宝贝依依成长日记

enenen2009

   可爱的依宝贝已经可以向小海豚一样一撅一撅的往前拱了，虽然仍然要妈妈撑着脚丫，但她的兴致很好，只要一兴奋，就可以从床这边拱到床那边，飞快的，样子可爱极了。学习还是以前一样，根据她的兴趣和心情，有时一次有时两次。

这几天心情波动的反倒是这个支持早教的妈妈了。前两天搜罗了一些人的文章，其中以小米爸爸的文章为主，在他的博客中看了一篇“右脑教育正统观念”，洋洋洒洒的教育大家不要开发婴幼儿的智力，看了之后不知为何竟觉得沮丧，很想说几句：目前的社会与早前的绿色无污染的原始社会有没有不同？答案很肯定，有翻天覆地的变化，无论是现代人的道德观、价值观还是现代社会的风气与功力，都不是古代或前100年所能比拟的。那么我们如何进行教育？不用人的即成的文化教育，那么用什么教育？单纯让她去感知大自然？就算我想这样，在高楼林立的都市生活中能够像李老师说得这样吗？

    目前的教育体制下：在上小学之前不认识一个字，木木然的进入到学校，孩子的压力会非常大的。另外学校教育本身就问题重重，他们又能否达到李老师说得境界吗？不能，所以我认为认识人类总结出来的文字、音乐、图片是一种教育，是一种刺激，而且应该从小开始。毕竟我们能发展到现在就是靠了前人的总结，有了人类的科学知识分类，才能发展到现在。当然亲近大自然，让孩子到大自然中去感受书本上所没有东西，是必然的，因为感受是逐步深化的，认识也是逐步加深的。虽然目前宝宝可能认为“汪汪”就是小狗，但随着认识的增长，越来越多的小狗、大狗、不同种类的狗的叫声会让她知道什么真正是“狗”。

lihwang

依依妈妈，你给依依现在都看什么绘本啊，我家文文我只买了小熊宝宝绘本，其他都是挂图，识物卡等。文文看到小熊宝宝绘本，就会爬过去抓在手里不放，爬来爬去都拿着，两本放在手边的已经给他蹂躏的不成样子了。给他看的时候，有点点那个意思啦。

enenen2009

你的宝宝多大了？和我的宝宝一样吗？如果也是7--9个月的话，不要太担心，他们现在已经有了这个意识了，目前我们只管进行单调、重复的输入好了，收获的季节还没有到来。
我给宝贝买了：国家地理儿童百科；小熊宝宝绘本、小兔汤姆系列、婴儿画报（6册），目前给宝宝看的就是：小熊宝宝绘本系列，她对此一般吧，没有特别突出的喜好。但对于我给她写得自制书倒是挺感兴趣的，每次看到都会咧着嘴笑。自制书是以她的图片为主，题目叫做：依依在干什么？然后将她日常的照片放上去，比如第一页写：依依在游泳，下一页就是她在游泳的照片，她非常喜欢，宝宝对自己还是很着迷的 。

lihwang

我宝宝是9月10日出生的，比你宝宝大一个月20天吧，婴儿画报我买了很多，但是他不喜欢，都是压着呢，不过我买的是过期的，一下子买了几十本。

enenen2009

慢慢来吧，因为宝宝现在已经有性格了，有了自己的喜好。我倒觉得可以做一点她的自制书，一家人呀、她自己的相片呀、其他家人呀等等。

enenen2009

亲爱的依依宝贝被奶奶带回到老家了，开始我并不是非常乐意，但老人的坚持和老公的劝说让我软下心来，虽然很不忍心，可还是让她带到乡下去了，说是去玩两个月，我也不知道对与不对，只是想着老人辛苦带着孩子，她的心愿还是要满足的，否则就不孝了。
     可是这两个月了，做妈妈的心时刻牵挂着，毕竟孩子还是跟着妈妈好一些，这么小的时候如果大人以繁忙、养家、辛苦为理由摈弃抚养孩子的责任，应该说这是父母最大的问题，是不可原谅的。虽然只是带过去玩两个月，我依然觉得应该尽快回来为好。
     这段时间原本计划忙一些自己的事情，为以后做准备，可我的宝贝离开后，竟然觉得生活失去了重心，一下子找不到平衡点了。过了一个星期才缓过劲，想她的时候只能看看照片和录像，重温一下记忆，害怕自己会忘记宝贝的样子。
     这个星期六无论如何都要去接宝贝，因为她是我的孩子。

enenen2009

感谢网友linyd0804提供的这篇文章，本来试图翻译一下，但水平实在有限，翻的太差，大家还是自己看吧。

Psychomotor Patterning
Steven Novella, MD
In the 1960s, psychomotor patterning was proposed as a new treatment modality for people with mental retardation, brain injury, learning disabilities, and other cognitive maladies. The method was subjected to controlled trials and found to be of no value. It was debated in the scientific literature up until the early 1970s, when the scientific medical community arrived at the consensus that is should be discarded as a false concept with no therapeutic role. Its use, however, has not stopped.
精神运动模式

在20世纪60年代，精神运动模式被提议作为一种新的治疗方法用于有智力缺陷、脑损伤、学习障碍和其他认知病的患者的治疗。 该方法接受了受控试验，被发现是没有价值的。在科学文献中关于这种方法的辩论一直持续到70年代早期，当时医学科学界达成了共识，认为该方法是一个应该被放弃的错误概念，没有治疗作用。然而这种方法的使用并未停止。

The concept of patterning was invented by Glenn Doman and C. Delacato and is therefore often referred to as the Doman-Delacato technique [1]. Their theories are primarily an extension of the outdated concept that ontogeny (the stages through which organisms develop from single cell to maturity) recapitulates phylogeny (the evolutionary history of the species). Thus the neuron developmental stages of crawling, creeping, crude walking, and mature walking through which normal children develop is directly related to the amphibian, reptilian, and mammalian evolutionary human ancestors [2].

模式的概念是由Glenn Doman和C. Delacato发明的，因此经常被称作Doman-Delacato技术[1]。 他们的理论是对一个不再流行的概念――个体发生学――的一个扩展，（个体发生学研究有机体从单细胞发展到成熟物种所经过的各个时期，既种系演变历史中各阶段的概括）。这样正常小孩发育过程中的腹爬、立爬、未成熟的行走到成熟行走，其神经元的发展阶段直接对应于两栖动物、爬行动物、哺乳动物和人类的祖先的进化[2]。

Doman and Delacato postulated that mental retardation represents a failure of the individual to develop through the proper phylogenetic stages. Their treatment modality supposedly stimulates proper development of these stages, each of which must be mastered before progress can be made to the next stage. This stimulation is done through what they call "patterning," in which the patient moves repeatedly in the manner of the current stage. In the "homolateral crawling" stage, for instance, patients crawl by turning their head to one side while flexing the arm and leg of that side and extending the arm and leg of the opposite side. Patients who are unable to execute this exercise by themselves are passively moved in this manner by 4-5 adults, alternating back and forth in a smooth manner. This must be repeated for at least 5 minutes, 4 times per day. This exercise is intended to impose the proper "pattern" onto the central nervous system. In the full treatment program, the exercises are combined with sensory stimulation, breathing exercises intended to increase oxygen flow to the brain, and a program of restriction and facilitation intended to promote hemispheric dominance [3]. Advocates claim that patterning enables mentally retarded and brain injured children to achieve improved, and even normal, development in the areas of visuo-spatial tasks, motor coordination, social skills, and intellect. They also claim to promote superior development in a normal child [4].

Doman和Delacato假定神经发育延迟代表个体在发育中通过某个阶段的失败。他们的治疗方式按照他们的想象可以激励这些阶段的发育，这些阶段必须在完全掌握后发育才会进化到下一阶段。 这种刺激是通过被他们成为“模式”的方法完成的，在模式训练中，患者重复当前阶段的移动模式。 比如，在“同侧爬行”阶段，患者通过转动他们的头到一边，同时弯曲这一侧的胳膊和腿，伸展另一侧的胳膊和腿。 无法独自进行这种锻炼的患者被动地由4-5个成人进行如此移动，以顺畅的方式反复交替。 这项运动必须持续至少5分钟，每天进行4次。 这种训练意在强加适当的运动“模式” 在中枢神经系统上。 在全套的治疗项目中，模式训练与感觉刺激，呼吸训练（意在增加大脑的氧流量），和一个意在限制和帮助促进半球优势的项目结合一起进行[3]。 倡导者声称模式可以使智力迟滞者和脑子受损害的孩子得到改善、甚至正常，在视觉空间任务、运动协调、甚而社会技能和智力方面得到发展。 他们也声称这种方法可以促进一个正常孩子的超常发展[4]。


The theoretical basis of psychomotor patterning is therefore based on two primary principles, the recapitulationist theory of ontogeny and phylogeny, and the belief that passive movements can influence the development and structure of the brain. As Delacato stated in 1963:

Man has evolved phylogenetically in a known pattern. The ontogenetic development of normal humans in general recapitulates that phylogenetic process. We have been able to take children who deviate from normal development (severe brain injured) and through the extrinsic imposition of normal patterns of movement and behavior have been able to neurologically organize them sufficiently so that they can be placed within a human developmental pattern of crawling, creeping, and walking [3].

Medical treatments are evaluated on two criteria, their theoretical basis and their empirical value. The scientific community has rejected patterning on both counts. By the 1960s, it became clear that recapitulation it is based on an incorrect linear concept of evolution. Evolutionary lines continuously branch and deviate, forming a complex bush of relationships, not a linear ladder of descent. Embryological development does not reflect the mature stages of other distant branches of this evolutionary bush. Studying the embryology of the developing fetus also does not reveal any evidence of successive stages reflecting past evolutionary ancestors.

医学治疗方法通过两个标准来评估：既他们的理论依据和他们的经验值。在这两方面科学界都拒绝模式。 在20世纪60年代，事情变得清晰，个体发生学是基于一种不正确的线性进化概念。 事实上进化进程中连续地出现分支和偏离，形成关系复杂的进化丛，它不是一个线性的世系阶梯。 胚胎学的发展也没有反映出进化丛中在远亲分支中存在这种成熟阶段。对发育中胎儿的胚胎学研究同样也没有揭示出任何证据，能反映过去祖先进化的渐进阶段的。

There is also no theoretical basis for the belief that patterns can be impressed upon the developing cortex. Brain development is genetically driven and involves a complex sequence of cell growth, migration, organization, and even programmed cell death. Abnormalities in this process can be caused by genetic flaws, toxic insults, infection, or biochemical abnormalities. There is no model by which any of these disparate causes can be influenced by passive, or even active, movement of the neck and limbs. Thirty years of subsequent neurological, embryological, and medical progress have failed to lend any theoretical or clinical support for Doman and Delacato's principles.

同样没有理论根据能让人相信模式可以对大脑皮层的发育产生影响。大脑发育是基因驱动的、包括一个复杂序列：细胞生长、迁移、组合、甚至细胞死亡，这个过程中异常可以由基因缺陷、中毒性侵害、传染、或者生物化学的畸变造成。 在这些异常原因中没有任何模型能说明通过被动的、或者主动的脖子和肢体运动可以影响脑发育。随后三十年中神经学，胚胎学和医学进展也没能为Doman和Delacato的方法提供理论或临床上支持。

Their use of breathing exercises to promote oxygen delivery to the brain also lacks an acceptable theoretical basis. The brain and the cardiovascular system are designed to give highest priority to oxygen flow to the brain cells. Elaborate and powerful feedback mechanisms ensure adequate delivery. It is true that carbon dioxide retention, in this case achieved through breathing techniques, does increase blood flow to the brain. There is absolutely no reason to believe, however, that this helps the developing brain.

他们使用的呼吸锻炼用来促进氧气传输到脑子的方法也缺乏一个可接受的理论依据。大脑和心血管系统被设计为优先为脑细胞供氧。精心制作的和强大的反馈机制保证充分的传送。二氧化碳的残留是真实的，在这种情况下通过呼吸技术来实现增加对大脑的供血。然而，没有绝对的理由相信这些能帮助大脑的发育。

In 1982, the American Academy of Pediatrics issued a position statement concluding that "patterning" has no special merit, that its proponents' claims are unproven, and that the demands on families are so great that in some cases there may be actual harm in its use. The National Down Syndrome Congress has endorsed this statement and published it on its Web site [5].

1982年美国小儿科学会发表了一个看法声明，结论是模式没有什么特别价值，它的拥护者的主张是无法证明的，

enenen2009

http://bbs.etjy.com/thread-35821-1-1.html

http://club.baby.sina.com.cn/thread-907588-1-1.html

http://www.help-hope.org/bbs/thread-723-1-1.html

enenen2009

Of course, if clinical evidence could demonstrate that patterning improves neurological development, it would be still accepted and used. Many mainstream interventions lack a fully understood theoretical basis. Physicians are, at their heart, practical individuals, and if something works, it works. They require proof, however, that an intervention does indeed work and is safe.

On this score, patterning has just not delivered. Duringf approximately ten years in the late 60s and early 70s, dozens of clinical trials compared groups of developmentally delayed children given patterning treatment to comparable who received no treatment but similar amounts of attention [2,6-8]. None confirmed the claims of Doman and Delacato. Some found modest improvements in motor or visuo-spatial skills, but none showed improved intellectual development. The few positive studies were neither impressive nor reproducible. Eventually, such clinical trials stopped and the scientific community abandoned the technique as a blind alley.


The tragedy of this story does not stem from the fact that patterning is a failed theory. It is regrettable that patterning did not deliver as promised, for any legitimate treatment for brain injured and retarded children would be most welcome. The real tragedy began, however, when Doman and Delacato released their claims for a new dramatic treatment before their theories had been scientifically validated. This behavior, similar to the "cold fusion" fiasco, is more than just professionally irresponsible. In physics, such behavior is merely bad form; when dealing with the desperate parents of brain injured children, it should be considered cruel. Doman and Delacato were widely criticized for publicizing their unsubstantiated claims and giving false hope to vulnerable parents and their afflicted children.


The saga, however, did not end with the scientific death of patterning. Doman, Delacato, and their associates began incorporating the patterning technique into their Institutes for the Achievement of Human Potential (IAHP), which was established in Philadelphia in the 1950s and still operates today. A second facility, the National Academy of Child Development (NACD) in Huntsville, Utah, that offers patterning as part of their treatment program. The NACD is run by Robert Doman, the nephew of Glenn Doman, although both institutions state that there is no association between the two.


On August 8, 1996, NBC aired a program titled "Miracle Babies," hosted by Kathy Lee Gifford. The program included a segment portraying an apparent "miracle cure" of a child suffering from moderate mental retardation. As is typical of the lay media, Kathy Lee provided an emotionally appealing view of patterning without even a hint of skepticism. The segment did bring out the desperateness of the parents. They were clearly devastated, as any parents would be, by the need to finally accept that their child was not developing normally. In their desperation, they sought any possible hope, and it was offered to them by the IAHP. The hope that they purchased, however, came at a heavy price, both financial and emotional.


The IAHP and the NACD both rely heavily on the family as the primary deliverers of the patterning treatment. In order to even reach the stage where their child can be enrolled into the aggressive treatment program, they must first complete a training and evaluation course that begin with purchasing and listening to a set of audiotapes. The IAHP states in their literature that only the most dedicated and capable parents will make it to the final stage of treatment. The NACD appears less demanding, but follows the same principle. The program requires families to alter their lives to institute a daily program of patterning exercises, breathing exercises, and sensory stimulation. The mother interviewed by Kathy Lee stated that the program was so demanding that it dominated her life, resulting in emotional and physical exhaustion.


The program also illuminated another important feature of the patterning phenomenon, the difference between anecdotal and scientific evaluation of its effectiveness. Most children, even severely mentally retarded children, still grow and develop, although more slowly than average. Therefore, any child admitted into any treatment program will make some progress as an inevitable consequence of time and their natural development, even if that treatment program is completely worthless. Without adequate controls, it is therefore impossible to evaluate any such treatment. Of course, Kathy Lee and the parents of the child on the program reported remarkable progress. Whether or not the treatments played any role, however, cannot be known. The viewers, however, were encouraged to believe that they had witnessed a miracle cure.

NACD and IAHP literature both caution that individual results will vary. It also implies that if the patient fails to make significant progress, the parents are to blame. The NACD also embraces other scientifically questionable practices. Its Web site offers the following screening test for "food sensitivieis":


Check the following list. If three or more apply to your child, food sensitivity may be a problem:

Sometimes congested
History of ear infections
Behavior: frequent ups and downs
Poor attention span at times
Night or morning coughing spells
Variable hearing, sometimes good, sometimes poor
Post-nasal drip
Headaches
Periods of restlessness
Although the problems listed above undoubtedly have a number of possible causes, food sensitivities must be considered as one of the most likely [9].



Food sensitivies have no proven relationship to behavior, and most of the above symptoms are not related to food sensitivity. The NACD also offers a consultation with an "orthomolecular physician." Such practitioners are clearly outside of the scientific mainstream.

Conclusion
The Doman-Delacato patterning technique is premised on a bankrupt and discarded theory and has failed when tested under controlled conditions. Its promotion with unsubstantiated claims can cause significant financial and emotional damage. Such claims can instill false hope in many people who are already plagued by guilt and depression, setting them up for a futher disappointment, guilt, and feelings of inadequacy. The process can also waste their time, energy, emotion, and money. These resources may be taken away from their children. Parents can also be distracted from dealing with the situation in other practical ways and coping psychologically as a family with the reality of having a brain-injured or mentally retarded child. Parents are encouraged, in fact, to remain in a state of denial while they are pursuing a false cure.

References:
Doman RJ, Spitz EB, Zucman E, Delacato CH, Doman G. Children with severe brain injuries: Neurologic organization in terms of mobility. JAMA 174:257, 1960.
Cohen HJ, Birch HG, Taft LT. Some considerations for evaluating the Doman-Delacato "Patterning" method. Pediatrics 45:302- 14, 1970.
Delacato CH. The Diagnosis and Treatment of Speech and Reading Problems. Springfield, Illinois: Charles C Thomas, 1963.
Doman G, Delacato CH. Train your baby to be a genius. McCall's magazine, March 1965, p 65.
American Academy of Pediatrics. Policy statement: The Doman-Delacato treatment of neurologically handicapped children. Pediatrics 70:810-812, 1982.
Neman R and others. Experimental experimental evaluation of sensorimotor patterning used with mentally retarded children. American Journal of Mental Deficiency 79:372-84, 1975.
Ziegler E, Victoria S. On "An experimental evaluation of sensorimotor patterning": A Critique. American Journal of Mental Deficiency 79:483-92, 1975.
Freeman RD. Controversy over "patterning" as a treatment for brain damage in children. JAMA 202:83-86, 1967.
Doman G. Food sensitivities: The hidden problems

enenen2009

I probably should just go ahead and create a single file on this, since I
think I end up posting it about yearly or so.

Glenn Doman, a physical therapist, got the idea after working with WWII
veterans, that children with brain injuries should be able to recover from
these injuries as well, by going through a forced 'patterning' of body
movements. He tried this on a few children, and it seemed to work, which led
to the Institute for the Advancement of Human Potential. The theories were
refined through the work of Carl Delacato, who believed that this could have
application to children with Downs, Autism, and similar conditions. This was
later applied to students with learning disabilities, students who were
'slow learners', and, eventually, to just plain normal kids who the parents
wanted to make smarter.

Later on, in response to his book 'How to Help Your Brain Injured Child',
Doman wrote several other books, which still exist in pretty much their
original form, including 'How to teach your baby to read', 'How to teach
your baby math' and'Give your child universal intelligence'. Summaries of
these books were printed in Women's magazines, and many of the reviews seem
to almost have the attitude that 'if you don't do this, you're a bad
parent'.

All of Doman's methods have the same basic features in common. They all are
very rigid and segmented, and take a huge amount of parent/adult time. The
physical patterning requires five people to move the child's body for him
for some of the activities. The child has no choice, no volition, and no
control. Since at the time this was started, students with disabilities
weren't welcome in many public school classrooms, the goal was to
'normalize' the child and hide the disability. It was a high stress activity
both for the parents and the child, and the term 'plateau panic' was coined
to describe the situation where the child stops improving. The parents were
cautioned not to stop the program if the child fought it, because, like
eating vegetables, it was to help the child.

Two accounts written of Doman families are
'A boy called hopeless' and 'No time for Jello'
Both have positive outcomes, but show the stress this placed on the family.

In the 60's and 70's, thousands of children went through the IAHP, first
those who had definite disabilities, and later, those who had parents who
just were willing to spend a lot of money and time to make their child
'better.' Doman only took those who he considered able to be helped, with
the result that the deck was stacked to children who had developmental
disabilities which would improve with time, or just plain intelligent
children who already were above average and would be a success for the
program.

By the mid/late 80's, there were starting to be long-term studies of the
'Doman Babies'. These children were now in their teens and college years,
and certain commonalities had begun to emerge.

1. Most of these children had a very low tolerance for personal failure, and
were generally unable to accept that any situation did not have its roots in
them personally-a very high internal locus of control. While some of this is
desirable, these children, as teens and adults tend to be very prone to
severe depression and suicide attempts, because when they run into things
they can't control, they simply can't deal with the situation. A bad work
situation or a just plain unfair situation is next to impossible for one of
these individuals to handle emotionally, because they automatically accept
blame.

Girls, especially, who went through the Doman programs, have a high
frequency of ending up in abusive relationships and not getting out of them,
because this self-blame and internal locus of control feeds the tendencies
of an abusive personality.

This has been attributed to both the lack of control in the early years and
the high level of parental stress. Other studies have shown similar effects
in children who have experienced extreme situations, such as severe abuse by
a parent, living in a war zone, etc.

2. Many of these students were later diagnosed with some rather unusual
learning disabilities, especially those related to spacial perception and
perceptual motor skills, and usually only found in children who were unable
to develop movements naturally. This is believed to be because, while the
patterning attempted to create a normal development cycle, it effectively
meant that the child didn't develop at the time the child needed to develop.
While the child was being taught to crawl, he/she missed out on what he
would have been doing at the time. While the child was being given eye
exercises to speed reading, he/she wasn't developing the visual skills
naturally.

3. Many of these individuals have significant difficulties socially, and, as
children, were unable to interact with other children. In adulthood, these
individuals have difficulty making social relationships, and often seem
rather 'cold' or 'aloof'. This is probably a combination of a lack of social
interaction with children and also a body language issue, because the body
movements taught tend to come off as hostile.

4. Some of the Doman covering techniques, designed to make a disability less
obvious, actually cause physical damage in the long term. Other children,
especially children with Downs, were subjected to facial plastic surgery,
which, because of their young age at the time, has sometimes caused problems
and required further surgeries later. In addition, the child was sometimes
forced to lie and hear their parents lying about their abilities and
disabilities for years at a time, which wasn't exactly good psychologically
for the child.

I, unfortunately, know too well these traits. I was a Doman baby (born with
cerebral palsy). While the Doman methods may have increased my physical
abilities, and made me 'acceptable' to enter school, I have also paid the
price. I was fortunate in that one of my college psychology professors (Dr.
Michael Shaugnessy, who has done some of the long-term studies on Doman
Babies) recognized the traits in me and asked about my history, which let me
both have access to the data and see that I wasn't alone, and led me to get
therapy to help with the emotional and social ramifestations.

Nothing makes up for the physical, though. I have a severe visual-spacial
cognitive disorder, which basically gives me very little depth perception,
and tends to scramble things which have both a vertical and horizontal
component. Driving, or even riding in a car, is terrifying for me, although
I've learned to judge it, because I can't judge the amount of space around
me as well, and even when my intellectual mind knows that I'm safe, my
visual senses tell me otherwise. I don't handle crowds of humans well for
the same reason.

I also have wearing of my joints and arthritis, which has been attributed to
my being taught to keep a rigid posture and closed in body position to hide
the muscle movements typical of CP. This didn't stop the movements, but what
it did do was put the strain on my body. As a result, my bones and joints
are aging at about 2 times my chronological age, and I will be much less
mobile over the long term because of this. I also deal with pain daily
because of this.

I am actually better off than many of the Doman children, because I only
went through the program for 2 years. Some children went through this for as
long as 10, and often were homeschooled or tutored to allow time for the
program, which meant that the child had almost no social interaction.

While it is much harder to study children who were exposed to the Doman
methods at home, since for several years the books were extremely popular,
teens and adults who appear with similar symptoms can often recollect the
activities which were listed there, when asked about their pre-school years.
While the newer editions of the books look to be a bit 'softer'-they give
time limits and talk of the importance of social interaction with other
children, the original umpteen printings are still on library shelves all
over the world.

Robert Doman (Glenn's son) is still continuing to work with developmental
disabilities, however the methods are now much softer and more
developmentally appropriate, and the therapies are now limited only to
disabled children. Many of the techniques pioneered by Doman and Delacato
are still used in early intervention programs-just in less stringent and
structured ways. There is no denying that this work really pushed early
intervention, but like many experiments, it had consequences not expected.

I don't blame my parents for deciding to do the program-at the time, it was
the best option out there for helping a child with a disability. I do hope
that my experiences have helped make it better for children now.




'toto' wrote in message
news:8ibaiuc6j7pkre7jaf796pl8mattjccl8b@4ax.com...
> On Thu, 04 Jul 2002 21:33:12 -0400, Rosalie B.
> wrote:
>
> >cppfister@aol.com (CPPfister) wrote:
> >
> >>From: Rosalie B. gmbeasley@mindspring.com
> >>>She may also be of an age to remember a time when reading problems were
> >>>linked to lack of crawling. Those studies are (I'm told) discredited now,
> >>>but people in our day sometimes made heroic efforts to 'reprogram' kids
> >>>that were considered not to have crawling time.
> >>
> >>Which brings up a question I have. I overheard an acquaintance talking about
> >>his baby to another member of the choir. He said the baby will pull up and
> >>then walk wherever they want to go. The dad said that they would take the
> >>baby back and make him crawl instead. The other choir member (an older
> >>woman) nodded understandingly. When I asked why on earth they would
> >>do that, the woman turned to me and said, 'Babies need to crawl to get
> >>the left-right motion down. It makes them more coordinated.' Now, I had
> >>never heard that a baby who can already walk should be forced to crawl,
> >>but I didn't say anything because I thought maybe they knew something
> >>I didn't.
> >>
> >>How about it? Is there a problem with babies that don't crawl before
> >>walking?
> >
> >It used to be thought that kids with (I think) reading problems had the
> >problem because they did not crawl, and never got that alternate hand foot
> >thing ingrained into their coordination memory. Someone who was a victim
> >of that program posted a lot of information about it but I no longer
> >remember who. If I have time I'll do a google search.
> >
> >grandma Rosalie
>
> The key word is Doman and he is still practicing, but not sure if he
> changed the patterning component.
>
> Glenn Doman is the *Teach your Baby to Read* guy.
>
> Dorothy
>
>
> There is no sound, no cry in all the world
> that can be heard unless someone listens ..
> source unknown