Ask a person or professional who has been there, what kind of English words are suitable for 1 half-year-old children?

Ask a person or professional who has been there, what kind of English words are suitable for 1 half-year-old children? During the period of learning the mother tongue, especially when the mother tongue has not been mastered, children should be less exposed to the second language, and learn other languages at least after the child is 3 years old to avoid the influence of the second language on mother tongue learning.

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It is more important to cultivate children's mother tongue foundation-I watch children learn English.

In learning English, we don't want our children to lose at the starting point. Parents firmly believe that childhood is the best time to learn a foreign language, but is it really easier to learn it from the beginning?

Under the strong social pressure, English teaching for young children has become the general trend. However, children between the ages of two and six are not mature physically and mentally, which is a critical period of personality development and an important development stage of language, cognition, emotion and social behavior. Any change in curriculum teaching needs to think about the essence and teaching objectives of early childhood education in advance.

Generally speaking, the educational goal and content of this stage are mainly life behavior experiential learning, which has both conservation and education functions and has a close relationship with teachers and students. The course focuses on the theme teaching of algebraic expressions, not on subject teaching or skill teaching. Knowledge imparting is not the main purpose of teaching, but the main goal is to cultivate personality and life education.

In the face of the strong intervention of English teaching, will the above-mentioned connotation and objectives of preschool education, especially the preschool curriculum with foreign teachers from different cultures and English learning as the main orientation, be unqualified? Even conflict with each other? Can the content and form of English teaching match the physical and mental maturity of children? How can the content and form of English courses be integrated with the existing kindergarten courses, and how can they match the theme teaching? These are the concerns of many preschool educators and scholars.

But most parents of young children are not worried about the above problems. What they are most concerned about is whether children can get in touch with English as soon as possible and learn English well. On the one hand, we can prepare for the future, on the other hand, we can avoid repeating the mistake of learning English too late to learn well. In other words. Parents are convinced that the best time to learn a foreign language is "the earlier the better". The earlier you start learning English, is it easier to learn it well?

The Myth of Foreign Language Learning Era

Some scholars have studied children and adults learning a second language from a biological point of view, and found that there is not enough evidence to show that the neural development and differentiation of the brain are directly related to language learning, and there is actually no special period in a person's life that is not suitable for learning a language. There are also many successful examples of learning a second language after the critical period around us.

The problems about language and brain are actually quite complicated, with great individual differences, and there are still too many things to be confirmed by research. The only conclusion is the so-called "accent critical period" Children have the strongest ability to accept pronunciation, which has its physiological basis. In phonetics, the age of learning a second language has a decisive influence on the pronunciation of spoken English in the future. In other words, the earlier learners begin to learn or get in touch with a second language, the less foreign accents they have.

However, a pure accent is not necessary and should not be the only goal of English teaching for young children.

Professor Si Nuo, a language educator at Harvard University in the United States, pointed out that when learning a foreign language, the last thing to worry about is whether the accent is authentic, because even the English spoken by American natives has different accents. It is unnecessary and unrealistic to ask children to learn English in advance just to make their pronunciation the same as that of the locals. Moreover, the effect of English teaching in kindergartens or lower grades is not necessarily better than that in primary schools and higher grades. If you spend the same two hours learning English every week, middle and senior pupils can learn faster and better because of their mature cognitive ability.

The main factors affecting learning

As far as individual study time is concerned, preschool education scholars are more worried about crowding out effect. Because of their young age, children's cognitive ability, attention and memory are limited, and there is not much time to study at school. If they spend most of their time studying English, they will crowd out the time and energy that they could have studied other things.

According to Snow, the main factors that affect language learning are as follows:

First, how much to listen to (quantification)

If children have many opportunities for language interaction, their mother tongue will naturally learn quickly. If mothers often talk to their children, children will learn their mother tongue faster; On the contrary, mother tongue learning is relatively slow. The more time kindergarten teachers spend talking with children in kindergarten, the faster children learn languages. Most children in China have little chance to get in touch with English except hearing English in English class.

Si Nuo also pointed out that if you only spend one hour learning English every week, children of any age are unlikely to learn English well. It is better to spend time in English class and learn something else in your child's familiar mother tongue, which may lead to higher learning results. She even suggested that it would be more efficient to move the time of learning English to a bigger time and join the course.

For example, she once observed English teaching in a first-grade classroom in a primary school. The teacher spent forty minutes teaching English names of several animals (such as bears, tigers and snakes). ), this classmate may not remember. If you move these 40 minutes to the third or fifth grade courses, you only need to spend 10 minutes to learn, and the remaining 30 minutes can learn more English at different levels more effectively.

Second, what to hear (qualityofinput)

Children of different ages need to hear different things. For example, when talking to very young children, the content of the talk must match the degree that children can understand and their interests. When you don't know a language, no matter what the content and form are, the help to learn the language is limited.

On the other hand, children's interests and cognitive development stages are not carefully considered in the language level and content of English learning environment in China. For example, many kindergarten English classes or children's American English cram schools use textbooks directly imported from abroad, which may not be suitable for domestic children in real life or cultural connotation. In addition, some children's English cram schools require all children to listen and communicate in English at the beginning. Imagine how difficult and painful it is for a child to listen and speak a strange language.

In fact, this teaching method has been questioned in the United States. Many experts in Chinese education for children in the United States believe that children who use English as a second language or a foreign language should take classes in their mother tongue first, and then gradually strengthen English courses.

Third, the importance of listening.

It usually takes children a long time to learn their mother tongue well. According to Partono's research. Tabors, a professor at Harvard University, believes that the learning process of English-speaking children in the United States is similar to that of English-speaking children.

When children learn English as a second language, they have to go through various stages of learning their mother tongue, such as silence period, sound experiment period and language active period. And younger children experience a longer period of silence than older children. In China, children's English learning environment does not provide enough opportunities and time for children to listen to English and prepare for the later language learning stage.

Fourth, the language learning object.

Children learn their mother tongue mainly from close people, such as parents, relatives or nannies who live together day and night. However, when children learn a foreign language, the main target of learning is often not their relatives, which may affect their motivation and effect of learning a foreign language.

In fact, for young children, what is needed in kindergartens or nurseries is a teacher who can give him a sense of stability and trust. However, most English teachers in kindergartens and nurseries in China are not original teachers, but external part-time teachers and some foreign teachers. Part-time jobs and foreign teachers come and go, and it is difficult to establish stable feelings with children. Regardless of the qualifications of preschool English teachers, the relationship between them and children is unstable, which is not conducive to children's learning and psychological needs.

Five, mother tongue literacy and foreign language learning

Si Nuo repeatedly emphasized the importance of mother tongue literacy in foreign language learning. What is the relationship between mother tongue literacy and foreign language learning?

In fact, the reading and writing ability of mother tongue can help children learn foreign languages on the one hand. When children can read and write in their mother tongue, they will be more familiar with the language structure and usage rules, and have general language knowledge and common sense. On this basis, they can learn foreign languages more effectively.

Importance of mother tongue reading and writing ability

On the other hand, mother tongue literacy can protect children's mother tongue ability and avoid its retrogression or loss. Si Nuo, for example, said that if a child 14 years old immigrated to other countries, he could already read and write Chinese before emigrating. Even if he no longer speaks Chinese, as long as he continues to have the opportunity to read or write Chinese, he can still maintain a certain level of Chinese ability.

However, an eight-year-old child's Chinese reading and writing ability is not yet mature. If he emigrates to other countries, he will have little chance to speak Chinese or read and write Chinese, and his Chinese ability is likely to deteriorate or even lose within five years.

Therefore, it is necessary to cultivate children's mother tongue reading and writing ability, so that children can know what reading is and what writing is from an early age and like reading and writing. If a child is very young and does not have the ability to read and write his mother tongue, it will not only be inefficient in foreign language learning, but also affect his original mother tongue ability.

On the other hand, if older children or adults have the basic knowledge of reading and writing their mother tongue, they will learn a foreign language again, which will get twice the result with half the effort and avoid the influence of foreign language learning on their mother tongue ability. Therefore, the cultivation of children's mother tongue reading and writing ability is far more important than foreign language learning.

We should dispel the common people's misunderstanding about the age of foreign language learning. In early childhood, we should actually cultivate children's mother tongue foundation, so that children's initial literacy can develop smoothly, rather than rushing to send children to learn English.

Fee 8902

Grade: kindergarten large class

Article 59

Integral: 8 1

Sect: no door, no faction

Registration: July 26th, 2004, second floor.

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One more article.

On kindergarten English teaching from bilingual learning

Zhang Xianda, Associate Professor of Foreign Languages Department and Institute of Linguistics, Taiwan Province Provincial University.

Recently, Taiwan's education department reiterated the ban on full-time English courses for young children, making the topic of whether preschool children need to learn English once again concerned. We can find that many scholars have considerable reservations about teaching English in kindergartens, but these opposing voices seem unable to convince parents that various American English courses for young children are increasing, which has become an irresistible trend.

In all fairness, at present, the public has too many illusions and unrealistic expectations about children's language learning. The media occasionally introduces several successful cases, so that many parents quickly send their children to children's American English classes. On the other hand, scholars' negative comments on children's learning American English are mostly related to the implementation of teaching, such as the lack of English-using environment in China, the lack of professional training for foreign English teachers in preschool education, and the imbalance between Chinese and English caused by excessive emphasis on English. On the contrary, these criticisms make many people feel that everything will be fine as long as they find a good school. Some people even think that the Ministry of Education should improve the quality of English education in kindergartens instead of banning it. From this point of view, what we need to be clear at present is: if there is a preschool American English school with all kinds of preschool professional conditions, what can it bring us? Here we try to discuss it from the perspective of language learning.

First, English ability and learning starting point

The only purpose of domestic parents to let their children learn English before primary school is to lay a good foundation of English as soon as possible, so as to be more competitive in future studies and employment; The government's "Challenge 2008" focuses on improving English proficiency, and many business leaders have also pointed out the relationship between national English proficiency and international competitiveness on different occasions. But when we look at the performance of college students' English ability, not all students who have reached the level of English ability to participate in international affairs start from preschool.

Jim Cummins, a Canadian bilingual education scholar, believes that students' language ability can be divided into two categories: BISC- basic interpersonal communication and CALP- cognitive-academic language ability. The former refers to the use of language in daily life, such as shopping, traveling and dining. This language ability is established in the process of interpersonal communication and can be acquired in any form, and school education is just one of them. The latter involves a complex hierarchical structure of language information, such as students explaining the thinking process of solving problems in class, or analyzing articles to draw inferences. This ability is usually cultivated in school, and then extended to business briefing and project writing in the workplace.

Some young students from Taiwan Province Province have come to the United States since the second and third grades. After five or six years, they can use English fluently in their daily life, and it is difficult to detect their immigrant background. But these students can't read English letters or explain clearly how they make some important choices in English. From 65438 to 0985, California Education Bureau found that the correlation between the oral English ability (BICS) and the English reading ability of Central American immigrant children whose mother tongue is Spanish is lower than that of their Spanish reading ability. These children not only mastered spoken English, but also naturally developed their English reading ability. On the contrary, their Spanish reading ability is more helpful to English reading. The causal analysis is not easy to explain in a few words, but at least we can see that language learning has two independent levels.

From the perspective of students' psychological development, the English education we extend to kindergartens is at best an addition to BICS level. Children in kindergarten and primary school can learn to express their personal preferences and needs in interpersonal communication, but they don't have enough knowledge and abstract cognitive ability to develop their cognitive and subject language ability (CALP) in advance. The key to the development of CALP lies in senior high school. Preschool English education can focus on basic interpersonal skills (BICS). In other words, the downward extension of English education may not help to cultivate English ability in the future. As for the common problem that everyone can't speak English after studying for six years, it's just that English education in senior high school is not handled properly. Considering the fairness of the examination, expression-oriented oral English and writing have completely retreated to the edge of the course and become an ornament. If we put the resources invested in English education in kindergartens and primary schools in senior high schools, we can give consideration to both interpersonal oral ability and cognitive and subject language ability.

Second, the choice of bilingual development

Aside from utilitarian ideas, if parents simply want their children to be bilingual and get in touch with different cultures through English learning, why not? Looking around the world, it is common for children to learn two languages at the same time, but successful bilingual development must have a complete set of social support, which comes from family, community and school. Complete family and community support means that there are enough target language users in daily life as models for children's language learning. Children's language development begins with interpersonal communication. Only when there are users of the target language in the family or community can there be interpersonal interaction of the language and so-called "natural" language learning occur. Complete school support refers to using the target language as the teaching language from primary school to high school. Language interaction in the classroom and the learning of subject content bring about the learning of the target language at the same time.

At present, there is no clear English community in Taiwan Province Province, and only a few bilingual primary schools and junior high schools are experimental or expensive private schools, so let's start with the family. Although there are not a few examples of parents cultivating excellent English ability from an early age because of their good English ability, it is not normal. If parents' English ability is not enough to set an example for their children to learn, can "teaching English at school and using Mandarin at home" also make children successfully carry out bilingual education?

When children are learning a language, they must have a lot of opportunities for interpersonal communication, so that they can "naturally" find the appropriate language correspondence in their communication. If the kindergarten only has four or five hours of English study a week, at most, children will not be afraid of learning English, and they will not be able to develop English communication skills that meet everyone's expectations. Children who enter the national English preschool and immerse themselves in English for more than 40 hours a week certainly have some performance in English, but after learning English, Mandarin will be gone. Children's learning potential is unlimited, but the time they can study effectively when they are awake every day is limited. When we concentrate on English, the time spent on Putonghua will inevitably decrease. Not long ago, the Taipei Education Bureau published a study to explore whether teaching English in the first grade of primary schools in Beishi affects children's Chinese learning. It can be seen from the figures published in the experiment that the Chinese level of the experimental group was obviously better than that of the control group in the first semester, but this advantage was caught up in one semester.

Many people take Singapore as an example to prove that children can learn multiple languages at the same time without interfering with each other. However, according to the results of the Language and Information Science Center of City University of Hong Kong testing the Chinese vocabulary ability of nationals, high school students and college students in four cities from 1996 to 1997, Shanghai is the first, Taipei and Hong Kong are tied for the second place, and Singapore is behind. Among the four cities, Singapore students have the lowest hours of learning Chinese, so it is predictable and understandable that their Chinese level is not as good as ours. Unexpectedly, however, the Chinese scores of Taipei students are not better than those of Hong Kong students. Isn't this phenomenon very similar to the trend of Chinese learning achievement of primary school students in Taipei?

Strictly speaking, children in kindergartens in the United States are not bilingual, but monolingual. How much time and opportunity do children who go home after five o'clock every day have to learn from their parents to express their thoughts in Chinese? For parents who are looking forward to bilingual education, these children who aim at monolingualism in English will be unsustainable after leaving kindergarten. There are few bilingual primary schools in China, and most children go to primary schools where Mandarin is the teaching language. In this way, English learning will come to an end. Two years of painstaking English education has only short-term benefits, which I believe many parents did not expect. As for the bilingual courses of half-day English and half-day Mandarin, although they have little influence on the development of Mandarin, the problem of English convergence is the same as that of American kindergartens. Unless we want to teach mathematics, physics, history and geography in English in junior high school, these children will have the same chance to develop their language ability in cognitive subjects as those who have not learned English in the early days.

Third, the conclusion

The actual benefits of teaching English in kindergartens are limited. Don't expect too much. It is not worthwhile to invest a lot of limited resources. If parents are worried that their children will fail in English, which will affect their future development, and if the government is worried that the poor national English ability will affect their international competitiveness, it should concentrate its limited resources on English education above junior high school, because that is an important period for developing English. In view of the existing social resources, English courses in kindergartens and primary schools should focus on cultivating children's curiosity about different cultures and interest in learning foreign languages. Free time should be spent on cultivating children's reading ability in Putonghua, so that they can independently discover and enjoy the rich cultural resources around them as soon as possible. Learning English early is like waiting at the airport at six in the morning for a flight that takes off at ten in the morning. I'm sure I won't miss the plane, but is it worth it?

I would like to ask experienced people or professionals what English words 1 half-year-old children can hear, thank you! Many parents expect their children to become Jackie Chan, but education is a process, step by step. Don't force him to learn too much this and that. My child is almost five years old. I taught him according to his interests and sent him to a foreign teacher class. I don't want him to be fluent in English, but I want him to know about foreigners in society and other panels. After a semester, I asked him if he wanted to continue, and he readily agreed.

Now I have another course to learn Go. I don't understand. Go teacher told me yesterday that he wanted me to hire a professional chess player to teach him. This course is too easy for him now.

1.5 years old is still very young. Make him happy and talk to him more, and he will understand.

As the saying goes, children are born by themselves and taught by others.

Let all children have a happy childhood.

: virtual valley. /url/

This is the website of tutor know-it-all.

Children are educated at different ages.

very good

I hope I can help you.

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/kloc-What kind of books are suitable for children aged 0/1/2? Dear parents:

One-and-a-half-year-old children's cognitive development can't accept learning words and the like. Don't worry that children will lose at the starting line. Let them learn knowledge at an early age. Childhood is a time when children love to play and imagine. Don't stifle children's active nature, let them study quietly. This goes against the child's nature and does not conform to the child's physical and mental development.

One-and-a-half-year-old children, if you have to read books, please read some picture books with clear pictures and rich colors.

I heard that solar energy is very expensive in Di Qing. Have you ever experienced it or been analyzed by professionals? On the basis of traditional solar energy, Di Qing Solar has added the functions of automatic water supply, automatic water cut-off and automatic temperature control through high-tech means. The temperature is below 5 degrees Celsius, and it can automatically drain water, which is very ideal for antifreeze. It is very convenient to use in the northern region, and their company will pay regular visits to customers to provide first-class service, not to mention product quality. I have used it at home for more than a year, and there have never been any quality problems. It should be worth a penny, and the same quality can be compared with the price.

What about Maxim's bamboo door? Ask for a second-hand or professional! Maxim and Star are both made in Chongqing, the bamboo door is a noodle, and the lower layer of the patch is made of bamboo, which is not bad.

What kind of painting tools are suitable for children of two and a half years old? Hehe, the legendary sofa. . In fact, besides painting, you can also buy some educational toys. For example, on Taobao, you can buy and choose children's educational toys from me, and many toys will pop up inside. Such as wooden toys, and so on. I scoured a lot of educational toys on it, and each one works well. The price is not expensive either. To keep a child quiet is to find what he likes, not what you want. For example, you want him to paint, but his interest is not necessarily painting, and so on. Therefore, sometimes, it is necessary to buy more kinds of things (toys), observe what he is most interested in, and guide him according to his hobbies. Some children have obvious tendency of ADHD, so they should go to the relevant pediatrics. I have a friend whose child has ADHD and needs to take medicine. According to a friend, I feel quiet after taking medicine for a while. So, specifically, only the mother can judge and decide.

Ask a professional, is the light steel fence safe? That depends on the brand. It is suggested that the landlord buy a light steel fence with high cost performance and choose a light steel fence with good material. Shenzhen Xudong steel structure technology development enterprise is relatively simple, safe and practical, light steel structure is earthquake-resistant, light in weight, environmentally friendly and fast in construction period.

How to review the political examination for postgraduate entrance examination? Please ask experienced people or professionals to answer. There are some experiences in it, which can be used for reference then.

What kind of calcium is suitable for children aged 2 and a half? Milk

No side effects.

Drugs will increase the burden on liver and kidney, and taking too much will affect growth and development. Enough is enough.

Remember to add cod liver oil when supplementing calcium, or get more sunshine. My children don't eat calcium, so they drink milk and bask in the sun.

Too much calcium can lead to constipation. This is normal. Eating more green leafy vegetables or cooking oatmeal in the morning can improve. If it is serious, it is best to stop supplementing calcium.

It is recommended to drink milk (yogurt, children's cheese, etc.). ). Milk (formula) in the morning and yogurt at night are more suitable. Then, do outdoor activities for two hours every day and get enough sleep.

How to review the customs declaration exam, please ask experienced people or professionals to answer. As long as you study hard, I believe you will succeed!

I used to have a classmate who worked hard to find time to review for the exam. In 2004, he passed the exam by only six points. She was hurt.

Heart. . . . Used for more than a year! That's it. . . .

But her boyfriend was smart (or not strict at that time) and was admitted in 1998.

It must be strict now.

Go to school, understand! Bless you first. . .