| In a wonderful Public Education Special: The New | | | | Don't, Put that down, Don't touch that." Etc. |
| Science of Learning: Brain Fitness researchers found | | | | Results |
| several exciting things. Implementing brain research as | | | | When the researchers followed these two groups of |
| well as listening to great teachers, counselors and | | | | children up through high school, they found an amazing |
| administrators will help improve our educational system. | | | | difference. The High Word & High encouragement |
| The non-stop testing brought into the schools by No | | | | children, going through the SAME schools were able to |
| Child Left Behind (NCLB) has failed our children. The | | | | read and comprehend 5 years ABOVE their Low |
| testing companies are profiting and our young people | | | | Word High Corrective Counterparts. |
| are loosing out. Great teachers are forced to teach to | | | | Real World |
| the test rather than individualizing instruction to reach | | | | Parents who learn to talk to their newborns, toddlers |
| more children. The whole child comes to learning and | | | | & preschoolers and use encouraging words can |
| brain research has demonstrated that emotion | | | | help their children's reading ability. It's so important to |
| significantly impacts learning. | | | | know that even though newborns don't have language, |
| So, here's the study. Researchers looked at two | | | | their brains are soaking up all those early language |
| groups of children from birth to age four. They | | | | experiences. Children will have lasting benefits when |
| observed two distinct parenting styles of interaction. | | | | their parents talk, listen and encourage! |
| High Words High Encouragement | | | | Educators intuitively know about early childhood |
| One group of parents spoke to their children during | | | | interaction and reading. Now its time for a grass roots |
| infancy through toddlers and beyond a great deal. | | | | approach. If every mom, dad, aunt, uncle and |
| They actually used up to 300 MORE words per hour | | | | grandparent could pass this information along to other |
| than the other group of parents. Additionally, this group | | | | parents, newspapers and PTA Newsletters we can |
| of parents responded with mostly encouraging | | | | impact our children's future. Please pass this |
| statements like: "That's great!" "Try it again!" "That's | | | | information along to those you know. You can improve |
| wonderful." "What did you learn (see, feel?)" "That was | | | | a child's future by sending this article to others |
| fun!" etc. | | | | (because of copyright, must include all links & |
| Low Words & High Corrective | | | | other information). |
| The other group of parents spoke infrequently to their | | | | Copyright 2009, Iris Fanning. All Rights Reserved |
| newborns through four year olds. They spoke about | | | | Worldwide. Reprint Rights: You may reprint this article |
| 300 fewer words per hour then the other group! | | | | as long as you leave all of the links active, do not edit |
| When they spoke, their language was mostly | | | | the article in any way, give author name credit. |
| corrective. They made statements such as: "Stop, No, | | | | |