About the Method

The Pedagogical Concept of the Method

Date: June 6, 2013 Author: admin Categories: About the Method

“The brain is well arranged, but better when it is well fed”  M. Montaigne

This website is dedicated to the new methodology of educating children’s interest in intellectual activity similar to the way it is done with feelings for art and music, etc.

 

Children are naturally talented and they strive for excellence. Any kind of education is most effective only it begins in early childhood.

 

It is known that for the study of school science, and fitness for any particular activity, it is necessary to have a complex of personality traits, first and foremost:

 

-Knowledge

-Mental condition

-Interest

-Abilities

 

Abilities in this complex of traits have a special place. From the point of view of neuropsychology, the TIMELY (early) development of children allows for the timely appearance of talents. We offer a new theme, with new games and new approaches, for the development of children 1,5 years and older.

 

Down With Stereotypes

 

Life’s problems are not always solvable by standard means. Original non-standard solutions to difficult situations as well. In the baggage of this proprietary System, you will find innovative themes for pre-schoolers that no one has thought of before…

 

Children possess great cognitive activity with unique abilities. If they are not demanded and utilised on time, they can disappear with age. That has been confirmed by a position put forward by the contemporary schools of Piaget (France), Suzuki (Japan), and Skvortsov (Russia). They are the authors of “The Stories of Age” which every child experiences during the developmental process.

 

The development of the child passes through many “stories” (*such as in a building AR). These “stories” are also called ‘”windows of learning” which open for certain periods of time during early childhood.  Every “story” is designed to be used for a highly interesting subject of some kind, with the subsequent development of specific psychological functions.

 

Thus, at the age of 1 to 2 a “window” opens for the development of fine motor skills, and from 2,5 to 3,5, a window for the formation and development of some logical operations.

 

Pedagogical systems for early learning first appeared at the end of the 19th century. Montessori, Froebel and others plus the research of Doman, Elkonin, Wenger,. Fyuell and others showed the necessity of early learning, and the TIMELY development of basic psychic functions which form the basis of creative ability.

 

The fact is that, at every stage of growth, a certain “story” is created upon which the psychological functions necessary for achieving the next stage are formed. As such, the abilities and skills obtained during pre-school will serve as the foundation for the development of knowledge and the development of abilities for an older age: Namely school.

 

These days, many children entering school can read, and even write. Their parents naively consider this to be sufficient for learning. However, as statistics show, These skills alone do not guarantee the child the necessary level of intellectual functions. A child may be able to read, but simultaneously possess weak concentration and sustained attention-spans for his school subjects. He tires easily, has weak coordination in his fingers and hands, and lacks the intrinsic motivation to learn.

 

The 20 years’ experience of the Discovery School are living proof that children who have gone through the Bereslavsky system of games and exercises are far better prepared for regular school, and are used to it, rather than frightened of it, as learning makes them happy. Here is a typical opinion. Olya Polyakova, mother of Vasya: “All the abilities and skills obtained over 3 years of lessons under the Bereslavsky system, helped Vasya as he entered 1st grade. At his interviews, he was quite comfortable talking to his teachers, who especially noticed his knack for maths, ability to reason, and think logically and broadly. Seven months have passed, and his interest in school and cognition of new things are only increasing.”

 

“Physical and mental laziness have a high cost. Mental laziness during youth endangers your brain for the future. Do not waste your formative, creative years” (William James)