATION FOR THE PURPOSES OF LEARNING
"HELP ME TO DO IT YOURSELF" (also learning to do it myself).

4) prepared environment

-------------------------

1) " CHILDREN ARE DIFFERENT "

The view, looking at the Maria Montessori, the child (or, experienced), all of their specific approaches to the children. She saw the child as an individual personality, (and as an independent spirit, who may not adults has revealed to us), with the role of their own development to adulthood in itself. Every child has Montessori's vision for an "inner teacher" who tells him, adding to its positive development and what not.
That means also that the child is doing on its own and not evil, "evil" deeds in the small child reactions to obstacles that it encounters along the way of his development.

2) a) THE ATTITUDE OF ADULTS TO CHILDREN

from point 1) results in the most logical attitude of the adults. The "inner teachings" of the Child free rein given to give the child all the opportunities it needs to develop optimally.

That is, is the responsibility of adults to observe the child in an objective, idle manner. He sees what the child needs, and act only in accordance. He takes each child as it is. Consequently, a teacher is one of several children individually to each child. On
groups in Montessori schools until later (from at least 4 years) and only in certain situations covered.

A measure of the child, which is undesirable from the perspective of the adult is, by Return prevented.

In young children, can it be that the adult the child is aware of somewhere else out when he says to the child: "Come, let me show you something"; in older children, the one wrapping up a conversation be that the child calls back to speak to the present, so that the child is aware where is it now.

b) ... .. AND THE CONSEQUENCES FOR ADULTS

INSIDE THE PREPARATION

Such behavior towards the child seems at first sight be difficult to implement. Especially if you're one of the family members of the child. For we have in our past, we may already have developed patterns of behavior to "protect" us, without us, perhaps the perceived consciously.

This "processing" to "modification" Maria Montessori treated pretty much in each of her books.

Such a chapter can read it: "the preparation of the teacher." There is not about the substantive knowledge of the teacher, but on its own, internal preparation that is required to unconditionally, without its own Self-feelings, craving, etc., to observe the child, and can act accordingly to.
core of the "inner preparation" it is to be able to watch himself, or to learn.

example, to capture the still-sitting there and do nothing, what is going on in one. Without judging this judge be-without-each other from now to share, but only observe. Without the sense to try desperately off.
You always hear more about meditation, and this "inner preparation" without doubt without Meditation goes, it goes without doubt only meditation, one should turn in the adoption of a "specific meditation methods" his own inner teacher, to check whether the up- called, contains or whether it represents a kind of brainwashing.
Again, key points are:; watch, listen to the inside past have thought, can not wrap them. (Note: "I do not want to such-and-thinking" is a negative thought to The -and-so, and will fetch these thoughts again and again, rather than allow him to fly,), and the sense, perceive themselves and the surrounding area can, and here as well. without being wrapped up to see uneingenommen like the look of a train window.

This sounds very philosophical, but it is absolutely necessary, according to M. Montessori, one might be able to see the child as it really is, and no "evil" intentions against us etc in the actions of the child to see.

3) EDUCATION FOR THE PURPOSES OF LEARNING
"HELP ME TO DO IT YOURSELF" (to do their own learning).

a child, the funds, materials and other things like space and time, etc, made available to themselves to go exploring, and learning by themselves.
The child is shown, for example, how a particular material is used.
Depending child - because that is out by "observation", you show the child a whole step (max materials for small children 2 to 3 minutes.), Or only a small sample.

The child has so still be able to own a material that has already shown him to take out and to deal with it.

4) PREPARED ENVIRONMENT

MATERIAL LIEN

Maria Montessori discovered, as children do certain acts over again. Acts which adults say they are unnecessary.
example, something from and give back. With this action, it may even be that a child goes from one end to another of the room and back again, several times. Then she watched
precisely, of what the child often makes use. With what it is best employed. These were not the general (then) usual toys, but things where the child's motor skills, especially his hands, could practice it. For several years
Observation developed out M. Montessori materials, children can use to learn their environment directly.

The material is divided into:

Lifestyle (for cleaning, pour water, buttons to close and
etc)
sensory material
"academic" material
, materials for the Fine Arts.

target of the material is not to achieve a specific learning goal, but to focus on something to satisfy himself, and that over a certain period of time. M. Montessori discovered when a child so busy for a while focused, it goes out from that employment often relaxed, balanced and calm. This in turn promotes social characteristics, such as respect for others, an outreach to the other, etc. Also, a child through this concentrated work openly for his own "inner teacher" who "tells" him what to his "inner" curriculum now is tuned.

does not mean that kids are only and exclusively to deal with this material / want. There is concern for the child a desire to be so with himself and his abilities, as well as the need for movement and free play with other children - or alone.

All such needs to be investigated in a child-friendly environment to Montessori. includes

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Siemens Siemens Siemens magazine: mechanism of long-term learning revealed

www.scinexx.de
The Wisssensmagazin

exercise of power really the master?
mechanism of long-term learning revealed

practice makes perfect - this is the motto of the frequent repetition is often seen as the best way to learn. American neuroscientists have been more surprised, therefore, when they found in experiments that at the level of individual synapses, the connections between nerve cells, a frequent repetition initially seemed to have more negative effects. In the journal "Science" they now report on the mechanism behind this seemingly paradoxical effect.


research landscape brain © Hemera

Previous studies of the neuroscientist Alison Barth of Carnegie Mellon University had already shown that there is a correlation between the variability of the synapses and learning and memory. By common doctrine reinforces repeated practice of an activity or task specific synaptic connections, thereby improving the subsequent recall of that benefit. What is the mechanism, however, the long-term learning was facilitated by repetition, until now largely unknown.

Dr. Jekyll and Mr. Hyde
Barth and her team have now discovered that a receptor for the substance N-methyl-D-aspartate (NMDA) for this learning between a "good" and a "bad "Role changes, similar to a kind of "Dr. Jekyll and Mr. Hyde ". After initially promoting the receptor synapse connection, after a certain time but the effect is reversed and the receptors begin to weaken the synapses and even seemed to inhibit further learning. It is exactly this effect can be observed in practice. Instead, the memory also benefits later by frequent repetitions.

"We know intuitively that we are better the more we practice something," said Barth. "So there had to be something that even after the NMDA receptors strengthened their function changes over, the synapses continue." But what? To find out, the researcher focused on the cerebral cortex, the area in which takes place especially the slower, but long-lasting learning. It found that actually take place there as well other molecular processes in the brain regions responsible for the rapid, short-term learning, such as the hippocampus.

To move closer to the bottom of the case, Barth blocked in a series of experiments systematically different receptors in the brain, including the NMDA receptor and observed the effect on the long-term learning. She used this transgenic mice in which specific genes for the disabled individual receptors or activated were.

A second receptor mixed with
It was found surprising: It is true that the NMDA receptor for the beginning of the synapses, thus strengthening the successful learning critical, but after this initial phase was a second receptor into the game. This so-called metabotropic glutamate receptor (mGlu) seems like later in the learning phase, the debilitating effect of the NMDA receptor and takes the strengthening of synaptic connections.

"The neural mechanisms of learning and memory have been little understood," said Barth. "Because we the interaction between NMDA and mGlu receptors have revealed, we can now better understand how we learn. Perhaps we could even one day help to understand the disease better, are lost in which learning and memory, such as Alzheimer's. "

(NPO, Carnegie Mellon University, 08.01.2008)

:
www. scinexx.de / index.php? wissen_details cmd = & id = 7621 & date = 2008-01-08

Vip After Party Invitation Wording

learn how to read and write in German?

Many a (r) of us has asked this question, and at first may not be as often, but over time more and more. Because not all of us have the opportunity to send their children to a school where they read and write German to learn.

usually catch on to our children from about 5 to 7 years, can read and want to - you ask for "what is there" when they see a large sign over a shop ...

If they in the area then in the language school learning to read, they try to read German texts. With a lot of inquiries, etc., they often learn to read by himself in German. The first is to know "reassuring". But children are different:

Some are easily able to implement the school they learned to the second (weak) language. Most will have some help and support during the transfer of the learned "letter-recognition principle" from the ambient language on the German language. Others will turn this reaction over time to a huge hurdle. Verständisvolle without support from the parents will at some point - sooner, depending on the child or later - and despair no longer interested. They will remain perhaps stand on a beginner level, so that it remains troublesome and therefore usually omitted then all to read German. ...

By going through the ambient language in which reading is learned to (mostly) right time, the vast majority of writing in German for a while have to maintain this change of thinking, so that the active letter could be left without the effort and continuous support.

Before man learned to read, he wrote.

If you look at once makes clear, one can understand this process with the child, then go learn to read at once natural and relatively easy.

A playful approach might look something like this:

Most children begin between 4 and 7 years to be interested in letters. If you live in a country where no Latin letters are used, then see our children so they (our books, etc.) for ourselves. can

Once a child begins for letters of interest to you as Beginning three of the child's life the most common letters to make real commercial everyday toys. One can paint on all GREAT , let his hands descendants (eg, alternating with two fingers of each hand, to the script is almost better). You can write the letters in the sand - or into the flour when baking a cake, made from plasticine forms, get sand cake tins in letter form, cut out on cardboard or foam (colored paint) and check on the carpet and then on it bounce and always the respective sound-letter say (laughter is guaranteed)! The note with all the "letters" Benennspielen: and ever to the sound (not the "name") say:>>> ddddd <<<>

is important that all very playful and "casually" happened and the children have a great time there. Positive reinforcement by having fun and praise increases the motivation of children and "learning" is by itself -:))).

In the game you realize soon that the child knows the first three letters. As soon as that is the case, three more are added. Each say "new" letters Always, "which is German, this is a>>> mmmm <<<".

I even said on the "M" in an English or French text: this is a French, an English, a ... "M", and what I show you here the is a German>>> mmmm <<<. - So funktioniert diese Methode ohne Probleme ob das Kind eine lateinische oder andere Schrift oder Schriftzeichen lernen wird!

But please, "force" not do - go only one step if the child is curious and interested.

is at this age (sometimes even sooner! .. As of 3 or 6, depending on the child) and in three steps, the very fast and you are the 30 letters are from, including "sz" and the accents, which are presented as well as all the other 26 letters, not as something special. The next step can be thought of letter combinations: eu, ie, ei, sh, ch ... again in three steps.

Most children are very "tactile" oriented. They investigate and "BE" grab the world literally. To give the child the feeling, and thereby give the possibility the letters (not just in my head) "own", they can be on boxes, at least as large as postcards, painting. (Even better cut from a different material and stick on it (for DIY enthusiasts). They can best he "feel".

And now comes the simple fact: at some point in every child in this age comes the move: "mum in a aaaaaaaaaa. "Dad is in a pppp". etc;

In everyday life, at the dinner table, one can ask:

"which letters are in" apple "? before"

Denotes the child a correct letter is it right! More, it just right.

Call the child a letter that is not contained in it, they say:

"You hear a B? - I do not "

" but I..

"ah yes! - What do you still hear "

nothing is wrong when it hears the child?.

Next step: the child writes. Yes, it will start to write.

Namely, when it really happens that the letters have a sequence, and "all" guesses. This step usually comes by itself! Nothing to force, it's all learn in a local school, and still be safe enough!

Then the child writes:

"FUS MOUSE HUNT HOUSE AUTO (or: AUDO) ..." ..

... ... ... this is about the same, as then, running as it got, got to talk ... ..

surprised, however, do not: it can not read yet! Also not what it has just written! Why? Because it is the natural order that humans first writes.

Reading is not of our making. Some it takes at this time for 2 months, with some up to almost a year.

Then: provide easy reading. How about to start with large, colorful signs on everyday objects? "Lamp", "refrigerator", "table", etc. Or the room: "Bedroom," "living room", etc ...

need more (than the stressed parents of a school-age child, or Kigakind) do not . If it has this basis, it has the basis for the German language.

It was again mentioned it, that the concurrent learning of the letters / symbols in two languages to some confusion as well (if it follows the interests of the child) like hearing two or more languages in the baby and toddler.

If it now and then reads something German, or as a budding bookworm entire books swallows, then the German-reading is less stressful than if the child is over 7 to read even in the ambient language is learned, and now learn the spelling pronunciation rules from scratch, to learn when it first then begins to read, write and German.

The is not related to the order. This is connected with age.

It is an age for learning to walk,
an age for learning to speak,
... and an old writing-
... and learning to read.

more natural, more easily.