Current page: 1 (total book has 9 pages) [accessible reading excerpt: 7 pages]

Every mother wants to see her child smart and creative, open and self-confident. But, unfortunately, not everyone knows how to contribute to the careful development of the intellect of their baby.

Masaru Ibuki's book "It's Too Late After Three" talks about the necessity and importance of early childhood development. After all, the first three years of life is a unique period in the formation of a child's intellectual abilities, when every day can become an important stage in rapid and comprehensive growth.

This book turned my life around. She helped to correctly and consciously approach the development of my own children. And I have not yet met a single mother who, after reading this book, would not be imbued with the idea of ​​early development. We are sure that now we will have more such mothers and fathers.

By initiating the reprint of Masaru Ibuki's book, we want to give parents of young children the pleasure of reading it. And they will get even more pleasure from the future successes of their kids. We really want our country to have more smart children and happy parents.

Evgenia Belonoshchenko,

founder and soul of the Baby Club company

Masaru Ibuka

Kindergarten Is Too Late!

Masaru Ibuka

After three it's too late

Translation from English by N. A. Perova

Publishing house Art. Lebedev Studios

Introduction to the English edition

If, behind the kindness and benevolence with which this book is written, you feel the importance of what it tells about, then perhaps, together with other similar books, it will make one of the greatest and kindest revolutions in the world in your ideas. And I sincerely wish that this goal will be achieved.

Imagine a revolution that will bring the most wonderful change, but without bloodshed and torment, without hatred and hunger, without death and destruction.

This kindest of revolutions has only two enemies. The first is inveterate traditions, the second is the status quo. It is not necessary that ingrained traditions be shattered and ancient prejudices disappear from the face of the Earth. No need to destroy something that can still bring at least some benefit. But what seems terrible today, let it gradually disappear as unnecessary.

Masaru Ibuki's theory makes possible the destruction of such realities as ignorance, illiteracy, self-doubt, and, who knows, maybe, in turn, will bring a reduction in poverty, hatred and crime.

Masaru Ibuki's book does not make these promises, but the astute reader will have this perspective at all times. At least such thoughts were born in me while I was reading this book.

This wonderfully kind book makes no startling claims. The author simply assumes that young children have the ability to learn anything.

He believes that what they learn without any effort in two, three or four years, in the future is given to them with difficulty or not at all. In his opinion, what adults learn with difficulty, children learn with play. What adults learn at a snail's pace, children are given almost instantly. He says that adults are sometimes lazy to learn, while children are always ready to learn. And he says it unobtrusively and tactfully. His book is simple, straightforward and crystal clear.

According to the author, one of the most difficult activities for a person is learning foreign languages, learning to read and play the violin or piano. Adults master such skills with difficulty, and for children it is an almost unconscious effort. And my life is a vivid confirmation of this. Although I have tried to learn as many as a dozen foreign languages, having worked as a teacher on all continents, teaching children from both the most privileged sections of society and the very bottom, I really know only my native language. I love music, but I can't play any musical instrument, I can't even memorize the melody properly.

In order for our children, growing up, to be fluent in several languages, to be able to swim, ride a horse, paint in oils, play the violin - and all this at a high professional level - they need to be loved (which we do), respected (which we do rarely) and put at their disposal everything that we would like to teach them.

It is not difficult to imagine how much richer, healthier, safer the world would be if all children knew languages, arts, basic sciences before they reached adolescence, so that later years could be used to study philosophy, ethics, linguistics, religion, and also art, science and so on at a more advanced level.

It is not difficult to imagine what the world would be like if children's great desire to learn was not blunted by toys and entertainment, but encouraged and developed. It is easy to imagine how much better the world would be if the hunger for knowledge of a three-year-old child was satisfied not only by Mickey Mouse and the circus, but also by the works of Michelangelo, Manet, Rembrandt, Renoir, Leonardo da Vinci. After all, a small child has an infinite desire to know everything that he does not know, and he does not have the slightest idea of ​​\u200b\u200bwhat is bad and what is good.

What reason do we have to trust Masaru Ibuki's advice? What speaks in his favor?

1. He is not a specialist in the theory of education, therefore, does not know what is possible and what is not: a necessary condition for making a significant breakthrough in an established field.

2. He is definitely a genius. Starting in 1947, when his country was devastated, he founded a company with three young partners and $700 in his pocket, which he called Sony. He was one of those pioneers who raised Japan from ruins and despair to the level of a world leader.

3. He not only talks, he does. As Acting Director of the Early Development Association and Director of Talent Education at Matsumoto, he is currently enabling thousands of Japanese children to learn through the program described in this book. Masaru Ibuka proposes to change not the content, but the way a child learns.

Is it all doable or is it a rosy dream? Both. And I am a witness to that. I saw the newborn children of the Timmermans swimming in Australia. I heard four-year-old Japanese kids talking in English with Dr. Honda. I've seen very young kids do complex gymnastics under Jenkins in the US. I saw three-year-olds playing violin and piano with Dr. Suzuki in Matsumoto. I saw a three year old child reading in three languages ​​under Dr. Versa in Brazil. I saw 2 year olds from Sioux ride adult horses in the Dakotas. I have received thousands of letters from mothers all over the world asking them to explain to them the miracles that happen to their children when they are taught to read from my book.

I think this book is one of the most important books ever written. And I think that all parents living on Earth should read it.

Glen Doman,

Director of the Development Institute

human potential,

Philadelphia, USA

Author's Preface

Since ancient times, it has been believed that outstanding talent is primarily heredity, a whim of nature. When we are told that Mozart gave his first concert at the age of three, or that John Stuart Mill read classical literature in Latin at the same age, most people simply respond: “Of course, they are geniuses.”

However, a detailed analysis of the early years of both Mozart and Mill suggests that they were raised strictly by fathers who wanted to make their children outstanding. I assume that neither Mozart nor Mill were born geniuses, their talent developed to the maximum due to the fact that they were created favorable conditions from early childhood and were given an excellent education.

Conversely, if a newborn is brought up in an environment that is initially alien to his nature, he has no chance of developing fully in the future. The most striking example is the story of the “wolf girls”, Amala and Kamala, found in the 1920s in a cave southwest of Calcutta (India) by a missionary and his wife. They made every effort to return the children raised by wolves to human form, but all efforts were in vain. It is taken for granted that a human-born child is a human, and a wolf cub is a wolf. However, these girls continued to show wolf habits even in human conditions. It turns out that education and the environment in which the baby enters immediately after birth, most likely determines who he will become - a man or a wolf!

As I reflect on these examples, I am thinking more and more about the huge impact education and environment have on the newborn.

This problem has become of the greatest importance, not only for individual children, but for the health and happiness of all mankind. So in 1969, I set about founding the Japan Association for Early Development. Our and foreign scientists gathered to study, analyze and expand the application of Dr. Shinichi Suzuki's method of teaching kids to play the violin in experimental classes, which then attracted the attention of the whole world.

As we progressed in our work, it became quite clear to us how flawed the traditional approach to children was. We habitually believe that we know everything about children, while we know very little about their real capabilities. We pay a lot of attention to the question of what to teach children over three years of age. But according to modern research, by this age, the development of brain cells has already been completed by 70-80 percent. Doesn't this mean that we should focus our efforts on the early development of the child's brain before the age of three? Early Development does not offer force feeding of infants with facts and figures. The main thing is the introduction of new experience "on time". But only the one who cares for the child day in and day out, usually the mother, can recognize this “on time”. I wrote this book to help these moms.

Masaru Ibuka

Part 1
Potential of the child

1. Important period

Probably, each of you remembers from your school years that there was a particularly gifted student in the class who, without visible effort, became the leader of the class, while the other was trailing behind, no matter how hard he tried.

At my age, teachers encouraged us something like this: “Smart or not, this is not heredity. Everything depends on your own efforts.” And yet, personal experience clearly showed that an excellent student is always an excellent student, and a loser is always a loser. It seemed that the intellect was predetermined from the very beginning. What was to be done about this discrepancy?

I came to the conclusion that the abilities and character of a person are not predetermined from birth, but for the most part are formed at a certain period of his life. There have been disputes for a long time: whether a person is shaped by heredity or the education and upbringing that he receives. But until now, no more or less convincing theory has put an end to these disputes.

Finally, studies of brain physiology, on the one hand, and child psychology, on the other, have shown that the key to the development of a child's mental abilities is his personal experience of learning in the first three years of life, that is, during the development of brain cells. No child is born a genius, and no one is born a fool. It all depends on the stimulation and development of the brain during the critical years of a child's life. These are the years from birth to three years of age. It's too late to educate in kindergarten.

The reader may wonder why I, an engineer by profession and now the president of a company, got involved in early human development. The reasons are partly "public": I am not at all indifferent to today's youth riots, and I ask myself how modern education is to blame for the dissatisfaction with the lives of these young people. There is also a personal reason - my own child lagged behind in mental development.

While he was very young, it never occurred to me that a child born with such deviations could develop into a normal educated person, even if he was properly trained from birth. Dr. Shinichi Suzuki opened my eyes, stating that "there are no retarded children - it all depends on the teaching method." When I first saw the amazing results of Dr. Suzuki's Talent Development method, a method for teaching kids to play the violin, I was very sorry that as a parent I could not do anything for my own child in due time.

When I first took up the problem of student unrest, I thought deeply about the meaning of education and tried to understand why our system generates so much aggressiveness and dissatisfaction. At first it seemed to me that the roots of this aggressiveness in the system of university education. However, delving into the problem, I realized that it is already characteristic of high school. Then I studied the system of middle and junior school and eventually came to the conclusion that it is already too late to influence the child in kindergarten. And suddenly this thought coincided with what Dr. Suzuki and his colleagues were doing.

Dr. Suzuki has been practicing his unique method for 30 years. Prior to that, he taught junior and senior classes using traditional teaching methods. He found that the difference between capable and incapable children was very large in the upper grades, and so he decided to try teaching the younger children, and then the smallest ones, gradually continuing to reduce the age of the children he taught. Dr. Suzuki teaches the violin because he is a violinist. When I realized that this method could be successfully applied in any field of education, I decided to seriously study the problem of "early development".

I am often asked if early development helps to produce geniuses. I answer: "No." The only purpose of early development is to give the child such an education that he has a deep mind and a healthy body, to make him intelligent and kind.

All people, if they do not have physical defects, are born approximately the same. The responsibility for dividing children into smart and stupid, downtrodden and aggressive lies with education. Any child, if given what he needs and when he needs it, should grow up to be intelligent and with a strong character.

From my point of view, the main goal of early development is to prevent unhappy children. A child is not allowed to listen to good music and taught to play the violin in order to grow an outstanding musician out of him. He is taught a foreign language not in order to bring up a brilliant linguist, and not even in order to prepare him for a “good” kindergarten and elementary school. The main thing is to develop in the child his boundless potentialities, so that there will be more joy in his life and in the world.

I believe that early development is associated with the huge potential of the newborn. Of course, the newborn is absolutely helpless, but precisely because he is so helpless, his potentialities are so great.

A human child is born much less developed than animal babies: he can only scream and suck milk. And baby animals, such as dogs, monkeys or horses, can crawl, cling, or even immediately get up and go.

Zoologists say that a newborn baby is 10-11 months behind a newborn animal cub, and one of the reasons for this is the human posture when walking. As soon as a person took a vertical position, the fetus could no longer be in the womb until its full development, and therefore the child is born still completely helpless. He has to learn to use his body after birth.

In the same way, he learns to use his brain. And if the brain of any animal cub is practically formed by the time of birth, then the brain of a newborn child is like a blank sheet of paper. From what will be written on this sheet, it depends on how gifted the child will become.

The human brain is said to have about 1.4 billion cells, but in a newborn, most of them are not yet used.

A comparison of the brain cells of a newborn and an adult shows that during the development of the brain, special bridges-outgrowths are formed between its cells. The cells of the brain, as it were, stretch out their hands to each other so that, holding tightly to each other, they respond to information from the outside, which they receive through the senses. This process is very similar to the operation of transistors in an electronic computer. Each individual transistor cannot work on its own, only connected into a single system, they function like a computer.

The period when connections between cells are most actively formed is the period from the birth of a child to three years. Approximately 70–80 percent of such compounds are nucleated at this time. And as they develop, the capabilities of the brain increase. Already in the first six months after birth, the brain reaches 50 percent of its adult potential, and by three years - 80 percent. Of course, this does not mean that the child's brain stops developing after the age of three. By the age of three, the back part of the brain mainly matures, and by the age of four, that part of it called the "frontal lobes" is included in this complex process.

The fundamental ability of the brain to receive a signal from the outside, create its image and remember it is the basis, the very computer on which all the further intellectual development of the child rests. Such mature abilities as thinking, needs, creativity, feelings, develop after three years, but they use the base formed by this age.

Thus, if a solid base has not been formed in the first three years, it is useless to teach how to use it. It's like trying to achieve good results on a bad computer.

I would like to explain the special use of the word "image" in my book.

The word "image" is most often used in the meaning of "scheme", "sample device", "model". I propose to use this word in a broader but more specific sense to refer to the process of thinking by which the child's brain recognizes and perceives information. Where an adult grasps information, mainly using the ability to think logically, the child uses intuition, his unique ability to create an instant image: the adult's way of thinking is not available to the child and will come to him later.

The clearest evidence of this early cognitive activity is the infant's ability to distinguish between human faces. I especially remember one baby whom I saw in the children's hospital. It was said that he was able to distinguish between 50 people at the age when he was only a little over a year old. Moreover, he not only recognized them, but also gave each his own nickname.

"50 people" - the figure may not be very impressive, but even for an adult it is difficult to remember 50 different faces in one year. Try to write down exactly the facial features of all your acquaintances and see if you can distinguish one face from another analytically.

The cognitive abilities of the child become apparent by about six months, when shyness appears. His small head can already tell familiar faces, like mom or dad, from unfamiliar ones, and he makes that clear.

Even today, many psychologists and educators, especially those who are considered "progressive", consider it wrong to consciously teach a small child. They believe that the excess of information negatively affects the nervous system of the child and it is more natural to leave him to himself and allow him to do whatever he wants. Some are even convinced that at this age the child is selfish and does everything just for his own pleasure.

Therefore, parents all over the world, under the influence of such ideas, consciously follow the principle of "leave it alone."

And the same parents, when their children go to kindergarten or school, immediately abandon this principle and suddenly become strict, trying to educate and teach their children something. For no apparent reason, "affectionate" mothers turn into "terrible."

Meanwhile, from the above it is clear that everything should be the other way around. It is in the first years of a child’s life that it is necessary to be both strict and affectionate with him, and when he begins to develop on his own, you need to gradually learn to respect his will, his “I”. More precisely, parental influence must end before kindergarten. Non-intervention at an early age, and then pressure on the child at a later age, can only destroy his talent and cause resistance.

Masaru Ibuka

After three it's too late

Introduction to the English edition

If, behind the kindness and benevolence with which this book is written, you feel the importance of what it tells about, then perhaps, together with other similar books, it will make in your mind one of the greatest and kindest revolutions in the world. And I sincerely wish that this goal will be achieved.

Imagine a revolution that will bring the most wonderful change, but without bloodshed and torment, without hatred and hunger, without death and destruction.

This kindest of revolutions has only two enemies. The first is inveterate traditions, the second is the status quo. It is not necessary that entrenched traditions be shattered and ancient prejudices disappear from the face of the Earth. No need to destroy something that can still bring at least some benefit. But what seems terrible today, let it gradually disappear as unnecessary.

Masaru Ibuka's theory makes possible the destruction of such realities as ignorance, illiteracy, self-doubt, and, who knows, maybe, in turn, will bring a reduction in poverty, hatred and crime.

Masaru Ibuka's book does not make these promises, but the astute reader will always have this perspective before their eyes. At least such thoughts were born in me while I was reading this book.

This wonderfully kind book makes no startling claims. The author simply assumes that young children have the ability to learn anything. He believes that what they learn without any effort at 2.3 or 4 years, in the future is given to them with difficulty or not at all. In his opinion, what adults learn with difficulty, children learn with play. What adults learn at a snail's pace, children are given almost instantly. He says that adults are sometimes lazy to learn, while children are always ready to learn. And he says it unobtrusively and tactfully. His book is simple, straightforward and crystal clear.

According to the author, one of the most difficult activities for a person is learning foreign languages, learning to read and play the violin or piano. Adults master such skills with difficulty, and for children it is an almost unconscious effort. And my life is a vivid confirmation of this. Although I have tried to learn as many as a dozen foreign languages, having worked as a teacher on all continents, teaching children from the most privileged sections of society and from the very bottom, I really know only my native language. I love music, but I can't play any musical instrument, I can't even memorize the melody properly.

In order for our children, growing up, to be fluent in several languages, to be able to swim, ride a horse, paint in oils, play the violin - and all this at a high professional level - they need to be loved (which we do), respected (which we do rarely) and put at their disposal everything that we would like to teach them.

It is not difficult to imagine how much richer, healthier, safer the world would be if all children knew languages, arts, basic sciences before they reached adolescence, so that later years could be used to study philosophy, ethics, linguistics, religion, and also art, science and so on at a more advanced level.

It is not difficult to imagine what the world would be like if children's great desire to learn was not blunted by toys and entertainment, but encouraged and developed. It is easy to imagine how much better the world would be if the hunger for knowledge of a three-year-old child was satisfied not only by Mickey Mouse and the circus, but also by the works of Michelangelo, Manet, Rembrandt, Renoir, Leonardo da Vinci. After all, a small child has an infinite desire to know everything that he does not know, and he does not have the slightest idea of ​​\u200b\u200bwhat is bad and what is good.

What reason do we have to trust Masaru Ibuka's advice? What speaks in his favor?

1. He is not a specialist in the theory of education, therefore, does not know what is possible and what is not: a necessary condition for making a significant breakthrough in an established field.

2. He is definitely a genius. Starting in 1947, when his country was devastated, he founded a company with three young partners and $700 in his pocket, which he called Sony. He was one of those pioneers who raised Japan from ruins and despair to the level of a world leader.

3. He not only talks, he does. As Acting Director of the Early Development Association and Director of Talent Education at Matsumoto, he is currently enabling thousands of Japanese children to learn through the program described in this book.

Masaru Ibuka proposes to change not the content, but the way a child learns.

Is it all doable or is it a rosy dream? Both. And I am a witness to that.

I saw the newborn children of the Timmermans swimming in Australia. I heard four-year-old Japanese kids talking in English with Dr. Honda. I've seen very young kids do complex gymnastics under Jenkins in the US. I saw three-year-olds playing violin and piano with Dr. Suzuki in Matsumoto. I saw a three year old child reading in three languages ​​under Dr. Versa in Brazil. I saw 2 year olds from Sioux ride adult horses in the Dakotas. I have received thousands of letters from mothers all over the world asking them to explain to them the miracles that happen to their children when they are taught to read from my book.

I think this book is one of the most important books ever written. And I think that all parents living on Earth should read it.

Glen Doman, Director, Human Potential Development Institute, Philadelphia, USA.

Foreword

Since ancient times, it has been believed that outstanding talent is primarily heredity, a whim of nature. When we are told that Mozart gave his first concert at the age of three, or that John Stuart Mill read classical literature in Latin at the same age, most people simply respond: “Of course, they are geniuses.”

However, a detailed analysis of the early years of both Mozart and Mill suggests that they were raised strictly by fathers who wanted to make their children outstanding. I assume that neither Mozart nor Mill were born geniuses, their talent developed to the maximum due to the fact that they were created favorable conditions from early childhood and were given an excellent education.

Conversely, if a newborn is brought up in an environment that is initially alien to his nature, he has no chance of developing fully in the future. The most striking example is the story of the "wolf girls", Amala and Kamala, found in the 1920s in a cave southwest of Calcutta (India) by a missionary and his wife. They made every effort to return the children raised by wolves to human form, but all efforts were in vain. It is taken for granted that a child born of a man is a man, and a wolf cub is a wolf. However, these girls continued to show wolf habits even in human conditions. It turns out that education and the environment in which the baby enters immediately after birth, most likely determines who he will become - a man or a wolf!

As I reflect on these examples, I am thinking more and more about the enormous impact on

Current page: 1 (total book has 6 pages) [accessible reading excerpt: 1 pages]

Masaru Ibuka
After three it's too late

Introduction to the English edition

If, behind the kindness and benevolence with which this book is written, you feel the importance of what it tells about, then perhaps, together with other similar books, it will make in your mind one of the greatest and kindest revolutions in the world. And I sincerely wish that this goal will be achieved.

Imagine a revolution that will bring the most wonderful change, but without bloodshed and torment, without hatred and hunger, without death and destruction.

This kindest of revolutions has only two enemies. The first is inveterate traditions, the second is the status quo. It is not necessary that entrenched traditions be shattered and ancient prejudices disappear from the face of the Earth. No need to destroy something that can still bring at least some benefit. But what seems terrible today, let it gradually disappear as unnecessary.

Masaru Ibuka's theory makes possible the destruction of such realities as ignorance, illiteracy, self-doubt, and, who knows, maybe, in turn, will bring a reduction in poverty, hatred and crime.

Masaru Ibuka's book does not make these promises, but the astute reader will always have this perspective before their eyes. At least such thoughts were born in me while I was reading this book.

This wonderfully kind book makes no startling claims. The author simply assumes that young children have the ability to learn anything. He believes that what they learn without any effort at 2.3 or 4 years, in the future is given to them with difficulty or not at all. In his opinion, what adults learn with difficulty, children learn with play. What adults learn at a snail's pace, children are given almost instantly. He says that adults are sometimes lazy to learn, while children are always ready to learn. And he says it unobtrusively and tactfully. His book is simple, straightforward and crystal clear.

According to the author, one of the most difficult activities for a person is learning foreign languages, learning to read and play the violin or piano. Adults master such skills with difficulty, and for children it is an almost unconscious effort. And my life is a vivid confirmation of this. Although I have tried to learn as many as a dozen foreign languages, having worked as a teacher on all continents, teaching children from the most privileged sections of society and from the very bottom, I really know only my native language. I love music, but I can't play any musical instrument, I can't even memorize the melody properly.

In order for our kids, growing up, to speak several languages ​​fluently, to be able to swim, ride a horse, paint in oils, play the violin - and all this at a high professional level - they need to be loved (which we do), respected (which we do rarely) and put at their disposal everything that we would like to teach them.

It is not difficult to imagine how much richer, healthier, safer the world would be if all children knew languages, arts, basic sciences before they reached adolescence, so that later years could be used to study philosophy, ethics, linguistics, religion, and also art, science and so on at a more advanced level.

It is not difficult to imagine what the world would be like if children's great desire to learn was not blunted by toys and entertainment, but encouraged and developed. It is easy to imagine how much better the world would be if the hunger for knowledge of a three-year-old child was satisfied not only by Mickey Mouse and the circus, but also by the works of Michelangelo, Manet, Rembrandt, Renoir, Leonardo da Vinci. After all, a small child has an infinite desire to know everything that he does not know, and he does not have the slightest idea of ​​\u200b\u200bwhat is bad and what is good.

What reason do we have to trust Masaru Ibuka's advice? What speaks in his favor?

1. He is not a specialist in the theory of education, therefore, does not know what is possible and what is not: a necessary condition for making a significant breakthrough in an established field.

2. He is definitely a genius. Starting in 1947, when his country was devastated, he founded a company with three young partners and $700 in his pocket, which he called Sony. He was one of those pioneers who raised Japan from ruins and despair to the level of a world leader.

3. He not only talks, he does. As Acting Director of the Early Development Association and Director of Talent Education at Matsumoto, he is currently enabling thousands of Japanese children to learn through the program described in this book.

Masaru Ibuka proposes to change not the content, but the way a child learns.

Is it all doable or is it a rosy dream? Both. And I am a witness to that.

I saw the newborn children of the Timmermans swimming in Australia. I heard four-year-old Japanese kids talking in English with Dr. Honda. I've seen very young kids do complex gymnastics under Jenkins in the US. I saw three-year-olds playing violin and piano with Dr. Suzuki in Matsumoto. I saw a three year old child reading in three languages ​​under Dr. Versa in Brazil. I saw 2 year olds from Sioux ride adult horses in the Dakotas. I have received thousands of letters from mothers all over the world asking them to explain to them the miracles that happen to their children when they are taught to read from my book.

I think this book is one of the most important books ever written. And I think that all parents living on Earth should read it.

Glen Doman, Director, Human Potential Development Institute, Philadelphia, USA.

Foreword

Since ancient times, it has been believed that outstanding talent is primarily heredity, a whim of nature. When we are told that Mozart gave his first concert at the age of three, or that John Stuart Mill read classical literature in Latin at the same age, most people simply respond: “Of course, they are geniuses.”

However, a detailed analysis of the early years of both Mozart and Mill suggests that they were raised strictly by fathers who wanted to make their children outstanding. I assume that neither Mozart nor Mill were born geniuses, their talent developed to the maximum due to the fact that they were created favorable conditions from early childhood and were given an excellent education.

Conversely, if a newborn is brought up in an environment that is initially alien to his nature, he has no chance of developing fully in the future. The most striking example is the story of the “wolf girls”, Amala and Kamala, found in the 1920s in a cave southwest of Calcutta (India) by a missionary and his wife. They made every effort to return the children raised by wolves to human form, but all efforts were in vain. It is taken for granted that a child born of a man is a man, and a wolf cub is a wolf. However, these girls continued to show wolf habits even in human conditions. It turns out that education and the environment in which the baby enters immediately after birth, most likely determines who he will become - a man or a wolf!

As I reflect on these examples, I think more and more about the enormous impact education and environment have on a newborn. This problem has become of the greatest importance, not only for individual children, but for the health and happiness of all mankind. So in 1969, I set about founding the Japan Association for Early Development. Our and foreign scientists gathered to study, analyze and expand the application of Dr. Shinichi Suzuki's method of teaching kids to play the violin in experimental classes, which then attracted the attention of the whole world.

As we progressed in our work, it became quite clear to us how flawed the traditional approach to children was. We habitually believe that we know everything about children, while we know very little about their real capabilities. We pay a lot of attention to the question of what to teach children over three years of age. But according to modern research, by this age, the development of brain cells has already been completed by 70-80%. Doesn't this mean that we should focus our efforts on the early development of the child's brain before the age of three?

Early Development does not offer force feeding of infants with facts and figures. The main thing is the introduction of new experience "on time". But only the one who cares for the child day in and day out, usually the mother, can recognize this “on time”. I wrote this book to help these moms.

Masaru Ibuka.

Part 1. Potential opportunities of the child

1. Important period

Kindergarten is too late

Probably, each of you remembers from your school years that there was a particularly gifted student in the class who, without visible effort, became the leader of the class, while the other was trailing behind, no matter how hard he tried.

At my age, teachers encouraged us something like this: “Smart or not, this is not heredity. It all depends on your own efforts." And yet, personal experience clearly showed that an excellent student is always an excellent student, and a loser is always a loser. It seemed that the intellect was predetermined from the very beginning. What was to be done about this discrepancy?

I came to the conclusion that the abilities and character of a person are not predetermined from birth, but for the most part are formed at a certain period of his life. There have been disputes for a long time: whether a person is shaped by heredity or the education and upbringing that he receives. But until now, no more or less convincing theory has put an end to these disputes.

Finally, studies of brain physiology, on the one hand, and child psychology, on the other, have shown that the key to the development of a child's mental abilities is his personal experience of learning in the first three years of life, i.e., during the development of brain cells. No child is born a genius, and no one is born a fool. It all depends on the stimulation and development of the brain during the crucial years of a child's life. These are the years from birth to three years of age. It's too late to educate in kindergarten.

Every child can learn well - it all depends on the teaching method

The reader may wonder why I, an engineer by profession and now the president of a company, got involved in early human development. The reasons are partly “public”: I am not at all indifferent to today's youth riots and I ask myself how modern education is to blame for the dissatisfaction with the lives of these young people. There is also a personal reason - my own child lagged behind in mental development.

While he was very young, it never occurred to me that a child born with such deviations could develop into a normal educated person, even if he was properly trained from birth. Dr. Shinichi Suzuki opened my eyes, stating that "there are no retarded children - it all depends on the teaching method." When I first saw the amazing results of Dr. Suzuki's Talent Education method, the method of teaching kids to play the violin, I was very sorry that as a parent I could not do anything for my own child at one time.

When I first took up the problem of student unrest, I thought deeply about the meaning of education and tried to understand why our system generates so much aggressiveness and dissatisfaction. At first it seemed to me that the roots of this aggressiveness in the system of university education. However, delving into the problem, I realized that it is already characteristic of high school. Then I studied the system of middle and junior school and eventually came to the conclusion that it is already too late to influence the child in kindergarten. And suddenly this thought coincided with what Dr. Suzuki and his colleagues were doing.

Dr. Suzuki has been practicing his unique method for 30 years. Prior to that, he taught junior and senior classes using traditional teaching methods. He found that the difference between capable and incapable children was very large in the upper grades, and so he decided to try teaching the younger children, and then the smallest ones, gradually continuing to reduce the age of the children he taught. Dr. Suzuki teaches the violin because he is a violinist. When I realized that this method could be successfully applied in any field of education, I decided to seriously study the problem of "early development".

Early development does not aim to educate geniuses

I am often asked if early development helps to produce geniuses. I answer: "No." The only purpose of early development is to give the child such an education that he has a deep mind and a healthy body, to make him intelligent and kind.

All people, if they do not have physical defects, are born approximately the same. The responsibility for dividing children into smart and stupid, downtrodden and aggressive lies with education. Any child, given what he needs and when he needs it, should grow up to be smart and strong-willed.

From my point of view, the main goal of early development is to prevent unhappy children. A child is not allowed to listen to good music and taught to play the violin in order to grow an outstanding musician out of him. He is taught a foreign language not in order to bring up a brilliant linguist, and not even in order to prepare him for a “good” kindergarten and elementary school. The main thing is to develop in the child his limitless potentialities, so that there will be more joy in his life and in the world.

The very underdevelopment of the human cub speaks of its enormous potential.

I believe that early development is associated with the huge potential of the newborn.

Of course, the newborn is absolutely helpless, but precisely because he is so helpless, his potentialities are so great. A human child is born much less developed than animal babies: he can only scream and suck milk. And baby animals, such as dogs, monkeys or horses, can crawl, cling, or even immediately get up and go. Zoologists say that a newborn baby is 10-11 months behind a newborn baby animal, and one of the reasons for this is the human posture when walking. As soon as a person took a vertical position, the fetus could no longer be in the womb until it was fully developed, and therefore the child is born still completely helpless. He has to learn to use his body after birth. In the same way, he learns to use his brain. And if the brain of any animal cub is practically formed by the time of birth, then the brain of a newborn child is like a blank sheet of paper. From what will be written on this sheet, it depends how gifted the child will become.

Brain structures are formed by the age of three

The human brain is said to have about 1.4 billion cells, but in a newborn, most of them are not yet used.

A comparison of the brain cells of a newborn and an adult shows that during the development of the brain, special bridges-outgrowths are formed between its cells. The cells of the brain, as it were, stretch out their hands to each other so that, holding tightly to each other, they respond to information from the outside, which they receive through the senses. This process is very similar to the operation of transistors in an electronic computer. Each individual transistor cannot work on its own, only connected into a single system, they function like a computer.

The period when connections between cells are most actively formed is the period from the birth of a child to three years. Approximately 70-80% of such compounds are generated at this time. And as they develop, the capabilities of the brain increase. Already in the first six months after birth, the brain reaches 50% of its adult potential, and by the age of three - 80%. Of course, this does not mean that the child's brain stops developing after the age of three. By the age of three, the back part of the brain mainly matures, and by the age of four, that part of it called the “frontal lobes” is included in this complex process.

The fundamental ability of the brain to receive a signal from the outside, create its image and remember it is the basis, the very computer on which all the further intellectual development of the child rests. Such mature abilities as thinking, needs, creativity, feelings develop after the age of three, but they use the base formed by this age.

Thus, if a solid base has not been formed in the first three years, it is useless to teach how to use it. It's like trying to achieve good results on a bad computer.

The baby's shyness in the presence of strangers is evidence of the development of the ability to recognize patterns.

I would like to explain the special use of the word "image" in my book.

The word "image" is most often used in the meaning of "scheme", "sample device", "model". I propose to use this word in a broader, but specific sense, to denote the process of thinking by which the child's brain recognizes and perceives information. Where an adult grasps information, mainly using the ability to think logically, the child uses intuition, his unique ability to create an instant image: the adult's way of thinking is not available to the child and will come to him later.

The clearest evidence of this early cognitive activity is the infant's ability to distinguish between human faces. I especially remember one baby whom I saw in the children's hospital. It was said that he was able to distinguish between 50 people at the age when he was only a little over a year old. Moreover, he not only recognized them, but also gave each his own nickname.

"50 people" - the figure may not be very impressive, but even for an adult it is difficult to remember 50 different faces in one year. Try to write down exactly the facial features of all your acquaintances and see if you can distinguish one face from another analytically.

The cognitive abilities of the child become apparent by about six months, when shyness appears. His little head can already tell familiar faces, like mom or dad, from unfamiliar ones, and he makes that clear.

Modern upbringing makes the mistake of swapping the period of "strictness" and the period of "everything is possible"

Even today, many psychologists and educators, especially those who are considered "progressive", consider it wrong to consciously teach a small child. They believe that the excess of information negatively affects the nervous system of the child, and it is more natural to leave him to himself and allow him to do whatever he wants. Some are even convinced that at this age the child is selfish and does everything just for his own pleasure. Therefore, parents all over the world, under the influence of such ideas, consciously follow the principle of "leave it alone."

And the same parents, when their children go to kindergarten or school, immediately abandon this principle and suddenly become strict, trying to educate and teach their children something. For no reason, for no reason, "affectionate" mothers turn into "terrible."

Meanwhile, from the above it is clear that everything should be the other way around. It is in the first years of a child’s life that it is necessary to be strict and affectionate with him, and when he begins to develop on his own, you need to gradually learn to respect his will, his “I”. More precisely, parental influence must end before kindergarten. Non-intervention at an early age, and then pressure on the child at a later age, can only destroy his talent and cause resistance.

2. What can a small child do

Adult concepts of "difficult" and "easy" are not suitable for children

We adults take it upon ourselves to say, for example, that this book is too difficult for a child, or that a child cannot appreciate classical music. But on what basis do we draw such conclusions?

For a child who does not have clear, well-established ideas about what is "difficult" or "easy" - English or Japanese, Bach's music or children's songs, monotonous, monotonous music or harmony of sounds - everything should start at the same time, for him it is the same everything is new.

The conclusion drawn from the senses does not depend on knowledge, on the contrary, knowledge can become an obstacle to the senses. Probably, many, looking at the famous painting, said to themselves: “She is beautiful!”, Although in fact she did not touch you at all, her value for you is only in the name of the artist and in her price. A child, on the contrary, is always honest. Any subject or occupation completely absorbs his attention, if he is interested in it.

It’s easier for a child to remember “dove” than “nine”

I remember one case when my 2-year-old grandson, whom I had not seen for a long time, was visiting me. He looked out the window, showed me the neon signs, and proudly said, "This is the Hitachi, and this is the Toshiba." Trying to hide my delight, I decided that my grandson at 2 years old could already read the Chinese characters for "Hitachi" and "Toshiba". I asked his mom when he learned the Chinese alphabet, and it turned out that he didn't read "Hitachi" and "Toshiba" in Chinese, but simply remembered the trademarks as images and distinguished them that way. Everyone laughed at me like I was a “stupid, loving grandfather,” but I am sure that this happens to many.

I recently received a letter from a 28-year-old mother in Fujisawa who had read my weekly series on early development. From her letter, I learned that her eldest 2.5-year-old son began to memorize car brands when he was about 2 years old. In just a few months, he could easily name about 40 cars, both Japanese and foreign brands, sometimes he could even name the brand of the car that was under the cover. And a little earlier, probably under the influence of the EXPO-70 TV program, he began to memorize the flags of different countries and now he could recognize and correctly name the flags of 30 countries, including such as the flag of Mongolia, Panama, Lebanon - flags that even an adult will remember with difficulty . This example suggests that children have one quality that adults have not had for a long time. The child is endowed with a remarkable ability to recognize objects by images, which has nothing to do with analysis, the child will learn this much later. A perfect example of this hypothesis is the ability of an infant to recognize the face of his mother. Many babies begin to cry if they are picked up by strangers, and calm down and smile in their mother's arms.

As an experiment, Mr. Isao Ishii gave Chinese writing lessons at our Early Development Association. Three-year-olds easily memorized complex Chinese characters such as "pigeon" or "giraffe". The fact is that for a child who effortlessly remembers even the slightest changes in facial expressions, difficult Chinese characters are not a problem. Unlike abstract words like "nine", he can easily remember words for concrete objects like "giraffe", "raccoon", "fox", no matter how difficult they are. Therefore, it is not surprising that a child can beat an adult in cards. If an adult consciously has to memorize a place, a number and a picture, then the child has a wonderful figurative memory.

It is easier for a child to understand algebra than arithmetic

One of the fundamental ideas of mathematics is the theory of series. It is quite difficult for an adult who first studied the concept of number, and then geometry and algebra, to understand it. And for a child, the logic of series theory or set theory is easy to understand. Madame Risheni Felix, a recognized authority on the teaching of mathematics, argues that a child can be taught mathematics at any age.

A "row" or "set" is simply a collection of things with common qualities. The child gets acquainted with them when he starts playing with blocks. He takes them one by one, distinguishing them by shape: square, triangular, etc. Already at this age, he understands well that each cube is an element of a “row”, and that a bunch of cubes is one row, and triangles is another . This simple idea that objects can be sorted into groups according to certain characteristics is the main principle that underlies series theory. It is natural for a child that he understands the simple and logical set theory more easily than the complex and intricate logic of arithmetic.

So, I am convinced that the traditional notion that arithmetic is easy and algebra is difficult is another adult misconception about the capabilities of children. The brain of a child can easily perceive the logic of set theory, which is the beginning for understanding the basics of algebra.

Here is an example of an arithmetic problem: “There are only 8 animals in the zoo, turtles and cranes. They have 20 legs. How many turtles and cranes live in the zoo?

Let's first solve this problem algebraically. Let's denote the number of cranes as X and the number of turtles as Y, then X+Y=8 and 2X+4Y=20. We consider X+2Y=10, i.e. X=8-Y=10-2Y; so Y=2. It turned out 2 turtles and 6 cranes.

Now let's solve this problem with turtle and crane arithmetic. If we assume that all animals are turtles, then it turns out that they have 32 legs. But according to the problem, 20 are given, which means 12 extra legs. And they are superfluous because we assumed that all animals are turtles, which have 4 legs, but in fact some of them are cranes, which have 2 legs. Therefore, the extra 12 legs is the number of cranes multiplied by the difference in the number of legs of both animals; 12 divided by 2 will be 6, i.e. 6 cranes, and if you subtract from 8, the total number of animals, 6, the number of cranes, you get the number of turtles.

Why solve this problem with such complicated "turtle" arithmetic method, if we have a logical and direct way to get the answer by substituting X and Y for unknown numbers?

Although algebraic solution is difficult to master right away, a logical explanation of algebra is much easier to understand than an illogical solution that seems easy at first glance.

Even a 5-month-old baby can appreciate Bach

At one of the enterprises of the Sony company, a kindergarten was organized. They did a study to find out what kind of music children like. The results were unexpected. Beethoven's 5th symphony turned out to be the most exciting music for kids! Popular songs, which are broadcast from morning to evening on TV, took 2nd place, and in the very last place were children's songs. I was very interested in these results.

Babies have found the most interesting classical music, which we as adults often keep at a fair distance from them. Are children endowed from birth with the musical taste necessary to appreciate a complex symphony? According to the observations of Dr. Shinichi Suzuki, already 5-month-old babies like the Vivaldi concerto. And this reminds me of a story.

Young parents, great lovers of classical music, let their newborn child listen to the 2nd suite of Bach for several hours every day. After 3 months, he began to move briskly to the beat of the music. When the rhythm accelerated, his movements became more jerky and active. When the music ended, he expressed displeasure. Often, when the baby was angry or crying, the parents turned on this music, and he immediately calmed down. And once, when they turned on jazz, the child just burst into tears.

The ability to perceive complex musical forms is a miracle. I am convinced that many Japanese do not perceive Western classical music simply because in their childhood they did not hear anything but children's songs and national music.

6 month old baby can even swim

Many adults do not know how to swim (they swim, as they say, "like an ax"). Therefore, you may be surprised to learn that a tiny child can be taught to swim. A child who has not yet begun to walk tries to stay on the water in the same way as he tries to crawl on the ground. And the important thing is not that a small child can swim, but that he swims because he is a child.

A few years ago I read an article in the newspaper that a Belgian named de Benesale opened a swimming school for infants. He believed that a 3-month-old child could be taught to lie on his back in the pool, and by 9 months to breathe correctly in the water.

In August 1965, Rize Dim, chairman of the International Conference of Women Athletes, held in Tokyo, spoke about teaching swimming to children under 1 year old, which became a big sensation. Mrs. Deem dipped a 5-month-old baby for the first time in a 32°C pool, and after 3 months he could swim for about 6 minutes. The kid even set a kind of record - 8 minutes 46 seconds he could stay on the water.

At a press conference, Mrs Deem said: “A child knows how to float on water much better than how to stand on land. First, you keep him in the water until he gets used to and floats on his own. As it dives into the water, it holds its breath and closes its eyes until it floats to the surface. That's how he learns to swim by working with his arms and legs." Mrs. Dim assured many times that all human abilities and talents can be developed even before the year.

The fact that a baby can swim is just one fact that confirms the limitless possibilities of a child. A toddler who is taking his first steps can learn to roller skate at the same time. Walking, swimming, sliding - all this the child masters effortlessly, if properly directed and encouraged.

Of course, such experiments are not carried out in order to teach the baby to swim or play the violin. Swimming is just one way to develop a child's abilities: it improves sleep, promotes appetite, sharpens reflexes and strengthens muscles. They say: "Strike while the iron is hot." In other words, it is too late to forge iron if the metal has already hardened.

The brain of a child can hold an unlimited amount of information.

"Brother and sister, linguistic geniuses who understand English, Spanish, Italian, German and French: five languages, plus the language of their 'aggressive' father." Many Japanese probably remember the sensational report that appeared in the newspaper under the heading "Aggressive father." The article told about Mr. Masao Kagata, who left his career as a teacher and, declaring himself a householder, devoted his life entirely to raising children. His son was then 2.5 years old, and his daughter was 3 months old. The children were still very young, and the "aggressive" father-educator was severely criticized. Concerns have been raised that a large amount of knowledge will affect the nervous system of children.

The book "It's Too Late After Three" by the Japanese author Masaru Ibuka, translated into Russian by Evgenia Belonoshchenko, the founder of the Baby Club. The book is known and recognized all over the world, although it was not written by a professional teacher or psychologist, but by a businessman who decided to change the world - this makes the book even more intriguing.

Masaru Ibuka - About the Author

Masaru Ibuka is a Japanese entrepreneur, one of the founders of Sony, and an innovator in parenting. Masaru has a mentally retarded son, but at the time of his upbringing, there was no theory yet, and the child was brought up in the old fashioned way. As Acting Director of the Early Development Association and Director of Talent Education at Matsumoto, he is currently enabling thousands of Japanese children to learn through the program described in this book.

After three it's too late- Review

I have long wanted to read the book after three, it's too late, I heard from all sides that this is a revolutionary approach to education, radically different from the Soviet and Russian ones. In fact, there is no revolution - you just need to love and help your child, support his emerging interest, forget and not impose your fears on him - and everything will work out. A kid can do everything, but only we adults usually limit him, due to our fears, prejudices and often fear of public opinion.

Masaru Ibuka wants to draw attention to the topic of parenting and change the mind about the development of children up to 3 years of age. Why exactly up to 3 years - “in the process of brain development, special bridges-processes are formed between its cells. The cells of the brain, as it were, stretch out their hands to each other so that, holding tightly to each other, they respond to information from the outside, which they receive through the senses. The period when connections between cells are formed most actively is the period from the birth of a child to three years. Approximately 70-80% of such compounds are nucleated at this time. Of course, this does not mean that the child's brain stops developing after the age of three. By the age of three, the back part of the brain mainly matures, and by the age of four, that part of it called the "frontal lobes" is included in this complex process. Such mature abilities as thinking, needs, creativity, feelings, develop AFTER THREE years, but they use the base formed by this age.

The main thoughts of the book "After three it's too late"

The main ideas of the book that I remember, and which I hope to put into practice:

- the author gives an interesting method of Dr. Suzuki's development of a child through learning music, or rather playing the violin
The child thinks in images. "He can easily memorize words for specific objects, such as 'giraffe', 'raccoon', 'fox', no matter how difficult they are."
- at the age of up to a year, you need to develop the sensory skills of the baby, stimulate physical development (by swimming, for example), and not teach letters. "He swims because he is a child."

- The only goal of early development is to give the child such an upbringing and education so that he has a deep mind and a healthy body, to make him intelligent and kind. “It is in the first years of a child’s life that it is necessary to be both strict and affectionate with him, and when he begins to develop on his own, you need to gradually learn to respect his will, his “I”. More precisely, parental influence must end before kindergarten. Non-intervention at an early age, and then pressure on the child at a later age, can only destroy his talent and cause resistance. But it seems to me that in real life, in Russia at least, everything happens the other way around - parents begin to raise their children closer to school, poring over lessons and scolding for deuces, and everything that happened before is a time of fun and pampering.
It's important to support the child. Parents should properly stimulate the development of their baby at each stage, reinforce the child's nascent interest. To do this, you need to carefully observe what and when the child needs, what he is interested in. There will be no one to do this except parents - they are closest to the child.
- there are no ready-made formulas and recipes. There are attentive and loving parents who respect and support their baby.

Conclusion

The author cites many stories from life, after which you really begin to believe that the baby can do anything. The book does not contain a specific methodology for raising geniuses, the author talks about important aspects and behaviors that help develop a child. Everything is very individual, and each parent decides what is best for his child, but Masaru shows how important it is to make this right decision, and how it can affect the future fate of the baby.
I liked the book, it makes you think and reconsider your views on the approach to raising children. I think it will be of interest to all young and not so young parents.

There is currently an erroneous opinion in society about early development, based on outdated works. Among them is the popular book by Ibuka Masaru, It's Too Late After Three. Despite the increasing number of publications about the dangers of early development, parents are in a hurry to invest in the child as much knowledge as possible before the development window closes at the age of three.

After three it's too late - the erroneous conclusions of the 60s!

In the 60s, a number of scientists made erroneous conclusions that the human brain closes certain developmental opportunities after 4-6 years. According to this theory, in order to maximize the development of the child's potential, it was recommended to provide a continuous flow of various information from birth to three years. in large volumes. Including the submission of untimely information that the child is not able to comprehend was recommended. According to the teachings of the 60s, this information was also assimilated and could subsequently be used. It was about this theory that Ibuka Masaru wrote in his book "After three it's too late."

I suggest you study the opinion of modern age physiology. To get acquainted with this opinion, I will cite excerpts from the speeches of Maryana Mikhailovna Bezrukikh - professor, academician, psychologist, doctor of biological sciences, head of the Institute of Developmental Physiology of the Russian Academy of Education. Please note that she is not an ordinary specialist who has her own personal point of view on the issue of development. Her opinion coincides with the official point of view of the science of Physiology.

A brief explanation for moms about the myth "After 3 it's too late":

“The development window does not close after three years. An enriched environment is necessary for proper development. The child needs active communication with an adult in the system of adequate requirements. Requirements must be age-appropriate:
For example, from a year to two actual tasks are the development of speech and movements.(Note that building at 2 years old is still early. This is another popular fad in early development.) . At three or four years it is movement, speech, communication, emotions (socialization).”

Scientific rationale(excerpt from the report "Modern preschooler Myths and realities of development"):

Text with excerpts from the report in refutation of the theory "After 3 it's too late":

“Over the past decades, we have been very actively conducting research on the functional and cognitive development of the child. It was very important for us to understand what kind of child comes to the first grade. It was important for us to understand where the risk factors for learning and maladaptation begin. The same difficulties in reading and writing can have different causes. At the moment, a large study of children 6-7 years old is being completed. Over 60,000 children included. We do not know of analogues of such a large-scale study.

The main problems of children going to the first grade:

1. Super early education. We have not yet realized how vicious the practice of forcing a three-year-old child to read and write can be.
2. Inadequate requirements of adults. The child is required to do what he cannot - the ability to read and write. This factor is inhibitory to the functional development of the brain.
3. Limited contact with peers. A child who communicates only with his mother and grandmother cannot fully develop. Gone was the culture of the court with spontaneous communication. There is a replacement of communication with adult technical gadgets. Only 10% of parents read books to their children, the rest prefer to include an audiobook or a cartoon.
4. The disappearance of the game as the leading type of activity.

“There is an opinion that modern preschoolers know more, smarter than their peers 20-30 years ago. Research over the past 20 years shows that this is not the case. That which determines the voluntary regulation of activity, that which is the basis of activity, is not formed in 60% of children! The general stock of information and knowledge, this is what is given a lot of attention, this is what we “train” very early today. In this regard, there are fewer problems, but with unformed arbitrariness, no stock of information and knowledge gives a lasting effect. This those children who come to school reading, counting, retelling encyclopedias by heart, but, unfortunately, by the end of the first half of the year they have a large set of problems. And the problems are growing like a snowball. At 40-60% of children the organization of attention suffers. The function of selective attention is formed up to 8-9 years, this is something without which effective reading and writing is impossible. Memory, speech, this is something that upsets us very much. Unformed speech up to 60% of children.

Limitation of contacts, the disappearance of the game as the leading type of activity, technical means. Motor development, visual perception, visual memory - these are the functions that should ensure the effective formation of basic learning skills - writing and reading. In our country, a significant proportion of children cannot master these skills without difficulty. Compared to 2005, the situation has not improved. There were no memory lapses at that time.

There is a myth that the window of brain development closes at 4-6 years of age. The concept of the "closed window" of the 60s. Since then, developmental physiology has made a huge step in understanding the mechanisms of functioning and the mechanisms that provide cognitive processes.

This myth allows us to debunk the visual data of age-related changes in the neural organization of the cerebral cortex:

The sensorimotor cortex matures very early. The section of the sensorimotor cortex at 3 years is strikingly different from 8 years. At 3 years old, these are almost single neurons. There are practically no horizontal connections. And what is the organization of activities without horizontal links?

But does development end at age 8? Doesn't end! If we look at images of the frontal association cortex (the area that develops the latest) at 6 and 19 years old, we see that development is poor at 6 years old. And even at the age of 19, the possibilities of creating connections do not end.

«… New connections are formed at any age up to a very old age. There are no situations when new connections are not formed! But the situation should be new and non-standard, and therefore at any age. Even after a stroke, patients are raised already on the second day of patients, they are raised to form new neural pathways, and they are formed. 10 years ago, a report at a congress of neurophysiologists on the restoration of activity through the formation of fundamentally new neural pathways made a splash. Then it was open eat . At the moment, we already know this, and therefore, to say that the window of a child’s development closes at 4-6 years old is closed and there is no reason to demand from the child that he cannot yet.«

Is it too late after 3? | early reading

Another myth that M.M. Bezrukikh - early reading:

“I would like to prove to you that the formation of writing and reading skills at 3-4 years old, when today we begin to demand this from a child, creates a system of inadequate requirements ...”

An excerpt about the dangers of untimely reading from the report “Modern preschooler Myths and realities of development Bezrukikh M.M.”:

The text of the video about the dangers of early reading, for those who do not like the video format:

... Only at the age of 6-7 years is effective visual differentiation possible (the ability to distinguish visual images of letters). Strictly speaking, we should not start learning to read before this age, and in accordance with all the documents, the child should not be taught to read and write before school. What is happening today is happening with our connivance. Teachers do not take enough into account the data of psychology, neurophysiology, which should be taken into account when drawing up methods.

With the help of special equipment, the movements of the eyes of children during reading were recorded. The points on the chart are the fixation on the word. Dot diameter - fixation time.

This is the reading of a well-read child. And we see that attention is fixed on the word. By 4th grade, reading becomes economical and efficient. But this is not the case for everyone.

Look at the following example. We tried to figure out what kind of child it is. Because we have individual data on all the children studied. This is a child who was taught to read from the age of three. Similarly, a child in the first grade reads.

“Early and ultra-early reading forms an inadequate mechanism in which either the holistic perception of several letters in the eye escapes and then returns. Even a term appeared - guessing reading. In the second variant, visual differentiation was difficult. You see a fixation on every letter, not even on a syllable. You see how many return movements, regressions. What is very difficult slows down and makes the process of reading meaningless. It is impossible to understand the meaning of this reading! Therefore, we try to convince educators and teachers. We believe that the development of today's methods of preparing a child for school should undergo a significant psychological examination.

According to Bezrukikh, only 20% of children at 4 years old have visual differentiation for reading. Please note that experts always talk about full age. Those. in this case, we mean children who are already 4 years old.

After three it's too late | Glenn Doman's technique (comment by M.M. Bezrukikh on efficiency)

The answer to the question about the Glenn Doman technique:

The text of the video for those who do not like the video format:

« I want to say Doman's work - work on intensive training of the child. Unfortunately, Doman's further development has not been traced. We know the situation that if you show a child three pictures (Monet, Shishkin, Picasso, Monet, Shishkin, Picasso, Monet, Shishkin, Picasso ...), then there will be a memory. Excuse me, but even the monkey will start pressing the button for us to get a banana.

In fact, Doman did not insist on card training. Anyone who is interested, read his work and find out what he considered an important focus of child development - movement and speech. It doesn't matter to the child that you show the forest or the Christmas trees. He will read "forest". This is not reading. This is a quasi-reading (false, imaginary reading). Those psycho-physiological mechanisms that will either provide us with the implementation of the reading process, or it will be a memorization for a certain period.

If we talk about the benefits of familiarizing ourselves with painting, then the more we look, the more we turn to it, the better we know it. At the same time, we memorize mechanically. The presence of associations gives emotions, from this we remember better.

But all Doman's popular books describe the situation with mothers who do not have the right to their own life, not a single hour during the day. They are busy with this process from morning to night. It was in the USA in the 60s of the last century, when the brochure "Make Your Child Genius" was sold for 1 dollar. It passed in America, but it came to us. And today we sell the same cards with the refrain "read before walking«.

On the inexpediency of Glenn Doman's methodology, you can study the opinion of which completely coincides with the opinion of Bezrukikh M.M. It also includes comments about the ineffectiveness of the methodology from other development professionals.

In conclusion

Photo from Ibuka Masaru's book "It's Too Late After Three" by Alpina Non-Fiction

Given the negative comments on previous articles, I ask you to take the information literally, do not invent the non-existent and do not rush from extremes to extremes. It is imperative to develop children, but it is important to competently choose development methods and their elements.

Bezrukikh M.M. in many of his reports he recommends a book on the development of Vodovozova E.N. (1844-1923) "Mental and moral education of children from the first manifestation of consciousness to the age of eight." Remarkably, this book was first published in 1871! It describes the development of the principles of education in Russia since the 16th century, considers the implementation of Western ideals of education in Russia, the basic principles of moral education and education of the mind. For our time, the book is unusual and attractive in its style of presentation. I propose.

The videos discussed in this article were filmed back in 2012, but the desire of mothers to teach reading from the cradle is still ongoing. This happens with the filing of advertising by manufacturers of developing goods. In turn, your reposts on social networks will help other mothers learn about the dangers of premature development and its inefficiency:

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. It is known that the most harmonious development occurs during the game. Kinetic sand is a great way to develop fine motor skills through play. Read how kinetic sand from different manufacturers differs and which one is better to choose
Full video presentations: "Modern preschooler Myths and realities of the development of Bezrukikh M M" , Psychophysiological features of teaching writing and reading «
Website of the Institute of Developmental Physiology of the Russian Academy of Education - ivfrao.ru

About the Author

Recently a software engineer. Favorite platforms ASP.NET, MS SQL. Experience in the field of programming 14 years. In blogging since 2013 (year of birth of Yana). In 2018, she turned her hobby into her favorite job. Now I am a blogger!

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"After three it's too late" - the erroneous conclusions of the 60s!: 14 comments

1. Alexandra

   Katya, I have been stuck on your site for the third day: (initially I was looking for something to do with a baby 1 year 9 months old, but in the process of reading the goal was forgotten). It's great that there are such boring moms :)
   I would like to add a little of my experience.
   It seems to me that there are children in whom the centers responsible for reading mature early. My eldest daughter reads at 7 at the speed of a philologist :) (“The Hobbit” in three hours). Books are her love from six months and (it seems) for life. From 2 to 3 we played with cards like yours (picture on one side, word on the other). I managed to make words of three types: KIT (SGS), PORRIDGE (SGGS), GROM (SSGS), because then she read the words in their entirety. The first books we read were labyrinth tales with stickers and large print (what a pity they weren't reprinted!!) in 3.5. At 4 she read fluently to herself. My role is to limit reading so that there is no undue strain on the eyes.
   In general, according to my observations, everything that involves reading centers (notes, for example) is very easy for her (despite the fact that, say, in mathematics, she does not have enough stars from the sky - all by age).
   But with the younger one, it's different. She just turned 5, and she has just grown up to read books together (words of 7-8 letters fluently, long in syllables). With her, we started learning to read several times, but put it off, because she was clearly not ready.
   Let's see how it goes with the third one. While his passion for books rests on my lack of time :)
   This is to the fact that early learning to read is not always the ambition of parents to the detriment of the harmonious development of the child. Sometimes a child is "sharpened" for math / reading / music and learns in this direction with greed. The main thing is to distinguish the greed of the child from your own ambitions :)

2. Diaga