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How to Multiply Your Baby Vol.1C-A4

How to Multiply Your Baby Vol.1C-A4

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Published by reggiee

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Published by: reggiee on Jul 28, 2009
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05/11/2014

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should include the names of immediate family members, relatives,
family pets, favorite foods, objects in the house, and favorite activities.
It is impossible to include an exact list here since each child's first
fifteen words will be personal and therefore different.
The only warning sign in the entire process of learning to read is

boredom.

Never bore your child. Going too slowly is much more likely to bore
him than going too quickly

Remember that this bright baby can be learning, say, Portuguese at
this time, so don't bore him. Consider the splendid thing you have just
accomplished. Your child has just conquered the most difficult thing he
will have to do in the entire business of reading.
He has done, with your help, two most extraordinary things.

1. He has trained his visual pathway and, more important, his brain,
sufficiently to differentiate between one written symbol and another.

2. He has mastered one of the most important abstractions he will
ever have to deal with in life: he can read words.
A word about the alphabet. Why have we not

How to Teach Your Baby to Read 231

begun by teaching this child the alphabet? The answer to this
question is most important.
It is a basic tenet of all teaching that it should begin with the known
and the concrete, and progress from this to the new and the unknown,
and last of all, to what is abstract.
Nothing could be more abstract to the two-year-old brain than the
letter a. It is a tribute to the genius of children that they ever learn it.
It is obvious that if the two-year-old were only more capable of
reasoned argument he would long since have made this situation clear
to adults.

If such were the case, when we presented him with the letter a, he
would ask, "Why is that thing 'a'?" What would we answer?
"Well," we would say, "it is 'a' because... uh...because, don't you see
it's 'a' because... well, because it was necessary to invent
this...ah...symbol to...ah...stand for the sound 'a' which...ah...we also
invented so that...ah..." And so it would have gone. In the end most of
us would surely say, "It's 'a' because I'm bigger than you, that's why it's
'a'!"

And perhaps that's as good a reason as any that "a" is "a."
Happily, we haven't had to explain it to the kids because, while
perhaps they could not

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