Systems of early development (part 2) of
Part 1 can be read here. >
It is always very difficult for p to be the first. Pioneers are not accepted and pursued by contemporaries - conservatives, and followers criticize for mistakes and miscalculations after a while. So was also with a family Nikitiny . In the late fifties - the beginning of the sixtieth the working settlement, not inclined to any innovations, in Moscow area was shocked by defiant behavior of the family which dared to break all standard norms of education of children.
Today very many advanced parents ironically treat pedagogical experiments of “modest rural teachers“, so, apparently, mister Tyulenev and Nikitina desired to be expressed and their children say that a lot of things became not quite correctly. And nevertheless, Nikitina made what nobody decided to them on: in the country where children were considered just not as property of the state where by years, hours and minutes the schedule of life of the child where it was necessary to study according to strictly certain programs and only under the leadership of the teachers drilled by System undersigned, - in such conditions of Nikitina decided to take the responsibility to raise, temper and teach the children as the intuition and love, contrary to recommendations of the Ministry of Health and RONO prompted. And, in spite of the fact that today defects in system Nikitinykh are obvious to us, exactly thanks to them in Russia the real revolution in family pedagogics began.
It is unconditional, not everything in system Nikitinykh should be copied. In fact, it was the system of technocratic education: here raised future engineers, masters - clever fingers, and the humanitarian, esthetic party was practically absent. Nevertheless, intellectual games B. P. Nikitina really perfectly develop logic, abstract and spatial thinking. Unlike Montessori`s system, these games are calculated on house occupations, in them participation of parents is very important. If you do not play together with the kid or will begin to put to him cubes, “that got rid“, you will hardly achieve something. Best of all buy two sets of cubes at once - yourself and the kid and if it is several children, it is obligatory on a set for everyone, and play everything together. By the way, there are children, generally artistic, romantic natures which flatly refuse to play such games. Do not insist. Perhaps, your child will develop abstract thinking later, otherwise, or perhaps it is not inclined to occupations such at all. For example, my oldest daughter in six years remade in a row all Unikuba tasks, from the first to the last, and cubes were useful to an average nikitinskia only on pies for dolls.
As well as Maria Montessori, Glen Doman originally developed the system for development of sick children. In clinic where it worked, the children with the heaviest defeats of the central nervous system who were not able to go, speak often even lay to hold the head. And Daman decided to try to stimulate the “reserve“ cells of a brain which are not affected with an illness. That children began to fix a look, began to show them cards with the drawn red points, gradually increasing their number and intensity of occupations. Then - words, pictures: The method worked. After months of persistent work hopelessly sick children began to hold the head, to creep, go, speak. So deafening success bewitched, and the technique began to be used also when training healthy children. From all America and even from Europe parents brought the children to Philadelphia that their kids the peers learned to read and write, play much earlier a violin and to solve algebraic problems.
I all - in Doman`s experience a lot of things guard. In - the first, this system demands from parents, first of all, from mother of full self-renunciation, her life is devoted only to training of the child. For many years it should make thousands of cards with points, words, images of animals, plants and historical figures, and then to load a head of the child as if the computer, these “bits of information“. But the living boy or the girl differs from the computer in the fact that it it is necessary not only to obtain a certain volume of information. First of all, the kid needs to understand and acquire something that you will not paint on cards: to realize the place in the universe, to learn to build the relations with other children and adults, to fulfill various everyday situations in role-playing games. And ordinary “classics“ and “bouncers“ are not less useful to physical development, than what Doman calls “exercises of the Olympic program“. By the way, our native dynamic gymnastics for babies includes exercises and pozakovyristy.
In Doman`s system the child is passive object of training. He sits, and mother shows him one, other series of cards, reporting strictly certain set of information about everyone. To give cards in hands, “it is not necessary to be distracted by foreign questions“. Dialogue is impossible, it is impossible joint creativity, and the question results: and why in general all this is necessary? The child trained thus will grow up absolutely passive, not capable to put the knowledge into practice in one area. And the aspiration put in any kid from the birth to creativity and independent knowledge of the world will be strangled in a germ. Besides, if to use when training only cards, that is pictures with signatures, at the child the text thinking is not formed: ability to read independently (or to listen) and to analyze the text, to obtain from it necessary information. And in our culture it was always accepted to accustom children to quite difficult texts very much early: both in the cities, and in villages kids were told fairy tales, sang songs, read verses, and not always the story was followed by illustrations, children had to build a visual row independently. Alas, for similar occupations in Doman`s system there is neither left time, nor the place.by
Fortunately, at babies perfectly developed a self-preservation instinct, and they usually so actively protest against similar occupations that parents should look for other ways of training. By the way, Frenchwoman Cecile Lupan in the book “Believe in the Child“ tells how she could adapt Doman`s system for the children. From it it is really possible to borrow a lot of things. It will be interesting to look at the same cards sorted on branches of knowledge both one-year-old, and five-year-old, only not forty - fifty times a day as Doman advises. And surely let`s the kid work independently (for the smallest it is worth pasting over them with a film or to insert into photo albums), answer his questions, remember verses, songs or interesting stories, suitable to a case. And the most important, do not forget that your child, all - not object, but the subject of training, not walking “Pentium“, but the little man, with the tastes, tendencies and interests.