As we scramble to buy the latest toys, gadgets and enrichment
programs for our children, dare we stop to ask why? Authors of this 2
1/2 year study have brought us back to our senses.
A stimulating language rich environment is the key to the
learning kingdom! We have the power to produce an Einstein, Edison,
or Mike Holmes and change the game of learning for our children.
The greatest computer in the world is the brain - not the latest techno wonder with its ever-changing dynamics and high costs. Those are simply tools, its supporting staff. ... With the brain, everyday is a new program originating from the trillions of neurons, cells that impact memory, learning, processing, attention and thinking. We have jurisdictional power to alter our child's learning journey using language, creatively and playfully. “Go to your room and play” is not good enough, anymore.
Did Albert Einstein's or Thomas Alva Edison own a computer or smartphone? The last century produced some of the greatest thinking minds in history. Today's modern world is the most technically advanced society ever. I am privileged to be a part of that. The internet gives life to the Momsey blog. It is the icing on Momsey's cake. Before the icing came the ingredients for the cake: an education, the love of music and a love of words. Momsey's favourite book is an old, well-worn dictionary, a paper book originally targeted for play by a retriever puppy, nearly forty years ago. ... I was born into a family of 'unrich' hard working people, with limited education. My parents came to Canada, from the Ukraine, for a better life in the early 1900's. The education of their children of this 'uneducated' couple was always a top priority. They had missed out. Their children would not. In The Early Catastrophe, investigators profiled 42 Kansas families of various socio-economic backgrounds - one barometer used in the study - tabulating all words used in all circumstances with parents, one hour per month for 2 1/2 years. The dramatic results: 30 million more words in higher income households.
Children in richer homes experienced richer language
outcomes by being able to draw from higher level language
exposure. By the age of three, up to 98% of the words used by the
child were direct reflections of daily interactions with a parent or
other primary caregiver. This observation gave new meaning to the 'imitation game'! Teaching new words, in school, were
ineffective long term, compared with the daily use of these words, in dialogue, with a primary caregiver, in the home. Boosting vocabulary resources
-outside the home- produced short-term gain. Effective home study
programs also lay the foundation for the child's ability to process
future information, increase rates of vocabulary growth and understanding of advanced high school textbooks. ... (All families, the authors
wrote, showed equal love, care and attention to their children.)
By the age of 3 1/2, our oldest had demonstrated poor language skills, with a low rate of vocabulary development but a deep love of animals, people, life and a passion for Lego. Many years later, he received, what his doctors and teachers thought would never happen, a university degree. In 1994, a ground-breaking program called Yeast Dough created by momsey helped to address all aspects of academic learning of at-risk primary children. It was never about baking but higher order thinking. I was a parent volunteer at the time.
Dough was about language, cognition and the art of asking questions in this novel approach to the special education primary curriculum. I had been asked by the primary intensive language lead teacher of the school to join her class. This 'volunteer' field study - 8 hours per month - lasted 5 years!..[ (Jan. 2013)- "Puzzle & Poem", ."Gluten Word", "My Crueller" and (Dec. 2012) - "Two Second Rule", "Carbon Dioxide"] Her students were exceptional examples of the mind at play.