Главная 7 After three – the training continues

After three – the training continues

After three training continues

After three - the training continues

Those who taught their child from birth know that with proper feeding the children easily learn the kindergarten program and at the age of three the child can easily name all the letters of the alphabet, count to 20, distinguish most colors and geometric shapes, call the sides of the world , explain what summer, autumn, winter, spring. Some children at this age can name most of the countries and the names of the planets of the solar system.

The question arises: what to do next? A child who is used to learning and knowing is very curious, his curiosity range is expanding every day, and it happens that parents marvel when a three-year-old child asks them: How does our Earth stand? Who are aliens? What happened when we were not there? and How does electricity work?

In our age of compressed information, the child so quickly absorbs everything that we have been taught in school for years, that it seems that by the age of 12 the child will cope with the entire school curriculum. Not because it is stuffed with knowledge. And because it absorbs and develops faster than we do. It seems to me that our children will very soon be open to the study of unknown substances and will come into contact with other civilizations. With this in mind, parents need to restore in their minds everything they have taught throughout their lives, be ready to answer any question of the three-year plan, and, most importantly, to know how to gently teach using the phenomena of everyday life.


The subject of the scientific approach teaches the child to think about the matter and their qualities as a result of monitoring and sorting them. This game helps them to practice both skills.

Expecting the unexpected (not for the faint-hearted!)

It is not necessary to go to the laboratory to conduct scientific experiments. There are many ways to conduct experiments at home.

Look how long the plant can live without water. For this it is necessary to observe two identical plants, one while watering, and the other not. Before you begin, ask the child what, in his opinion, will occur if the plant is not given water. During the experiment, write down every day with the child all the changes that you find. At the end of the experiment, ask the child if there are any differences between what the child was expecting and what really happened? Talk about the reasons for this (for example, a plant without water lasted longer than expected - probably because it contains water inside it).

Ask the child to describe the things that he wears. What material are they from thin? Thick? Waterproof? Why did the child choose these things? Is it related to the weather?

Pay attention to your child on the soles of shoes in your home. Some of them are smooth, and some can be ribbed or spiked - can your child explain which sole is better for what situation? Talk to the child about how in different situations clothes help us feel comfortable. Some materials used for tailoring are traditional, for example, wool. Others, such as synthetics, were made as a result of scientific discoveries. Explain to the child that scientists have observed the properties of the available materials, in order to invent new ones.


After you read the child some story, talk to him about what was happening in him. Can your child reproduce the correct order of events? Think together with the child about why the main characters of history acted in this way. What would your child do if he were in their place? If he had acted differently, would history have had the other end?

Studying history, children think about events and how they are related. Discussing the stories they read, they are just practicing this skill. This exercise will be most effective when reading stories that are as close to reality as possible.

Approach with the child to the window or to the place where the great view opens. Let the child describe what he sees. Will he be able to say which of the objects in his field of view is of natural origin, and which ones are created by man? Words such as a house, a bridge, a road, a stream, a river are a good geographical vocabulary for your child.

Jars of food in our kitchens are imported from around the world. Choose food packages from your buffet and ask your child to read the label and determine which country they came from. Write down the names of the countries and find them on the geographic map.

When you walk in the park, pay attention to the child that is around. Will he be able to describe what is in the park - for example, trees, a hill, a football field, a tennis court? Has anything changed in the park lately? Ask the child what he likes in the park and what does not. What would he do to make the park better for children and adults?