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Learning to read at home – a reading guides and tips

The title of this book is not a declaration of independence from the school, much less a declaration of war!
This is the first application of the precautionary principle, as advised by Marc Le Bris (And your kids will not read or count …) : “I write this book to alarm parents, so they make the school work at home.”

Where, as we hope all schools will have abandoned the non-syllabic methods, there will always be helpful for parents to work, at home, with the masters. This takes us back many years back in the days when an Inspector prefaced the Boscher: “… one of the best primers that allow the cooperation of the family and school for learning to read . ”
It is in the teaching of reading, writing and arithmetic that all happens. This is where lies the cause of most school failures.
Parents have not only the right but the duty to act in place of the school when she no longer fulfills its mission. It is for them that this guide has been produced. If they want to ensure that their child will read. The precautionary principle requires that they invest in this “great deal” about learning to read, as recalled by Jacqueline de Romilly in the preface.

I never taught reading to young children and I’m not even aware of much of the information in this book, but I know, having taught in all classes who followed the extraordinary importance that this teaching for the whole series of studies and life. Whether reading, well controlled, is the key to all knowledge is obvious that it is worth remembering. All knowledge we come from books or the various ways to reproduce a text in writing, all the dreams of mankind, who will accompany us in the sequel, are recorded in the books and communicate mainly through reading. Moreover, reading is the only real means of communication besides the books, she used to send any instructions, explanations, taking part, as all the impressions and feelings of those who are dear to us and are not near us. But I know from experience the disadvantages that attach to an imperfect mastery of reading. Having taught in all classes of secondary education or higher education, I found that those who have not acquired this control are felt forever, here is a hesitation during which lose the thread, or it is a word popped, which has been misread, or an effort of attention busy reading without following through and really understand the meaning of the text that is has before. The effort to go to this understanding of the meaning must accompany each little exercise and then flourish in an easy reading, which no longer has to deal with as it has become natural. One who stammers and stumbles into the reading of texts of any kind, can never truly enjoy what is communicated and must enrich her ​​mind. The method by which one learns to read is important. And I can not overemphasize the interest, in my view vital it is to use a method called syllabic or alphabetic or phonetic, that is to say, based on clear principles and small experiments reasoned. We must understand the method by which one passes from written to oral and oral in the sense, he must proceed as the most progressive and sequential. In this way, what we have learned a language can be used then to another and can adapt to future studies. Furthermore, these little exercises are already training in the training of the mind, they will create the habit of understanding and progress. Thus, they contribute as much as the readings themselves, which will result in the progression of the mind, which is already a first sign of intellectual freedom. That parents have a role to play in this learning Certainly. The teachers do what they can, many are doing very well, and I would not encourage critical faculty. But for these early efforts and these early findings, it is essential that parents help and collaborate. This is a great deal to discover that the first elements of what you open such a kingdom. And I remember with emotion when I was a child, and before entering college, those moments when, at home, in the vicinity of my mother, I learned to read, I almost said “I learned to read alone, “but she was there, answer me, guiding me. I remember sitting on the floor, with letters, combinations amazed that I could dominate and very proud to understand the principle – even if I did not know then that reading would fill every hour of my life and be the source of so joy – until, alas, for me would be withdrawn. This is the case now and I do better as the size and price of what I learned. Jacqueline de Romilly of the French Academy.(Preface by Jacqueline de Romilly)

Evocative games to write

This little book, very carefully done, this 130 activities and exercises fully explained and illustrated, accompanied by many useful tips to parents.

The exercises are progressive age – two and a half years to five years – and grouped into four chapters with explicit titles:
– Handling: a Preparatory gymnastics
– A gym to open to the outside world
– Gymnastics graphic
– A first approach to writing
not to mention the exercises to develop inner speech to think consciously.

The book includes a list of practical information, a glossary, a bibliography.

Agnes is Daubricourt graphologist psychotherapist writing therapist, and mother of five.

This book is alive, physical, carnal. Children late have often lacked contact with the family: no words, no play, no contact with adults. They are sluggish, dull and mute at an event graphics and language, which have had little to imitate gestures, a level very limited vocabulary and improper language, not having had oral transmission, all interspersed with peaks of agitation in learning because they do not “work”, that is to say, build, provide a repeated effort. They can not be located in space because they are folded on themselves did not have an adult to guide them in the world, to accompany them.

Some kindergarten teachers think ‘it will come with time “But that’s just the opposite. Do nothing for them, it’s more locking them in a vacuum bubble. It is a form of social autism reinforced by non medical care or specialist of some of these children (class professional development and other small structures in the school)

So I summarize: this book is good for all small, from 2 years and then whatever the level, provided it is physically possible to implement these activities in the first grade class at the support for example.