How about studying in America?

In recent years, the number of China students studying in the United States has increased, and it tends to be younger. The author has also contacted many parents of young children (primary school students and even preschool children) and asked about studying and studying in the United States. The reasons why parents choose to study abroad earlier are mainly based on the following considerations: First, it is easier to adapt to and master the foreign language environment during the child's language sensitive period; Second, let children integrate into western culture earlier; Moreover, since we have decided to choose a foreign teaching system, it is better to let the children adapt as soon as possible.

It is true that the benefits of going abroad early are very attractive, but at the same time, due to some characteristics of young children or young children, parents' wishful thinking may not get good results. Children do have the characteristics of easy access to knowledge at this age, but their psychological adjustment ability and ability to distinguish good from evil may not be able to adapt to the sudden environment. The stress of unfamiliar environment may lead to children's psychological insecurity and sensitivity. The author believes that it is much more important for children to have a healthy personality and mentality than to adapt to the English environment earlier. Moreover, in order to achieve the above goals, it is not only possible to go abroad earlier. In order to make children adapt to study and life abroad smoothly, interested parents are advised not to act in a hurry. They should do their homework well in advance, strengthen the cultivation of their children's language ability and their understanding of foreign cultures, and wait until their children are truly qualified before they act. For example, many American schools now offer preparatory classes or remedial classes for studying in China, so that children can adapt in advance. In my opinion, it is more appropriate for children to study in the United States around the ninth grade.

Myth 2: The more "foreign", the better.

The "foreign" here refers to an exotic environment that is strongly different from the native land. I want to say: "foreign" does not mean "good". Many parents believe that since they choose to go abroad, they should go abroad completely, hoping that their children can enter public schools or American aristocratic schools with as few children as possible in China. In short, they should leave the China circle. Even in the choice of children's home for the night, they are required to live in the most native American home. If there are other international students in this family, they are not from China ... These ideas may be because of giving children a better language environment or integrating into a better life faster. But are these really good for children?

Public schools in the United States or aristocratic schools with few children in China have very high requirements for children's academic performance, and aristocratic schools have very high requirements for children's academic performance and economic endurance. Even if children do well in their studies in China, their academic performance will be affected or even decreased in the United States because of the different teaching languages and teaching methods.

Furthermore, China's public schools or schools with few students will also involve the problem that children are "unsociable" with American children after entering school. Including the living environment. If we blindly emphasize being with American students, it will also involve the problem of "unsociable", which will bring psychological pressure and loneliness to children.

In a strange environment, foreign students really come together because of their initial "acclimatization" to their study abroad, which makes many parents worry about the effect of studying abroad. In fact, most schools will also consider this issue, providing opportunities for children from different countries and increasing mutual contact in study and life. Children's adaptation needs a process, not overnight, and a one-size-fits-all approach may be counterproductive. I also hope that parents will be patient.

The author believes that the purpose of children studying abroad is not "westernization" or "internationalization", but self-growth. It is the goal of education to provide a broader space for self-growth and let every student get self-improvement and promotion. Both China people and foreigners should absorb beneficial and suitable nutrients to achieve self-sublimation.

Myth 3: Blind pursuit of school rankings

When choosing to stay in school, it is often seen that parents are most concerned about the ranking of the school, and their enthusiasm is far higher than the consideration of the strong specialty and comprehensive conditions of software and hardware of the target school. It seems that the ranking directly determines the success or failure of children's learning.

In fact, parents are advised not to blindly believe in the so-called "ranking", and any ranking consideration cannot be equated with the quality of graduates. School rankings can only be used as a reference for choosing schools, and parents should pay more attention to the matching degree between children's interests and schools' dominant majors. We should also consider what kind of school atmosphere children are suitable for and long-term career planning.

Especially for parents who plan to study abroad in middle school, it is necessary to rationally analyze their children's language level and comprehensive ability, and then choose a school that is suitable for their children and can let them play their abilities and characteristics. The environment that children like and the direction of ability training they pay attention to are far more important than ranking.

In addition, it is not easy to maintain the performance level in China after studying abroad, which often requires a lot of time and energy, and at the same time, it will give up the opportunity to participate in other beneficial activities. What needs to be emphasized is that since we have gone abroad, we must change the concept of focusing only on grades, especially in universities. What really matters is not the number of professional books or the level of teachers in foreign libraries, but the atmosphere, platform and self-built circle provided by the school. The surrounding environment such as classmates, teachers, roommates and clubs is your greatest resource. Through the exchange and collision of different cultures and backgrounds, your gains will not stop at the accumulation of knowledge, but also enrich your horizons and enhance your ability. If you only get a good ranking and good grades after graduation and give up many exchange opportunities, it will really be worth the loss. There is no need to invest so much in studying abroad. It is not only your body but also your mind that goes abroad.

Cutting is the right way.

To sum up, the author thinks that parents should consider their children's actual situation, make rational planning on the basis of full preparation, and choose the right time for their children to study abroad. Fully investigate the comprehensive conditions such as teaching in the destination school, and make choices based on the principle of giving full play to children's potential. In addition, the author firmly believes that the family is the first classroom for children, and parents should not forget to give their children a space for healthy growth while demanding a "good" external environment. Moreover, most of today's children are only children and are spoiled at home. Parents are advised to attach importance to and insist on the cultivation of children's comprehensive ability of thinking and action, such as doing their own thing, undertaking appropriate housework, participating in social welfare activities, and paying special attention to the establishment of children's sense of team, gratitude and responsibility. I believe that all these can help children study and live abroad, and even enter the society in the future.

Based on previous work experience, the author finally suggests that children should be allowed to enter a school or living environment with a certain proportion of international students to better adapt to foreign teaching methods, teaching languages and living environment, and then consider creating better conditions for children.