Cecil Lupan, Nikitin, NA Zaitsev
A child is not a vessel that needs to be filled, but a fire that needs to be ignited.
Cecil Brai-Lupan is a selfless young mother who, raising her little daughters, tries the best way to develop their intellect, and at the same time, make them psychologically healthy. Learning about the technique of G. Doman, she tested it on her children. Something happened to her, something – no, and, based on Doman’s basic thoughts, she tried to remake this technique in the way it seemed most reasonable. Unlike Glen Doman, who watches very many children at once, and therefore can not penetrate into their spiritual world, Cecile Lupan, observing only two of his daughters, very subtly senses them and tries to give them exactly that knowledge and at the very moment when they want it. Doman is more clearly described in terms of the ages of average children, while Lupan is more likely to have an interest, taking into account the inclinations of children. Cecil Lupan more subtly, more individually, selects training methods.
At the same time, in his technique, S. Lupine pays great attention to such things as teaching swimming for newborns (according to the Claire Timmermans technique). She composed entire programs for teaching history, geography, art history and drawing, music and other areas of knowledge for toddlers and preschoolers.
The discovery of the creative forces hidden in the child, which has not yet been explored, will have greater consequences than the discovery of the secrets of the emancipation of the atom.
The baby, trying to say the first words, never utters the letters separately, then to combine them into syllables. And even earlier, during his babbling, there were never any individual letters, always only syllables. Scientists dealing with this problem have discovered that the traditional, verbal-phonemic, principle of teaching reading divides the indivisible sound-proof code into artificially composed elements. They found that such a technique not only deeply enslaves speech psychomotor freedom, but also forms stable pathological sound-speech complexes. Thus, it is shown that the traditional principle of teaching reading initially introduces the child into a specific psycho-emotional and discrete tension. It is one of the factors in the formation of a stressful stereotyped stereotype. And reticotornaya tension in itself already creates a situation of development of early mental disorders (10).
An outstanding innovator from St. Petersburg, Nikolai Alexandrovich Zaytsev (r. 1939), strongly recommends that we abandon the traditional principle of mastering reading as a technology that negatively affects the psychomotor development and health of the child.