Second-Language Learning

 

After several decades of gradual decline, foreign-language learning is now on the upswing. Educators and businesses alike see value in knowing a second language. There are several things parents should know about second-language learning to help their children be successful in this endeavor.

What Are the Benefits of Second-Language Learning?

Personal

Learning an additional language confers lifelong personal benefits that may include a deeper knowledge of the world, interaction with and understanding of a different culture, and direction for the development and expression of special interests. For example, if a teacher of an uncommon language such as Icelandic or Nahuatl happens to be available, study of one of those languages can lay the foundation for a lifetime of intellectual exploration and travel. The so-called dead languages can also offer appropriate challenges for the linguistically gifted child.

Academic

Chief among the academic benefits are the acquisition of a larger vocabulary and a more nuanced understanding of the origins and meanings of the words in one’s first language. Some authorities particularly favor the study of Latin for these purposes, although other languages confer similar benefits. Several research studies have related competency in Latin to greater reading ability and to higher reading and math scores on the SAT and ACT. Latin and Greek especially offer helpful background knowledge for those learning the biological sciences, as many scientific and medical terms have their roots in these languages. Knowledge of German is useful in the chemical sciences, where for many years it was the language of choice for communicating research findings.

Professional

When students complete their formal schooling, second-language competency may have professional benefits. Careers in medicine, law, business, and academe are enhanced by the ability to communicate with a linguistically diverse audience. With increasing globalization, knowledge of world languages such as Arabic and Hindi will become even more important for many careers. Some evidence also suggests that knowing more than one language enhances creative thinking, a valued quality in many professions.

When Should My Child Learn a Second Language?

For learning a contemporary language, younger is better. Babies are born with the capacity to learn any language. At age three, humans begin to lose the ability to discriminate among sounds that are not used in their first language. After age seven or so, for reasons that are not fully understood, it becomes much more difficult to develop a native accent in a foreign language.

Unfortunately, most schools and parents do not act on this knowledge. Ideally, a child hears two languages from birth and naturally develops proficiency in both. Popular accounts of children “losing” a first language when they are raised in a multilingual environment are simply untrue. Although multilingual children may start speaking a few months later than their monolingual peers, ability differences associated with multilingualism generally disappear by age five.

The next best approach, if learning a second language from birth is not possible, is to enroll your child in a dual-immersion program in school. In this approach, students and teachers use one language for half of the school day and the other language for the other half. Although this model is most common at the elementary level, some middle and secondary schools also offer dual-immersion programs. Often these are found at charter or magnet schools.

Finally, regardless of when your child starts learning a second language, the high school years are a great time to apply this learning through an exchange program or other study-abroad experience. In the right program, students can learn more of a foreign language in a single semester in another country than they would learn in four years of classroom study.

—Michael S. Matthews, PhD

(Michael S. Matthews is an assistant professor in the gifted education program of the Department of Special Education at the University of South Florida in Tampa. His research interests include creativity, underachievement, and cultural and linguistic diversity.)

Motivating Learning in Young Children

Young children learn from everything they do. They are naturally curious; they want to explore and discover. If their explorations bring pleasure or success, they will want to learn more. During these early years, children form attitudes about learning that will last a lifetime. Children who receive the right sort of support and encouragement during these years will be creative, adventurous learners throughout their lives. Children who do not receive this sort of support and interaction are likely to have a much different attitude about learning later in life.

Characteristics of Motivation in Young Children

Children do many things simply because they want to do them. Selecting a toy or a shirt to wear is the result of "intrinsic motivation." The child makes her own choice and achieves satisfaction from both the act of choosing and from the opportunity to play with the toy or wear the shirt. Since the activity is generating the motivation, it is mostly self-sustaining for as long as the child wants to continue the activity.

Children also engage in some activities because adults tell them to, or in an effort to please another party. These activities are "extrinsically motivated." When a child is extrinsically motivated, the reward comes from outside the child-it has to be provided by someone else, and has to be continually given for the child to remain motivated enough to continue the activity. It is more difficult for a child to sustain extrinsically motivated activity because of this reliance upon some outside force.

Since intrinsically motivated activity is more rewarding in and of itself, children learn more from this sort of activity, and they retain that learning better. Intrinsically motivated children are more involved in their own learning and development. In other words, a child is more likely to learn and retain information when he is intrinsically motivated - when he believes he is pleasing himself. Parents can build on this sense of confidence by guiding their child's play and activities while still giving the child a range of options. This unstructured play is an essential element of the child's motivation, learning, and development.

A number of behavioral characteristics are indicators of high motivation. Here are some of the important factors and some ways to help your child develop these characteristics.

Persistence is the ability to stay with a task for a reasonably long period of time. While very young children cannot concentrate on one activity for an hour, there are still measurable differences in the length of time that young children will engage in an activity. A highly motivated child will stay involved for a long period of time, whereas an unmotivated child will give up very easily when not instantly successful. Children learn persistence when they are successful at a challenging task. The art in building persistence is in offering a task that is just challenging enough, but not overwhelming.

Choice of challenge is another characteristic of motivation. Children who experience success in meeting one challenge will become motivated, welcoming another. These motivated learners will choose an activity that is slightly difficult for them, but provides an appropriate challenge. When they successfully complete such a task, children gain a high level of satisfaction. Unmotivated children (those who have not experienced early success) will pick something that is very easy and ensures an instant success. With such easy success, children feel only a very low level of satisfaction, because they know that the task offered little challenge. The challenge for parents is helping their child find an appropriate challenge while still allowing the choice to be the child's.

The amount of dependency on adults is another indicator of motivation. Children with strong intrinsic motivation do not need an adult constantly watching and helping with activities. Children who have a lower level of motivation or are extrinsically motivated need constant attention from adults and cannot function independently. Since independence is an important aspect of quality learning, this dependence on adults will greatly limit children's ability to succeed in school. Parents can increase the likelihood of their child's building independent motivation by providing toys and activities that play to the child's natural creativity and curiosity. Often, these are the simplest, most basic playthings: blocks, little plastic "people," a toy car or two, and crayons and paper. These things encourage children to invent their own worlds rather than depending on an adult to entertain them.

The last indicator of motivational level is emotion. Children who are clearly motivated will have a positive display of emotion. They are satisfied with their work and show more enjoyment in the activity. Children without appropriate motivation will appear quiet, sullen and bored. They will not take any apparent pleasure in their activity and will often complain. As a parent, you are probably the best judge of your child's moods. That cranky, whiny voice is usually a good indicator that a child doesn't feel very good about herself and needs a new adventure of some sort.

Developing Motivation

Newborn infants are born with a tremendous amount of intrinsic motivation. This motivation is aimed toward having some visible effect on the environment. When infants can actually see the results of their actions as a reward, they are motivated to continue those actions. These attempts toward control are limited within the young child, and include crying, vocalizations, facial expressions and small body movements. Toys that change or make sound as the child moves them are therefore strong motivators.

As infants grow and continue to mature (9-24 months), more voluntary, purposeful movements are possible. This gives them more control of their environment. This wider range of control allows children to feel that they are successful. Success leads to higher self-esteem and feelings of self-worth, which leads to strengthened motivation. As children continue to develop during this time period, they are better able to make decisions and plan what to do to gain control of things around them. They are beginning to set their own goals for activities. This success is not based upon adult standards, but totally upon the child's ability to accomplish the goals that he has set out for himself.

By two years of age, children are developing the ability to execute a sequence of events in order to achieve a goal. They also have an appreciation for standards and begin to evaluate their efforts. By three years of age, children become interested in doing things well, as opposed to just doing them. They have an idea of various levels of competency in performance and judge their success by their own internal standards. Therefore they have much less need for adult feedback about the quality of their efforts.

Preschoolers (age 3-5 years) are beginning to be more involved with verbal problem solving skills. They direct their own learning through speech and use vocal communication to direct their own behavior to solve problems. Young children are often heard talking themselves through a series of actions that lead to the solution of a problem. As children get older, this "talking out loud" will become an internal monologue. This newly developing ability to problem solve is the basis for motivation at this stage. Having the self confidence to know that one can solve a problem motivates the learner to accept other new and challenging situations, which in turn lead to greater learning.

Enhancing Motivation

For parents of young children, the goal should be to appropriately support the development of motivation so that there is a proper foundation for optimal educational growth. Parents should be very cautions about the use of many extrinsic rewards, as this can severely interfere with the child's motivational development. Praise for an accomplishment is appropriate, but be sure that your child is doing a task because she is interested, not because she thinks it will bring praise from you.

Difficulties arise when adults or others within the child's environment enforce external standards and replace the internal reward system with one that depends upon outside forces to supply all of the rewards (candy, money, excessive praise). Children then begin to feel successful only if someone else rewards them for accomplishments. They lose their intrinsic motivation and may only feel success when someone else judges them as successful. In such situations, children may not develop feelings of self-worth, and will judge their own value by someone else's standards. Your child should never need to ask, "Did I do well?" She should know and be confident in her own successes.

There are several strategies parents can use to help children remain more fully intrinsically motivated.

•  Provide an environment (through age appropriate toys, activities, etc.) that allows children to freely explore and to see the effect of their actions (i.e., toys that have visible or tangible changes when moved).
•  Allow children ample time when working to allow for persistence. When children are deeply involved with an activity, make sure that they can finish without interruption. Resist the natural urge to "help," and let the child know if, for example, we have to go to the grocery store in a few minutes.
•  Respond to children's needs in a consistent, predictable manner, but allow them to be as independent as possible. This does NOT mean ceding all control to your child. All children need clearly defined limits. Playtime, however, need not be structured and organized. Let your kid be a kid!
•  Provide many opportunities for children and adults to explore together and interact directly. It is important for both children and adults to be working together on an activity. This lets you observe, model, and encourage your child.
•  Provide situations that give children an acceptable challenge. Activities that are slightly difficult for the child will be more motivating and provide for stronger feelings of success when accomplished. This may take some trial and error at first.
•  Give children opportunities to evaluate their own accomplishments. Rather than stating that you think they have done a good job, ask them what they think of their work. You'll never go wrong by asking the question, "What do YOU think?"
•  Do not use excessive rewards. They tend to undermine children's ability to value themselves. Praise and rewards should be based upon children's effort and persistence, rather than on the actual accomplishment.

The world through a child's eyes is an awesome place. Allow children to explore and discover their world. Around every corner is an experience just waiting to surprise and excite young growing minds; all they need is a small amount of direction and a large amount of freedom. It is not necessary to praise and reward children for their own actions as they attempt to control their environment. The feelings of accomplishment they gain from results of those actions will be reward enough. Providing excessive praise and rewards is unnecessary and can actually be harmful to children's motivation and desire to learn. Remember, the habits and attitudes toward learning that are formed in these early years set the mood for all future learning.

Resources

Brophy, Jere (1997). Motivating students to learn. Guilford. CT: McGraw-Hill. (ISBN: 0070081980).

Einon, D. (1999). Learning early. Checkmark Books. ISBN: 0816040141

Lew, A. & Bettner, B. (1996) A parent's guide to understanding and motivating children. Sheffield, UK: Connexions Press. (ISBN: 0962484180).

Kohn, Alfie. (2001). Five reasons to stop saying "Good job." Young Children, 56, (5), 24-28.

Provided by the National Association of School Psychologists. Adapted from "Early Childhood Motivation"(forthcoming in the second edition of Helping Children at Home and School, NASP) by Martha Carlton, Ph.D., Assistant Professor of Early Childhood Education at Southern Illinois University--Edwardsville. © NITV, 2003.

学习钢琴对幼儿成长的意义

钢琴，被人们誉为“音乐皇冠上的明珠”乐器之王。现在越来越多的家长为孩子选择了学习钢琴，“钢琴热”正在社会上悄然兴起。但是为什么要投入巨大的资金和精力让孩子学习钢琴，学习钢琴究竟有什么意义?

手巧才能心灵

专家发现，如果想培养出智力发达、头脑聪明的孩子，那就必须经常让他活动手指。因为手指的活动能够抚慰大脑皮层中的运动中枢，进而促进全部智能的发展。钢琴的练习和演奏都是一种 “ 生动的动态系统 ” 始终要求听觉的专注、敏感，十个手指在各自独立的前提下积极活动，双手不同动作及全身肢体都要协调配合。可以说，没有任何一个项目能像弹钢琴那样需要大脑协调起眼、耳、口、手、脚的同时参与。这种综合性的活动不只会锻炼大脑的复杂性，而且能激发人的想像力、发明力。这样生动的动态系统中持久锻炼，肯定对孩子的生理、心理和思维的健康生长发生有益的影响。

人的一生有两个重要的音乐才干发育期：一是学前的 2~6 岁，二是学生期的 12~15 岁。就学习钢琴而言， 4~5 岁的儿童已经有了一定的手指综合控制力，开始学琴的最佳时期。大量事例证明：从幼年开始学习钢琴的孩子，入学后，理解能力、接受能力、想象力和创造性思维能力等方面，都显著高于一般孩子。

钢琴音乐是一所大学校

从最早的巴洛克时期的巴赫，古典主义时期的贝多芬、莫扎特、海顿，再到浪漫主义时期的肖邦、舒曼，无数的音乐巨匠为钢琴写下了数不尽的钢琴独奏曲，这是一笔无价的具有永恒魅力的精神财富。学习钢琴，就走进了这所完整的音乐学校，就可以亲身接触、直接领受这笔财富。同时，这里学到将不是单一的某一侧面的音乐知识，而是构成音乐艺术最主要的基本元素，理解音乐思维所应用的基本语汇、语言和语法。不只有旋律知识、和声知识、复调知识和音乐史知识，还有音乐形象、音乐内容、音乐意境和音乐风格等音乐美学知识。实际上，钢琴学习中学到将不只是钢琴，而是全面提高音乐的感受力、理解力和思维力。这方面的能力提高了对室内乐、交响乐等非钢琴的音乐作品，也会有更高的理解能力和鉴赏力。

练钢琴能增灵气炼毅力

演奏钢琴需要相对熟练的技术、技巧。掌握技术、技巧需要有规律的正确的恒久的训练，这种训练需要毅力、耐力、信心和勇气。所以，钢琴学习对于培养孩子坚强的意志、顽强进取的品质以及踏实、严谨、科学的方法，都有很好的作用。有学生家长说：自从孩子学习钢琴以后，别的不说，起码指甲知道剪了不再像以前那样又长又脏了也有家长说：女儿以前就是一个假小子，整天上窜下跳，比男孩子都要调皮，学了这几年钢琴，变得懂事、体贴人了。这就是钢琴在潜移默化中对人的积极影响。古人将“琴棋书画”定为必修课，“琴”首当其冲，所以，懂音乐、会弹琴，更能增加一份灵气。

学琴的孩子不会变坏

“学琴的孩子不会变坏”本是一家琴行的广告语，有其一定的道理。一个人所谓“变坏”不外乎从贪图吃喝玩乐一类物质享受开始，而经常参加艺术活动的人，追求的则是精神境界上的完美，对于物质的欲望，要淡泊许多。学习钢琴，就是练习控制情绪的一门艺术，久而久之，学习钢琴的过程中，孩子也就练就了调控自己情绪的能力。被称为“交响乐之父”海顿，青年时期因为贫困几乎成为维也纳街头的流浪者，但在栖身之处，碰巧有一架别人弃置不用的破旧古钢琴，正是这架钢琴，陪伴他度过了一生中最艰难的时光。多年后他回忆说，每当夜晚坐在这架钢琴面前时，觉得世上最富有的国王也没有他幸福。正是这精神的富有，使他终于战胜了物质上的贫穷，成为伟大的作曲家。另一方面，学习钢琴也是孩子学会审美的过程，有审美的能力后，也会有“审丑”能力，也会进一步分善恶、辩是非，从而可以冷静应对社会上的种种现象。同样的钢琴学习还对锻炼孩子与人和谐相处有着很大的作用，特别站在舞台上与观众交流时，能让人克服胆怯，处事落落大方，从而充溢自信。

著名教育家苏霍姆林斯基说：音乐教育的主要目的不是培养音乐家，而是培养人。学习钢琴的意义不只是学会弹奏技巧，更重要的培养孩子的耐力、毅力和吃苦精神，培养孩子做事严谨、认真、完美的作风，培养孩子追求进取、向上的精神，全面提高孩子的素质。

前苏联著名钢琴教育家、演奏家涅高兹教授曾表示，如果能由他决定的话，钢琴应当是每个学生的选修课。的确，如果有可能，每个人都不同程度地学钢琴的话，那肯定会推动建设一个真正文明的现代社会的历史进程。

How to Become a Patient Parent

Every parent loses his or her patience — it’s a fact of life. There are no perfect angels when it comes to moms and dads — we all get frustrated or angry and lose it from time to time.

But patience can be developed over time — it’s a habit, and like any other habit, it just takes some focus.

Here’s a list of 10 great tips and methods I’m trying out and experimenting with to help me become a more patient parent:

1. Count to 10. This one really works. When you feel yourself getting frustrated or angry, stop. Count slowly to 10 (you can do this in your head). When you’re done, most of the initial impulse to yell will go away. Alternatively, if you count out loud to 10, your kids will learn quickly that this is a good sign to run away. :)

2. Deep breaths. This works very well in conjunction with the above tip. Count to 10, and then take three slow, deep breaths. Feel the frustration draining out of you with each breath.

3. Tally marks. One of the most effective and important methods for controlling an impulse — these worrisome urges that we have difficulty controlling — is to become more aware of it. And to do that, you should carry around a little pencil and paper all day, and each time you feel the impulse (in this case, to react with anger), mark down a tally. This is an extremely important first step. Once you become aware of your impulses, you can work out an alternative reaction.

4. Pretend someone’s watching. I forgot where I read this tip (a couple places, I think), but it’s effective. Pretend you have an audience. You’re less likely to overreact with your child if someone’s there watching your every move.

5. What would mom do? My mom is one of the most patient people I know (although she’s human like the rest of us). So when I find my ire rising, I think … “How would my mom handle this?” And using this role model, I begin to change my behavior to something more positive. You can use any role model you want — not necessarily my mom.

6. How does this help? When I’m about to say something to my kids, when I can remember, I ask myself, “How does this help my child?” This helps me to re-focus on what’s really important. Yelling or getting angry rarely helps any situation.

7. Take a break. Often it’s best just to walk away for a few minutes. Take a break from the situation, just for 5-10 minutes, let yourself calm down, plan out your words and actions and solution, and then come back calm as a monk.

8. Teach. This is something that helps me a lot. I remember that my kids are just kids — they are not perfect, they do not know how to do things, and they have a lot to learn. I am their teacher. I must be patient, and teach them how to do things — even if I’ve tried to teach them 10 times before, it might be the 11th time when things click. And remember, none of us learn things on the first try either. Find new ways to teach something, and you’re more likely to be successful.

9. Visualize. This works best if you do it before the frustrating situation comes up. When you’re alone and in a quiet place. Visualize how you want to react the next time your child does something that typically gets you mad. How do you handle the situation? How do you look? What do you say? How does your child react? How does it help your relationship with your child? Think about all these things, visualize the perfect situation, and then try to actually make that happen when the situation actually comes up.

10. Just laugh. Sometimes we need to remind ourselves that no one is perfect, that we should be enjoying this time with our kids, and that life should be fun — and funny. Smile, laugh, be happy. Doesn’t always work, but it’s good to remind yourself of this now and then.

Bonus tip: just love. Instead of reacting with anger, teach yourself to react with love. Your child spills something or has a messy room or breaks your family heirloom? Yells at you or gets in trouble at school? React with love. It’s the best solution.

Got some tips of your own on developing patience? Let us know in the comments.

最利孩子成长的七种早教

第一，孩子需要学习语言，这是语言教育

　　婴孩一出世，最迫切需要学习的，就是语言。生下不久，父母一抱上孩子便对他说话，其实就是教他语言。学习母语，对一般孩子来说，都不成问题。

　　正常的孩子，不到6周岁，都能运用母语应付日常生活中遇到的各种状况。除了母语，孩子还应学一门外语，首选自然是国际语言--英语。精通英语可以扩大一个人的视野，提高一个人成就的上限。

　　学习英语显然也和学习母语一样重要和迫切！为什么说迫切呢？因为语言是一种很奇怪的能力，愈早学习，学习的效果愈好。晚学，不只是辛苦，而且很难学好。还有，对幼年孩子来说，同时学习多种语言，不会互相干扰。对孩子来说，每一种语言都是外来语。另外，孩子学习语言，对他来说，是游戏，不是功课。

第二，孩子需要认识生活环境，这是知识教育

　　孩子所有能接触到的人、物和现象，他都好奇。最早，孩子对环境做到能区别就够：这个人是妈妈，这个人是爸爸，那个人是叔叔，那个人是阿姨；这是桌面，这是椅子，那是床；这是汽车、这是火车、那是飞机、那是船孩子逐渐长大，对环境的认识增多了：妈妈陪我的时间最长，爸爸只有晚上出现；叔叔和阿姨很多，但并不常见到＋孩子的好奇心扩大得很快，有些孩子还未认识家、学校和他的国家，他就要认识地球和宇宙了；孩子还会好奇过去和未来；好奇森林里的鳄鱼和蟒蛇，也好奇要靠显微镜才能看到的细菌和原子。

　　孩子在他很小的时候，已经感觉到环境可以加以利用；哭了，大人会著急，因此知道哭可以给他带来方便；火是烫的，最好远远躲开，但是控制在火炉里，可以炒菜、烧开水；坐著汽车可以到公园，那你就不必走路这是孩子最初对环境的利用观念。孩子认识环境越多，他就越想控制和利用。这就是科学发明的起源。孩子对环境的观察和认识，片面而且肤浅，深入的认识就非靠读书不可了。孩子对他生活的环境认识越多，他越有自信。帮助孩子有计划、有选择地观察和认识生活环境，鼓励他阅读，孩子将会自信地进入成人世界。

第三，孩子需要发展想象世界，这是创意教育

　　孩子整天玩玩具，他不觉得寂寞，为什么？因为他觉得玩具是有生命的，他认为玩具是他的朋友，它和他一样，会饿、会渴、会哭、会笑。孩子读童话故事，或者听大人讲故事，他很快融入情节中，故事里的人就他自己，或者是他的好朋友。童话故事对孩子来说，不是幻想，是真实的故事。幻想是孩子的世界。孩子的幻想不是逃避现实。孩子从幻想游戏中，学习语言，认识环境，学习做人做事。

　　幻想对孩子的长大有重要的意义。

　　孩子的幻想就是人类的梦想。幻想是创作和发明的开始。反应迟钝的孩子幻想世界很窄。孩子的幻想，需要父母的刺激和鼓励。为什么有些大人会被觉得单调、乏味？很简单，他的童年的幻想世界太窄--他因为少听少读童话故事，而狭窄了他的想象世界，长大成人后，自然显得较少创意，让人感到他单调而乏味。显而易见的，多读童话故事，可丰富孩子的幻想世界，增强孩子的能力。

第四，孩子需要学习做做事，这是品格教育

　　怎样和自己相处，怎样和别人相处，怎样和环境相处，这是做人。事情要怎样进行，才容易达到目标，这是做事。懂得做人做事，他愉快，别人也愉快；相反的，不会做人做事的，他难过，别人也难过。和自己相处困难吗？当然，许多大人到老都不懂得怎样和自己相处；不但讨厌他，自己也不喜欢自己。不喜欢自己的人，表示他不能和自己相处。和别人相处得好也不容易。动作、说话少考虑别人，多考虑自己的，在大人世界里处处可见。

　　这种人也许不讨厌自己，但是别人肯定讨厌他。和环境相处得好更不容易。因为环境有所抱怨的话，不会马上反应，不会马上给你脸色。

　　当你发现环境不高兴的时候，你差不多没有时间后悔了。随便丢垃圾袋，随便砍掉一棵树，不节省用水，不节省用电，不节省用纸……都是和环境作对的行为。人和人在一起，游戏或者工作，都不免有冲突。什么时候坚持己见，什么时候让步，怎样让步，让多少，这是很难的决定。做一件事情，如果纯粹只是一个人的，不妨埋头苦干。不理别人。但是一牵涉到别人，你就要考虑别人怎么想、怎么讲。这些都是做人做事困难的地方。做人做事的问题，随著年龄的增加，会越来越困扰著孩子。父母应该帮助孩子、教导孩子学习做人做事。

第五，孩子需要认识人生，这是生涯教育

　　孩子要长大，最后要成为能独立生活的大人，因此，在童年的时候，多认识不同的人生，就不是哲学上的考虑，而是实际上的需要。“我长大要做什么？”这一个问题并不困扰著孩子，孩子认识人生，是从看电视卡通和电视连续剧，讲故事和连环漫画开始。故事中的主角（英雄或者美丽的公主）就是孩子最早认同并想模仿的对象，而主角的冒险经历和神奇遭遇，就是孩子最早想要体验的生活。

　　孩子上了学校，课本上的大人物，伟大的科学家、伟大的将军、伟大的艺术家、伟大的政治家是他们另一个并想模仿的对象。

　　当孩子向往的目标锁定于有限的几种之后，对他自己，挫折将多于鼓励。显然，父母有责任告诉孩子：人生之路百条千条，条条道路认真走下去，路上都有许多动人、感人之处；所谓“行行出状元”就是这种意思。尊重别人的选择，努力于自己的方向。只有人生认识广泛的人才有这样胸襟。

第六，孩子需要培养智慧，这是思想教育

　　有人累积了许多经验，但是他不能从中得到教训；有人读了许多书，但是他不能从中得到心得，有人获得各方的消息，但是他不能分析和判断；有人现象呈现在他面前，但是他不能看出意义，这种人，我们便说他缺乏智慧。什么是智慧？智慧，简单说，就是创造新东西，创造新观点的能力。他不但比别人能更快从现象中、消息中、知识中、经验中读出不同的意义，而且能从中发展出新的技术、新的发明、新的作品、新的观念。

　　创意是智慧的表达。许多人认为智慧是天赋。

　　不错，有一些人的确比另一些人有创意而被认为有智慧。但是，智慧大部分还是靠后天训练来的。和语言的能力一样，训练孩子的智慧，不但要从早，而且要从小：指导孩子怎样观察事物；和别人有不同的发现、看法和做法的时候，鼓励他表达出来，做出来；更进一步训练他非难别人的和自己的观点，推翻别人的和自己的做法，然后引导他试著发展新的看法和新的做法。训练孩子的智慧，当然由小而大，由易而难：孩子小小的发现小小的发明，小小的心得，都加以鼓励。成就获得肯定是孩子继续努力的原动力。

第七，孩子需要培养幽默感，这是气质教育

　　滑稽常常被看做是幽默。会说调皮话的人，会说笑话的人，善于讽刺的人，常常被看作是有幽默感的人。这些虽然和幽默感沾上边。但是还是不能正确地说明什么是幽默感。

　　什么是幽默感呢？幽默感就是使心情恢复宁静的能力；幽默感对一个人的作用，很象弹簧对汽车和飞机的作用，汽车有了弹簧装置，才能在不平的道路上行驶，上下震动不会过于剧烈。飞机有了弹簧装置才能安稳著陆，不致摔坏。幽默感不管对自己、对别人都是润滑剂。当你沮丧于或狂热于某些事情上的时候，幽默感将平抚你的情绪，而回到平日的宁静。

　　和有幽默感的人相处，富于智慧是你最直接的感觉，他的智慧放出来的，是清风，不是熏风，是清泉，不是是烈洒；他的智慧不叫你太悲伤、太悲观，也不叫你太兴奋、太乐观。幽默感是一个人最高尚的气质，是一个人人生最高的境界。这种气质怎样培养呢？和培养智慧一样，可以从训练得来。从小训练，从小事训练，从小处训练；多阅读，多观察，多思考是训练的内容。幽默感是人生态度，所以必须从小训练，严肃紧张的孩子长大成人之后也一样严肃紧张。一个人的人生态度、个人气质形成后是很难改变的。从小事训练，从小处训练，目的在于把幽默感变成孩子的生活习惯，并内化成孩子的气质。

《快乐巧连智》

《快乐巧连智》总体介绍

快乐巧连智是全国首创的幼儿多功能立体期刊。曾荣获 “全国百优幼教机构”称号，“少儿家庭最喜爱十佳品牌”，2008年，国家新闻出版署向少年儿童推荐的少儿期刊。

快乐巧连智杂志可以诱发小朋友的爱心和好奇心，让小朋友建立良好的生活、学习习惯，培养小朋友的创造力和表达能力。

杂志的采用角色扮演的方式，其中的主人公有浣熊快比，小白猫乐茜，山雀巧格，大象连多，小老鼠智豆，组合为“快乐巧连智”。相信他们的精彩表现得到了众多小朋友的喜爱！

根据幼儿年龄不同，本刊分为大班、中班和小班用书。每两月发行一期，全年发行六期，单月发行大班杂志，双月发行中、小班杂志。发行标准型为：读本+同步录音CD+动画节目VCD/DVD+巧手体验教具。

读本采用高档铜版纸全彩印刷，录音CD专业配音制作，VCD/DVD高清压制。视、听、读、写、玩，全面开启宝宝智慧之门！

如果您需订阅或了解更多的信息,请直接拨打0432-482-808 与我们联系。

欢迎广大小朋友家长和老师选阅！


《快乐巧连智》期刊内容：

内容丰富的读本： 读本内容丰富多彩，涉及自然、科学、社会、安全、童年、儿歌等方面，根据孩子的年龄特点精心设计手工和贴纸，迷宫等，让小朋友在快乐中学习，在进步中成长。读本后半部的学习园地可以培养小朋友良好的学习习惯，开发智力，建立多元知识体系，题型均衡，由易到难可供小朋友选做。

同步录音CD： 与读本完全同步的录音CD，专业配音，有具体的情节、对话、音乐让孩子仿佛与可爱的卡通伙伴同行，轻松愉快的融入读本。此外，录音中间的提示音，可以提示翻页，不用父母辅导，小朋友也可以看懂。

动画节目DVD/VCD: 节目是为3~7岁的儿童设计的启蒙教育动画，内容生动、直观、立体、寓教于乐、学知识、增见闻，培养儿童的良好习惯、创造 性思维和健全人格。

巧手体验教具: 巧手体验教具是各式手工小制作，操作简单，新颖有趣，可以培养小朋友的观察力、创造力和表现力，让小朋友爱不释手。包括

欢乐家庭： 广大家长可以在欢乐家庭栏目中关注最新教育动态和交流育儿经验。









常见问题：

快乐巧连智的适读范围？

快乐巧连智的适读年龄是三到七岁的幼儿，杂志分为大，中，小班三个版本。您可以根据小朋友自身的智力发育情况进行订阅。

快乐巧连智的定价？

快乐巧连智杂志标准型每期都有幼儿读本，读本同步录音CD，VCD/DVD动画节目,巧手体验教具和欢乐家庭五件物品。

不论大、中、小班，标准型订阅一年的价格是140澳元，半年80澳元；单价80澳元。发送刊物费用和您的订阅方式有关，请来函/电咨询。

何时可以订阅？

快乐巧连智杂志是随时可以订阅的。在您订阅付款后，我们会在您订阅的刊物类型下次发刊时为您配送刊物。

外地如何订阅？

外地的小朋友目前可以通过邮局汇款，银行汇款的方式进行订阅，详细方式请来函/电咨询。

“Happy Kids” magazine Introduction

Magazine Textbook:

The magazine textbook content is rich and varied. It touches on nature, science, behaviour, society, safety, childhood, children's songs and more. It has well designed crafts, stickers and mazes based on children’s age groups. It is designed to allow children to have fun while learning, to progress as they grow. The latter half of the book contains exercises, to bring out children’s good study habits, develop their intelligence, and establish a wide knowledge base. There is a balanced variety of exercise topics, from easy to difficult, for children to practise.

Accompanying CD:

Each issue comes with a CD that builds on the content from the magazine. It has story plots, dialogues, and music so that children can easily join the cartoon characters, become a part of the activity and enjoy learning. The CD has prompt tones for when to turn the page, so children can read the book themselves when they want.

Animation DVD/VCD:
Each issue also comes with a VCD. The content is vivid and engaging, but also educational, teaching through lively activities, providing knowledge and information. The VCD trains children to build good habits, creativity, and strong personality.



Crafts:

And each issue comes with a set of crafts, so children are able to experience the work for themselves. The crafts are easy to do, unique and interesting. This is to train the children hand-and-eye coordination, observation, creativity, and expressive skills.



Happy family:

“Happy Family” is a newsletter for parents. It includes information on the latest education trends. It also provides a place for parents to exchange child rearing experience.

About “Happy Kids” Magazine

"Happy Kids" magazine is the first multi-functional, three-dimensional kid’s magazine in China. This magazine has won many awards, such as "One of the best educational publications in China", and "The best product loved by families with kids". In 2008 it was again recommended to children by the China Press and Publication Administration.

"Happy Kids" Magazine not only brings out the natural love and curiosity of children, but also establishes good life and study habits, and trains children’s creativity and power of expression.

This magazine uses the roll play method to introduce five loveable animals as the main characters used throughout the magazine and accompanying CD, VCD, and crafts. The five animals are: Raccoon Kuai Bi; White Cat Le Xi; Happy Bird Qiao Ge; Elephant Lian Duo, and Little Mouse Zhi Dou. Their brilliant performance are loved by many children and the list is growing each day.

This bi-monthly magazine comes in three versions (junior level, intermediate level and senior level) suited for children from 3 to 7 years olds. Parents can subscribe to the magazine according to their child's level.

To subscribe, or if you have any questions, please read our Q&A page, send us an Email, or call us on 0432 482 808.

A limited number of back issues are available for parents and Chinese teachers to buy as samples before subscribing.