| I have spent my career researching early learning in | | | | learn a second language than it is for adults. A recent |
| children and babies. My carefully designed programs | | | | study found that children who learned a second |
| have achieved remarkable results, teaching babies as | | | | language after the age of 11 had two distinct areas of |
| young as six months to read. Now, anyone can quickly | | | | the brain for understanding language -- one for their |
| and easily put their child on the path to acquiring | | | | native language and one for their second language. |
| essential learning skills by following these proven | | | | Children who learned a second language before the |
| activities: 1. Use Multi-Sensory Learning When your child | | | | age of four had one large area of the brain active for |
| shows an interest in a particular topic, try to help them | | | | both languages. This suggests that children who learn |
| learn about it using as many sensory systems as | | | | language skills in their first years are able to develop |
| possible. If your child is interested in learning about | | | | brains that are more efficient. 7. Respond to Your |
| flowers, let them see, smell, touch, and even hear the | | | | Infant's Sounds If the parent responds excitedly to a |
| gentle sound the flower makes brushing against their | | | | baby's new sound and repeats the sound to the baby, |
| ear. This type of learning is usually more interesting for | | | | then the connection to make that sound will have |
| the child, and more effective. 2. Respond to Your | | | | some value to the infant and it will likely be |
| Baby An important skill for parents is the ability to | | | | strengthened. On the other hand, if the infant makes a |
| respond to the interests of their infant. This will help | | | | new sound and no one responds -- the baby will be |
| them more easily understand their world. The baby | | | | less likely to repeat that sound. Not only does the infant |
| looking at their toes could be told, "These are your | | | | probably feel more attached to caregivers who |
| toes." This means the infant would simultaneously have | | | | respond to their sounds, but they can learn to make |
| visual (seeing her toes), auditory (listening to you say | | | | more sounds when people respond. 8. Make Learning |
| "these are your toes"), and haptic (feeling you touch | | | | Videos for Your Child Parents can make learning |
| her toes) information. This helps a young baby develop | | | | videos for their infants and toddlers. Be sure to include |
| a very elaborate idea of "toes". These types of | | | | your family in the video. This will attract your child's |
| responsiveness activities may also increase their IQ. 3. | | | | attention and allow them to see you even when you |
| Categorize A fundamental building block for intelligence | | | | are away. You may want to include your child's name |
| is the ability to categorize. You can stimulate your child | | | | and the words 'mommy' and 'daddy' in your video. 9. |
| by grouping animals or objects that are similar. For | | | | Play Games! Matching games are fun. Show your |
| instance, your child's toys or clothes could be grouped | | | | infant one item, for example a tennis ball. Next, show |
| by color, size, shape, material, or function. Simply show | | | | your baby several other objects and ask him/her to |
| them and say, "This is a sock and this is a sock. This is | | | | find the one that matches the first object. Talk with |
| not a sock." Your baby should enjoy the activity | | | | your child throughout the game and describe how the |
| because they will be able to see you sort the clothing, | | | | objects are the same or different. These fun games |
| hear your voice, touch the soft clothing, and smell the | | | | help the child learn more about object properties such |
| clean clothes. 4. Improve Spatial Reasoning Abilities | | | | as color, material, function, shape, etc. 10. Use Different |
| Studies have shown that infants who self-locomote | | | | Postures During Play Allow your infant to play while in |
| using a walker improve their spatial abilities. This | | | | different postures and locations. Make soft, clean, safe |
| improvement may be a result of infants' increased | | | | areas for your baby to play while on its stomach, back, |
| attention to objects when they self locomote rather | | | | and seated. Set up these play spaces in different |
| than being carried. Pediatricians recommend that | | | | locations. Babies may practice lifting their heads or |
| parents not use walkers for safety reasons; however, | | | | rolling over while on their stomachs. While on their |
| in safe conditions, a walker can help improve an | | | | backs, infants may play with activity gyms, practice |
| infant's spatial abilities. Reading simple maps and playing | | | | rolling, or look at objects. It may be easier for infants to |
| with mazes can also improve your toddler's spatial | | | | explore toys while in a bouncer. |
| reasoning abilities. 5. Play Classical Music for Your | | | | Dr. Robert Titzer is a prominent professor and infant |
| Infant or Toddler Play classical music for your infant or | | | | researcher. His award winning educational DVD |
| toddler on a regular basis. In a controlled study, young | | | | program, "Your Baby Can Read!(R)", published by |
| children who listened to classical music outperformed | | | | Smart Kids(R) of Penton Overseas Inc., has produced |
| those who had not listened to classical music. 6. Learn | | | | remarkable results worldwide. |
| a Second Language It is easier for a young child to | | | | |