Rus Articles Journal

Early development. What wrote about it Masaru Ibuk? Myths and reality of

If to make on the Internet request “Early development“, then we will find more than one million answers. Will offer you programs, techniques, courses, video lessons, video movies on development of your child from the first days of life. You learn that it can “teach“ to be read, considered, to understand classical music and cloths of artists, to play a violin, to float, run on skates and to other “outstanding“ things nearly from polzunkovy age. Today there is practically no young mother who would not become interested in this subject, and there is a huge number of the supporters, apologists and “experts“ ready to provide services in “early development“ of the baby, only pay a denga.

The concept “early development“ widely became current in our country not so long ago - about 15 years ago, and was borrowed from Masaru Ibuki`s (Masaru Ibuka) book. In Japan the book appeared in 1971, then in 1977 was translated into English - “Kindergarten is Too Late“ (“The kindergarten is already late“). In 1991 the Russian translation (N. A. Perov) which received the name “After Three Already Late“ was made.

For the people who are well knowing history of the Russian pedagogics, the term “earlier development“ is known since postrevolutionary years of last century. The educational program and a general compulsory education realized in the USSR as “gains of the proletariat“, in large quantities showed that the children ignored parents in the first three years of life badly study at school, they are given many subjects heavier, they communicate with people around a little and are unsuccessful in life. Based on the Russian traditions of education of children, the Soviet medicine and pedagogics still in 30 - e years of last century created age norms to which normally developing child has to answer. If the child does not master the corresponding skills and abilities to a certain age, then it is possible to speak about violation of “early development“, especially in the first three years. Today norms of psychomotor development are known not only to doctors and teachers, but also all parents from the first days caring for full development of the child.

In Japan, the country with the unique tenor of life, traditions of education of children significantly differed from Russian and European. In particular, to five-year age Japanese treat the child “as with the king“. At the beginning of the last century the Russian scientist - the Japanologist G. Vostokov wrote that the Japanese approach to education of children is realized “by with such softness and love that does not affect in an oppressing way soul of children. Any peevishness, any strogost, almost total absence of corporal punishments; pressure upon children is put in such soft form that it seems as if children bring up themselves and that Japan - children`s paradise in which there are even no forbidden fruits … “.

Who was in Japan, that tells that in the first year of life the child represents as if part of mother - it for days on end carries it, having bound behind the back; as soon as he asks to eat, nurses; sleeps near it at night. When it begins to move independently (to creep, go), to it nothing is forbidden, from adults he hears only cautions: “dangerously“, “dirty“, “badly“ - mother follows it literally close. If he hurts, burns, is wounded, then she apologizes at it for the fact that she did not save. Though till 5 years for the Japanese child there are no restrictions, he is brought up so that he first of all was able to get on with other people. The grade level - kindergarten, school, with accurate discipline, rules and duties begins with five-year age at the Japanese child.

After the Summer Olympic Games in 1964 (Tokyo) in periodicals of the USSR a number of materials about the Japanese model of education was published. It admired one, surprised others, the majority left indifferent, but nobody in our country knew that the patriot of Japan, the large businessman, the founder of Sony firm - Masaru Ibuk, in several years will oppose it, having declared: “ Any child is not born the genius, and any - the fool. Everything depends on stimulation and extent of development of a brain in decisive years of life of the child. These are years since the birth to three-year age . In kindergarten to bring up already late “.

Masaru Ibuki`s concern about “a dissatisfaction with the life“ which appeared at the Japanese youth which was splashed out in 60 - x years by student`s revolts was the cause of such performance. As Makoto Ibuk`s son writes it: “It brought together by the closest friends, and together they began to reflect on these events. In what there was a business: in global errors of educational system, unsatisfactory university education, defects of the school program or insolvency of preschool training? As a result all came to a conclusion that an important role is played by education which mothers give to the children to three-year age . The Association of early development was so created“.

In 1971 - m the book devoted to early development of children, written by Masaru Ibuka where it in an emotional and intelligible form shares the views of “Potential opportunities of the child“, of “Influence of early experience“ appeared; argues on subjects: “That is useful for the kid“ and “The principles of education“. First of all, everything was written for the Japanese reader. Masaru Ibuki`s book and his activity as the head of Association of early development led to revolutionary changes in approaches to education of preschool children of Japan. In 1977 Masaru Ibuki`s ideas created a furor in some numbers of the English-speaking countries.

Most of the Russian parents and specialists in preschool education which got acquainted in 1991 with the translation of the book did not find there something new that could be introduced in Russia. But in several years in the large cities “new trend in education“ - “Earlier development“ began to extend. The jobless psychologists, pedagogical workers unsatisfied with compensation in state structures, and businessmen under cover of different funds and other non-state and “noncommercial“ offices began to be engaged in it actively. Preachers of “Early development“ after Masaru Ibuk entice parents the fact that: “Even 5 - the monthly kid can estimate Bach“; “The brain of the child can contain the boundless volume of information“; “The two-year-old can master algebra“, etc. revelations, suggesting to teach the child to read, read out from infantile age, to play a violin, to master several foreign languages, and some promise to put “future of the Genius“ in the baby.

At the same time of “early development“ does not confuse none of preachers that offered by them in a root contradicts told by Masaru Ibuka . He writes:

“The main objective of early development is to prevent appearance of unfortunate children. To the child allow to listen to good music and learn to play a violin not to grow up from him the outstanding musician. It is taught a foreign language not to train the ingenious linguist, and even not to prepare it in “good“ kindergarten and elementary school. The main thing - to develop in the child his boundless potential opportunities that there were pleasures in his life and in the world more“.

“Early development is often reduced stuffing the child with information or to teach to read and write at early age. But that it is much more important - it is to develop ability to argue, estimate, perceive. For this purpose there are no special programs, and only how parents behave that they do and is felt how talk to the kid, can create the identity of the child“.

wants to Complete saying Masaru Ibuki: “ the best education for the child is a maternal love. The most important occupation for parents is an education of children . If they do not agree with it why they got children?