Genetic basis of giftedness
“The difference between mind and education is that it is the mind that can provide you with a good life.”
Charles Franklin Kettering.
The first word, uttered, and then written by the child, is a very great joy for both parents and the child. In ancient times it was noticed that learning, learning new, gives great joy to children. And our task is to facilitate this process, to satisfy their natural curiosity, to make learning easy and enjoyable.
There are many methods of early development. And it’s not a secret for anyone that genetically identical children (twins), brought up in different families, grow fundamentally different people. They have all different: the level of education, moral values, professional inclinations. In childhood they develop in different ways, at different times they begin to walk, talk, read. And it depends not only on the psychological situation in the family, but also on how they educate and educate.
Scientists E. Candel and R. Hawkins defined learning as a process by which an individual acquires new knowledge, and memory as a process that allows this knowledge to not lose over time (11).
Any training, in whatever form it is carried out, always represents a necessary and indispensable condition for the formation and development of thinking. In the process of learning, thinking emerges, forms and develops thinking as a search and discovery of an essentially new one (1). Much of what we learn in the course of life, and from which we draw conclusions, is the result of learning, so learning and memory play a central role in shaping the sense of individuality.
Due to the gradual development of the brain regions, it is possible to subdivide the development of children into appropriate steps.
Each stage takes some time, which is more or less the same for all children. But if some function in the child does not develop by the appropriate date, it shows that either it has physical disorders of the corresponding parts of the brain, or for some reason some basic structure has not developed. This can be attempted to correct, returning to the level at which the tabulation begins - to the level of development of the sense organs, and, by giving a strong stimulation to them, to try to develop them. If, for some reason, some of the functions of the human body does not work (the child is not able to walk or talk), we must intensively stimulate the remaining sense organs, then we can hope that one of the brain regions will take those functions for which the affected part of the brain is responsible.
This is exactly what Glen Doman came up with, who fought for this problem for forty years, using various ways to rehabilitate children with brain injuries, until he came across this method by experience (5).
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