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标题: edu是不是你说的"爬多了有好处"要打个问号? [打印本页]

作者: linkspeed 时间: 2005-5-13 08:15
标题: edu是不是你说的"爬多了有好处"要打个问号?
非常学术的. 不但是英文的, 而且是2005年出版的, 并且还有文献索引. 你一定喜欢.

From: MONTESSORI, The science behind the genius
2005, Oxford
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The Impact of Crawling

The onset of crawling has also been linked to a broad array of advances in both the physical and the social domains. These advances include perception of distance, perception of one's own body motion, representation of spatial layout, ability to refer to objects by pointing, and other social and emotional developments (Campos et al., 2000).

One example of the developmental advances that come with self-locomotion in humans is seen in a study of infants' ability to find hidden objects. Infants, some of whom were already moving themselves (crawling or cruising along on two legs while holding something) and others of whom were not yet moving on their own watched from a distance as an experimenter hid a toy under one of two colored Cups. Infants were then carried to the hiding place. Even though all infants were of the same age (7 to 11 months), those infants who had been moving on their own the longest were significantly more likely to find the hidden object than were infants with less or no locomotor experience (Bai & Bertenthal,1992). This suggests that the onset of self-locomotion is related to developmental advances in the representation of self and space.

Self-generated locomotion also is linked to depth perception in human babies, echoing the Held and Hein finding with kittens described earlier. Wariness of heights develops when infants begin to move on their own (Campos et al., 200o). Infants who are not yet crawling are less likely to show a fear response - an increased heart rate - when lowered in a harness over a "visual cliff," a set-up that looks like a steep drop-off, than are infants of the same age who already crawl. This holds true even if a child's experience with self-generated movement is induced artificially, by having them use a walker.'

As with grasping, developments accruing with the onset of self-locomotion extend to the social realm as well. Asocial advance that appears to be related to self-locomotion is following a person's gaze. Following someone's gaze indicates at least rudimentary sensitivity to others' mental lives and thus is an important milestone in social cognition. Some studies of self-locomotion and gaze following occurred in China (Tao & Dong,1997, described in Campos et al., 2000). At least at the time of this study, urban Chinese infants spent much of their awake time propped in a sitting position on a very soft bed, surrounded by thick pillows to prevent falling. Their parents discouraged crawling to prevent dirty hands, and the infants crawled late relative to suburban Chinese infants who were more often permitted to crawl. When tested in a gaze-following procedure, suburban Chinese infants followed about 75% of gazes, whereas urban ones followed only about 50%. Other studies in both the United States and China have shown that even among crawlers, a child's tendency to follow a gaze is significantly related to the length of time the child has been crawling (Campos rl al., 2ooo). Self-produced locomotion thus appears to open the door to sharing others' mental experiences.

作者: linkspeed 时间: 2005-5-13 10:25
趴着睡觉的理由. 但没有说象DOMAN那样用个爬行床来鼓励爬行. 虽然趴着有窒息的危险.

后面还有好多文字. 就不转了.

总而言之1点: 在保证安全的前提下, 鼓励孩子自主的进行活动, 任何和这1点相对的设施
比如:swings, strollers, cribs, and playpens. 通通不建议使用.
连高高的餐椅也不建议使用. 孩子需要有自己的家具, 而且必须是轻的,孩子自己可以挪动的.
这样他可以按照自己的意愿来布置房间.

理由: 这是孩子探索学习的方式. 成人应该给他充分的自由.

Montessorians also recommend that babies be given sufficient time on their stomachs to develop upper arm strength, to encourage crawling. Recent research showing a reduced incidence of Sudden Infant Death Syndrome in back sleepers precludes advocating putting babies on their stomachs to sleep, but research has shown that children who sleep on their stomachs reach many gross motor milestones, including crawling, somewhat earlier than do children who sleep on their backs; side sleepers are intermediate between the two (Davis, Moon, Sachs, & Ottolini,1998), perhaps because they sometimes roll to their stomachs and get some experience pushing up their heads. In another study, at 6 months stomach sleepers were more advanced in their social development and communication relative to back sleepers. In absolute terms, these differences were still apparent at 18 months, but statistically they were no longer significant (Dewey, Fleming, & Golding, 1998). However, one problem dampening the results of this study was that mothers were asked about sleep position only once, at 4 weeks, and it is likely that sleep position changed later. Since parents tend to relax with time, and (at least anecdotally) many babies sleep better on their stomachs, it is likely that a proportion of babies who were sleeping on their stomachs by 3 or 4 months were still classified in the "back sleepers" group. Another study found that only 44% of infants' sleep positions were consistent from 1 week to 6 months (Davis et al., 1998). Montessorians recommend that babies get sufficient time on their stomachs, and research suggests this would impact the precocity of development.

作者: linkspeed 时间: 2005-5-13 10:44
短期效应是显著的, 长期效应还是个问题.

Dr. Montessori's ideas about giving infants objects were revolutionary for her time, and her ideas about providing locomotor experience are against the grain today as strollers are increasingly employed to get children through shopping malls and airports. Research clearly supports the view that grasping and self-locomotion have short-term effects on children's understanding of the physical and social world. Over the long haul, normal development (as viewed in broad strokes) still occurs even in the absence of movement, and whether precocious self-movement has subtle but meaningful psychological influences is an open question. Montessori practices in this case are not necessarily prescribed by the research: at least in the ways that have been tested, and in ways that are readily apparent, children with more and less early locomotor experience still reach the same end points in development. For example, children who crawl earlier develop depth perception earlier, but all children with normal vision and experience do develop depth perception at the point in development when it becomes useful (e.g., when they crawl). However, Dr. Montessori's insight that movement and development are closely entwined presaged current psychology research, and knowing earlier that one can move about in the environment and do things may have lasting effects on psychological development that have not yet been noticed or studied.

作者: nettik 时间: 2005-5-15 15:33
家庭不太可能给孩子那么多，要把家具全换成孩子的，经济上也不一定受的了

作者: 亦璞父亲 时间: 2005-6-2 14:22
一楼能不能把它翻译成汉语啊。

作者: linkspeed 时间: 2005-6-2 14:40
我汉语英语都是只能读不能写

作者: 月下小楼 时间: 2005-6-2 17:06
你好可爱哦，你现在写的不是汉语吗？

作者: aidai2000 时间: 2005-6-2 18:56

月下小楼+-->引用:月下小楼你好可爱哦，你现在写的不是汉语吗？

你戳他干吗？他说不定是复制的呢？

作者: linkspeed 时间: 2005-6-2 19:03
哈哈，不是复制的，是用语音输入的。

作者: aidai2000 时间: 2005-6-2 19:30

linkspeed+-->引用:linkspeed 哈哈，不是复制的，是用语音输入的。

那么多英语都是语音输入了，你口语好，语音识别软件更好。 <img src='images/smiles/eek.gif' smilietext=':eek:' border='0' style='vertical-align:middle' alt=':eek:' />

作者: pharmacist 时间: 2005-6-4 13:55

linkspeed+-->引用:linkspeed Edu,我今天早上忽然想明白一个很简单的方法说明婴幼儿特殊的学习能力长大后退化这个问题.
简单的不能再简单了. 实在太简单了

我们不都是从婴儿长过来的么?
我们花1年多的时间, 可以从新生儿发展到听得懂中文. 靠什么?
如果现在把我们丢黑非洲去, 1年以后可以听的懂土著语言么?

所以这说明机械记忆对婴幼儿来讲, 是灰常灰常重要的. 机械记忆的对象包括实物,生活,卡片,电视,语言
印刷的文字,动作等等任何东西. 不要1听机械记忆就反感. 1听条件反射就呕吐, 没有这些, 宝宝基本
上就是个白痴.

至于机械记忆是否可以通过训练强化而且保留, 10年以后我再回答你吧. 到时候你就只有听的份了.

linkspeed你这个例子不能够说明什么问题:

1. 新生儿发展到听得懂中文花1年多那是非常有限的中文, 词汇量比较少, 大人在语言方面的依赖比婴儿要严重得多, 同样的程度, 大人间就没法互相交流.

2. 新生儿学语言的时候, 家里有两个甚至更多的人整天与他相处, 告诉他这是什么, 那是什么的, 你到黑非洲去未必有人肯这么耐心地教你. 我曾看过一篇新闻说去乌克兰留学的中国留学生学当地语言的捷径就是与当地姑娘同居, 基本上也是一年左右就可以过了语言的关, 你如果要出处的话, 我可以google一下看可不可以找到原文.

所以说机械记忆的能力并不见得那么强大的, 不能保留也不见得那么可惜. 呵呵

作者: linkspeed 时间: 2005-6-4 14:56
> 新生儿发展到听得懂中文花1年多那是非常有限的中文

宝宝生出来的时候是什么都不懂的。而留学生已经有思维能力和至少熟悉1种语言
这可是大大的区别。你没考虑进去。

作者: pharmacist 时间: 2005-6-5 01:28
我只是认为你这个例子不足以说明婴幼儿特殊的学习能力长大后退化了, 因为你把不同的东西来类比了

作者: 博客 时间: 2005-6-5 01:32

aidai2000+-->引用:aidai2000 你戳他干吗？他说不定是复制的呢？

你戳他干吗

作者: 唐朝 时间: 2005-6-5 02:50

pharmacist+-->引用:pharmacist linkspeed你这个例子不能够说明什么问题: 1. 新生儿发展到听得懂中文花1年多那是非常有限的中文, 词汇量比较少, 大人在语言方面的依赖比婴儿要严重得多, 同样的程度, 大人间就没法互相交流. 2. 新生儿学语言的时候, 家里有两个甚至更多的人整天与他相处, 告诉他这是什么, 那是什么的, 你到黑非洲去未必有人肯这么耐心地教你. 我曾看过一篇新闻说去乌克兰留学的中国留学生学当地语言的捷径就是与当地姑娘同居, 基本上也是一年左右就可以过了语言的关, 你如果要出处的话, 我可以google一下看可不可以找到原文. 所以说机械记忆的能力并不见得那么强大的, 不能保留也不见得那么可惜. 呵呵

儿童的学习能力是大人不能比的，这个问题也需要争论吗？听没听说过狼孩的故事？

作者: pharmacist 时间: 2005-6-5 11:06
狼孩的故事只能说明人有语言的敏感期. 那不能证明机械记忆的功能强大, 当我们已掌握了思维能力的时候, 机械记忆能力就应该退居次要了, 没有必要因为它曾经起过重要作用而专门去通过训练强化而且保留.

作者: linkspeed 时间: 2005-6-5 11:15
>当我们已掌握了思维能力的时候, 机械记忆能力就应该退居次要了

2者同样重要，同样需要训练。

除非你不需要记忆，可以用很强大的逻辑推理来举1反3的推出所需要的所有知识，

呵呵，如果你有这样的能力，估计已经疯了。你该对自己的存在感到很大的困惑

作者: pharmacist 时间: 2005-6-5 11:36
两者同样需要, 但重要的程度不一样, 现在有了书本. 电脑等各种记忆辅助手段, 记忆已不再是人们最重要的能力了, 你记得再多, 有图书馆多吗? 有互联网多吗?

作者: woodgarden 时间: 2005-6-5 13:08

作者: linkspeed 时间: 2005-6-5 14:31
>你记得再多, 有图书馆多吗? 有互联网多吗?

唉，那东西是死的，用的是人。

你觉得善于查互联网的人和不善于查的人区别在什么地方？是逻辑推理么？

基本知识不丰富的人，该从哪里开始查都不知道。

作者: linkspeed 时间: 2005-6-5 14:38
》盲目给婴儿灌输那些杂七杂八的他根本不需要的知识，

没人硬灌。对知识而言，婴儿喜欢就是需要，他不喜欢就是不需要。

我读了6年小学，6年中学，4年大学，硬灌给我的不需要的知识才多呢，16年的政治课就是1个大大的浪费。
充满了谎言。我连选择都没有。我叫谁去对生命、对自然有一点敬畏、有一点尊重。

我的孩子现在有充分的选择自由，她不爱看我绝不逼她，她爱看啥看啥。

作者: woodgarden 时间: 2005-6-5 16:08

linkspeed+-->引用:linkspeed
没人硬灌。对知识而言，婴儿喜欢就是需要，他不喜欢就是不需要。

我读了6年小学，6年中学，4年大学，硬灌给我的不需要的知识才多呢，16年的政治课就是1个大大的浪费。
充满了谎言。我连选择都没有。我叫谁去对生命、对自然有一点敬畏、有一点尊重。

我的孩子现在有充分的选择自由，她不爱看我绝不逼她，她爱看啥看啥。

作者: linkspeed 时间: 2005-6-5 16:22
>你还企图让他的大脑通过训练永远停留在婴儿期的活动模式（右脑照像），这不是太虚妄了吗？

哦，我建议你学习一片文章: 论孔丘的反动一生。看看人家是如何引证和批判的。

作者: woodgarden 时间: 2005-6-5 18:24

linkspeed+-->引用:linkspeed 作者: linkspeed
所以这说明机械记忆对婴幼儿来讲, 是灰常灰常重要的. 机械记忆的对象包括实物,生活,卡片,电视,语言印刷的文字,动作等等任何东西. 不要1听机械记忆就反感. 1听条件反射就呕吐, 没有这些, 宝宝基本上就是个白痴.
至于机械记忆是否可以通过训练强化而且保留, 10年以后我再回答你吧. 到时候你就只有听的份了.

我的那段话是对你以上论点而发的。希望你能弄清我说话的主旨，不要断章取义地进行曲解，光是讽刺挖苦也不能让大家明白你的观点。

作者: linkspeed 时间: 2005-6-5 18:55
我可没有讽刺挖苦，你是需要仔细的学学人家怎么批判的。

你们这样批判的人不太会看人家的文字，只会不停的打反问号，炒冷饭。
Edu现在已经沦落到这个地步了。

>可强迫一个连头还不会转动的婴儿看卡片算什么？他喜欢吗？他需要吗？他还什么都不知道！
>他只能象海绵吸水一样吸收一切看到和听到的东西。

老观点，孩子是个空白，然后得出他必须被动的吸收。这是整个学校教育的设计基本原则。
你需要更新知识了。他当然知道他喜不喜欢，讨不讨厌，需不需要。不要他就不看了。

>关键问题还不是你让他那小小的房间里装满了“无用的废物”（对婴儿来说），你还企图让他的
>大脑通过训练永远停留在婴儿期的活动模式（右脑照像），这不是太虚妄了吗？

你还不如说我让我得孩子变成脑瘫了，永远长不大了。

作者: woodgarden 时间: 2005-6-5 20:27

linkspeed+-->引用:linkspeed
老观点，孩子是个空白，然后得出他必须被动的吸收。这是整个学校教育的设计基本原则。
你需要更新知识了。他当然知道他喜不喜欢，讨不讨厌，需不需要。不要他就不看了。

谁说观点越新就越正确？早期教育等同于学校教育吗？婴儿还什么都没见过，你给他看的闪卡很有可能被他误认为是必需的。

作者: sally-zhang111 时间: 2005-6-15 09:45
莫名其妙，吵了半天，怎么一点都跟主题无关

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