Learn to speak clearly, and your baby\’s thinking ability will far exceed that of his peers after entering school.

\”Why don\’t you use your brain?\” Some teachers and parents often say this when criticizing their children. What exactly is a brain? What is the difference between children who can use their brains and other children? Adults who often criticize their children in this way may not fully understand it themselves. In fact, the so-called brain refers to a person\’s thinking ability, including the ability to observe, judge and analyze things. Children with strong thinking ability learn new things quickly and know how to understand, adapt, and draw inferences from one example. Therefore, to a certain extent, thinking ability is the basis for learning any subject well (yes, it is not talent or memory). American scientists believe that thinking skills should not be taught by teachers after entering school. Basic thinking skills training can actually start from the time the baby is born. If you consciously do some thinking training when your baby is 0-5 years old, your child\’s academic performance will be better than that of his peers after entering school. Strong thinking ability is inseparable from clear language expression. Many times, speaking clearly and clearly is a manifestation of thinking ability. Americans attach great importance to cultivating children\’s expressive ability. The following four \”speaking\” principles are often used in American schools when training children\’s thinking. You can start from when your baby can speak and try the following guidance methods: 1. BE CLEAR – Speak clearly when your baby wants to express a certain meaning. Encourage him or her to describe what he or she wants to say. When Su Bao first started speaking, he often used \”this\” and \”that\” to replace what he wanted to say. For example, she would point to the picture book on the picture book shelf and say: I want this. I would ask her, which one do you want to read? What color is the book? Encourage her to go further and say: I want to read the caterpillar book, the green one. 2. BE ACCURATE – Be accurate. American schools attach great importance to teaching children to distinguish facts vs. opinions. This ability can actually be trained from an early age. For example, \”a frog has four legs\” is a fact, and \”a frog\’s cry is nice.\” \”That\’s a point. Telling more facts and using facts to support your opinions is the basis for clear thinking. For example, Su Bao often referred to the library as \”school\” and kindergarten as \”teacher\’s home\” for a period of time. When she had such confusion, I would repeat her expression and bring the accurate statement to her. Go in. Although she didn\’t deliberately deny or correct her statement, she could hear the difference and would be more inclined to use an accurate statement next time. 3. BE LOGICAL – Logic. Logical ability is not innate, but requires a little bit of training and accumulation. Children\’s initial logical ability needs to be acquired by imitating adults\’ thinking. Usually when Su Bao and I read picture books, I would deliberately use my own language to emphasize the logical components of the story in the book: \”Because the caterpillar ate too much, it had a stomachache (read \”The Very Hungry Caterpillar\” )\”. Or \”Because the little rabbit was too sleepy, he fell asleep (read \”Guess How Much I Love You\”).\” If Su Bao comes to a certain conclusion on her own while speaking, I encourage her to tell her why (e.g., I don’t want to wear a coat because I’m not cold). 4. BE RELEVANT – When it comes to ideas, American kids often participate in group discussions at school. Because children\’s thinking skills are still in their infancy, it is common for them to go off topic during discussions. Teachers always intentionally train children to provide information related to the topic as much as possible. This is the premise of getting to the point. When we were listening to picture book stories in the library, the teacher took out a picture book about pets. Before telling the story, he would ask the children if they had pets at home and if they could describe their own pets. At this time, there will always be a child who raises his hand, finishes talking about his dog, and starts to talk endlessly about the topic, starting from talking about the dog, talking about walking the dog, the park where he went when walking the dog, and then talking about the swing in the park. At this time, the teacher will always remind him that we are talking about pets today, and share with us what his name is and what food he likes to eat (this is the information related to the topic). I wonder if you have noticed that the order of these four principles is actually somewhat advanced. The use should also be combined with the baby\’s actual thinking development progress and arranged flexibly. For example, babies (1-2 years old) who have just started to speak simple words may not necessarily be able to meet the requirement of \”talking logically\”. For them, it is more important to \”speak clearly\”; babies aged 2-3 years old can use more Encourage them to speak clearly and accurately; for babies after 3-4 years old, adults can use more logical sentence structures in conversations, and encourage children not to go off topic when talking about something. I remember seeing a question on Zhihu, which basically said: We are all taught by the same teacher. Why is there such a big gap between classmates not long after graduation? There was an answer that impressed me deeply at that time. The respondent said that it was because many children’s abilities and insights were not taught in school, but that early family education had given them a lot of accumulation, and they were just standardizing answers. In school, it is difficult to see the differences between children, and the differences often become apparent only after graduation. As parents, we cannot always accompany our children, but the accumulation in childhood, such as clear thinking, healthy eating habits, and good emotions and personality, can always accompany them. I think this is the meaning of family early education ( Complete text). Find the article helpful? Sharing it and helping more people is the best encouragement for me.