Janet Doman, Glenn Doman:Wie Sie Ihrem Baby Mathematik beibringen: Die sanfte Revolution von Glenn Doman (Englisch) Pape
- Pasta blanda ISBN: 9780757001840
Glenn Doman received his degree in physical therapy from the University of Pennsylvania in 1940. The author has lived with, studied, and worked with children in more than one hundred nati… Más…
Glenn Doman received his degree in physical therapy from the University of Pennsylvania in 1940. The author has lived with, studied, and worked with children in more than one hundred nations, ranging from the most civilized to the most primitive. The Nile on eBay FREE SHIPPING UK WIDE How to Teach Your Baby Math by Glenn Doman, Janet Doman Provides a home programme that aims to show just how easy and pleasurable it is to teach young child mathematics through the development of thinking and reasoning skills. This title explains how to begin and expand the math programme, how to make and organise necessary materials, and how to develop your child's maths potential. FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description Glenn Doman has demonstrated time and time again that very young children are far more capable of learning than we ever imagined. He has taken his remarkable work, that explores why children from birth to age six learn better and faster than older children do, and given it practical application. As the founder of The Institute for the Achievement of Human Potential, he has created home programmes that any parent can follow. "How to Teach Your Baby Math" shows just how easy and pleasurable it is to teach young child mathematics through the development of thinking and reasoning skills. It explains how to begin and expand the math programme, how to make and organise necessary materials, and how to more fully develop your child's maths potential. By following the simple daily programme in a relaxed and loving way, you will enable your child to experience the joy of learning as have millions of children the world over. Author Biography Glenn Doman received his degree in physical therapy from the University of Pennsylvania in 1940. From that point on, he began pioneering the field of child brain development. In 1955, he founded The Institutes' world-renowned work with brain-injured children had led to vital discoveries regarding the growth and development of well children. The author has lived with, studied, and worked with children in more than one hundred nations, ranging from the most civilized to the most primitive. Doman is also the international best-selling author of six books, all part of the Gentle Revolution Series, including How To Teach Yor Baby To Read, How To Teach Your Baby Math, and How To Give Your Baby Encyclopedic Knowledge.Janet Doman is the director of The Institutes and Glenn's daughter. She was actively involved in helping brain-injured children by the time she was nine years old, and after completing her studies at the University of Pennsylvania, devoted herself to helping parents discover the vast potential of their babies and their own potential as teachers. Table of Contents Table of Contents Introduction 1. Mothers and Tiny Kids--The World's Most Dynamic Learning Teams 2. The Long Road to Understanding 3. Tiny Children Want to Learn Math 4. Tiny Children Can Learn Math 5. Tiny Children Should Learn Math 6. How is it Possible for Infants to Do Instant Math? 7. How to Teach Your Baby Math 8. How to Teach Quantity Recognition 9. How to Teach Equations 10. How to Teach Problem-Solving 11. How to Teach Numerals 12. The Perfect Age to Begin 13. On Respect Acknowledgements About the Authors Appendix More Information About How to Teach Your Child Index Excerpt from Book Introduction Dear Parents, Very few people buy a book for the purpose of disagreeing with it. The fact that you''ve bought this book means that, no matter how improbable the title sounds, you''ve got a healthy suspicion that it is possible to teach your baby how to do math, and in that suspicion you are entirely correct. Indeed you can, and with a degree of success that even you as parents could not have dreamed to be possible. It will help you to understand how simply this can be done as well as how incredibly far you can take your baby in math, and the great joy that you and your baby will know in doing it, if you understand the way in which it all came about. The staff of The Institutes for the Achievement of Human Potential have had a glorious love affair going with mothers for the last thirty-five years. As the director of The Institutes, I must say it has been a great affair, altogether rewarding and fulFilling. The affair began poorly and was actually forced upon both the parents and us as a sort of blind date. Mutual trust was low and suspicion was high. It would never have happened in the first place if it hadn''t been for the hurt kids and their staggering needs. It was their need that forced parents and us into each other''s arms. In the 1940s the parents of severely brain-injured children had no reason to be grateful to professional people and little reason to trust them. In those days the professional people believed that merely to talk of making a brain-injured child well was not only the worst kind of foolishness but that to do so, even as an objective, was somehow deeply immoral. Many professional people still so believe. We, as professional people who were daily con- fronted with children who were paralyzed, speech- less, blind, deaf, incontinent, and who were universally considered to be hopelessly "mentally retarded," harbored deep suspicion of parents. Even our own early group that was to become the staff of The Institutes for the Achievement of Human Potential began with the unspoken but common professional belief that "all mothers are idiots and that they have no truth in them." This myth, which is still prevalent, has the tragic result that nobody talks to mothers, and the good Lord knows that nobody listens to them. Beginning with that belief, as we did, it took us several years to learn that mothers, closely followed by fathers, know more about their own children than anybody else alive. Myths die hard and the process of unlearning is a great deal harder than the process of learning, and for some people, unlearning is simply impossible. It is frightening for me to admit that if the staggering needs of the brain-injured children hadn''t forced us into daily nose-to-nose contact with their parents, we would never have learned the truly extraordinary love that parents have for their children, the profound depth of appreciation they have for their children''s potential abilities, and the seemingly miraculous accomplishments they can make possible for their children when they understand the very practical way in which the human brain works. Suspicion dies slowly and true love must be earned. Often, necessity is not only the mother of invention but also the basis for the beginning of love and understanding if neither party can afford the luxury of running away. Since the brain-injured children needed help desperately, we and the parents were forced into each other''s arms in a marriage not merely of convenience but of necessity. If the hurt children were to have any sort of life worth living it quickly became apparent that both we and their parents were going to have to devote every moment of our lives to bringing this about. And so we did. Beginning a project in clinical research is like getting on a train about which we know little. It''s a venture full of mystery and excitement, for you do not know whether you''ll have a compartment to yourself or be going second class, whether the train has a dining car or not, what the trip will cost or whether you will end up where you had hoped to go or in a foreign place you never dreamed of visiting. When our team members got on this train at the various stations, we were hoping that our destination was better treatment for severely brain-injured children. None of us dreamed that if we achieved this goal we would stay on the train till we reached a place where brain-injured children might even be made superior to unhurt children. The trip has thus far taken thirty-five years, the accommodation was second class, and the dining car served mostly sandwiches, night after night, often at three in the morning. The tickets cost all we had, some of us did not live long enough to finish the trip--and none of us would have missed it for anything else the world has to offer. It''s been a fascinating trip. The original passenger list included a brain surgeon, a physiatrist (an M.D. who specializes in physical medicine and rehabilitation), a physical therapist, a speech therapist, a psychologist, an educator and a nurse. Now there are more than a hundred of us all told, with many additional kinds of specialists. The little team was formed originally because each of us was individually charged with some phase of the treatment of severely brain-injured children--and each of us individually was failing. If you are going to choose a creative Field in which to work, it is difFicult to pick one with more room for improvement than one in which failure has been 100 percent and success is nonexistent. When we began our work together thirty-Five years ago we had never seen or heard of a single brain-injured child who had ever gotten well. The group that formed after our individual failures would today be called a rehabilitation team. In those days so long ago neither of those words was fashionable and we looked upon ourselves as nothing as grand as all that. Perhaps we saw ourselves more pathetically and more clearly as a group who had banded together, much as a convoy does, hoping that we would be stronger together than we had proved to be separately. We discovered that it mattered very little (except from a research point of view) whether a child had incurred his injury prenatally, at the instant of birth or post natally. This was rather like being concerned about whether a child had been hit by an automobile before noon, at noon or after noon. What really mattered was which part of his brain, Square One Publishers<
