- “Speed – reading. Memory enhancing”
- Opinions
- Wunderkind
- Russian language. The Culture of Speaking.
- “Speed – reading. Memory development and Information control”
- The Base for the Education
- The Commercial Proposals
- The Sense of Training
- COMPARATIVE CHARACTERISTICS
Methodical Manual for textbooks «Wunderkind»,«Speed reading, memory enhancing»
Introduction
There exist many wonderful methods to develop mental faculties of children of different age groups. But the majority of them are oriented at enhancing of one aspect of human’s mind. Accordingly a pupil does not use his potential abilities to the full.
It is quite obvious that nowadays the range of information is growing at a steady rate while children lack the skill to process this information efficiently. This skill is an integral part of any educational process. Thus we conclude that mental and psychical functions should be trained in a certain manner to remedy the situation.
The task: to develop ways of comprehending, memorizing and processing information.
Children tend to read slower than it is necessary for qualitative understanding. It results from inefficient reading techniques but not from lack of abilities. All of us were taught by sound-letter method. First we were taught to read by syllables than word for word information comprehension. As a result most of us use the profound type of reading as our only alternative. For those mentioned above comprehension seems to be just a sum of lexical meanings of words. Trained to the point of automatism this skill dominates any others. Consequently children lack wholesome text comprehension at the level of the idea. Another reason of the difficulties children face today is passive information comprehension – they are used to receiving information from TV or computer. Active memorizing technique encourages total concentration and prompt reaction to the written sources. The brain is taught to code the information received equally through all sources: be it seen, heard or read. The process of information coding is coordinated with individual life experience and the purpose of reading. The aftermath is efficient information processing and its mastering.
Global computerizing leads to oppressing of memory functions. Children become computer literate and active users at the age of 10-12 years old. It should be mentioned that the younger children the higher the level of educative capacity. The highest is the level of preschool and primary school children, with a steady tendency for it to drop down among teenagers. Thus the most fruitful period for children to develop the whole block of mental and psychical functions is lost through excessive use of computer.
The manuals on offer are a practical course of preschool and primary school children development. These textbooks are systematized and well-adapted to the requirements of this age group. They facilitate the process of assimilation of the ever-growing flow of information by small children. They lessen pressure children face in the course of studying at school by preparing the brain structures of a child to the increasing school loading.
Systematic lessons and following all recommendation on this program guarantee faster tempo of reading and enhancing of:
- pictorial and graphic memory;
- visual and auditory memory;
- the speed of visual comprehension;
- speech apparatus;
- finger minor muscles;
- speech centers of the brain;
- attention;
- arithmetic-practical thinking;
- flexibility of thinking;
- orbital muscles strengthening, weak eye sight stabilization;
- thinking processes speeding up.
The complex of all these aspects is sure to provide painless entering educational process for children from their first days at school. They will easily cope with inevitable stress situations that arise when a pupil has difficulties in mastering educational material. If unprepared the memory fails to keep in store the abyss of new information on different subjects, the brain lacks flexibility in switching over from one type of thinking activity to another. The speed of visual comprehension is slow, retarded visual memory compels numerous repetitions from a child to memorize and keep in mind a poem, a rule, a formula. If a pupil tends to be not quite assiduous and attentive, it doesn’t stimulate long-term and fruitful work during the lesson and doing homework. If the speech apparatus is not quite developed a child fails to conform to the requirements of “Approximate speed characteristics of learning and cognition processes”. The skills and abilities on subjects will be formed faster after the given training while the knowledge will be long-lasting.
The manuals on offer will help to arrange the educational process of children. All tasks are given in a certain order. The methodical manual contains the sequenced requirements and instructions for implementation. These are to be maintained without fail. It is exactly in this order it is necessary to carry out all lessons. The gaming technique of the most part of exercises adds excitement and attraction to the process of learning, helps to avoid fatigue and aversion on behalf of a young learner. After 2 or 3 lessons you will realize that children’s attitude to studies has changed. At first they just fulfill your requests, and after a while they look forward to every lesson, do every task with enthusiasm, zeal and in due course, think out their own, original ways and techniques to memorize information.
This is rather a training than a pedagogical course. It doesn’t give new knowledge. Instead it forms a set of skills, teaches the brain to classify, systematize, group, unite, compare, combine different information while doing easy and original exercises. That’s why the requirements for implementation are obligatory. Forget all pedagogical skills, everything that you were taught. No creative initiative is allowed: if you make mistake, provided wrong information – you fail the whole training and the results come to nothing. Carry out every exercise precisely: say it and the pupil does it, the result should be like this. No additional comments: if you do explanatory, additional information the brain is not taught to immediately get involved into the task, consequently the skill to flexibly switch over from one sort of mental activity to another is not formed. Changing the order of the tasks is banned: they are set in order to “switch on” all functional blocks in the brain. Not more than 3 to 5 minutes are given for one type of exercised, if this time is exceeded, there arise mental fatigue and aversion of information.
