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Where Does Education Start


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Old 03-07-2009, 10:59 AM   #26
John Nicholson
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Join Date: Jun 2005
Location: Abacas House,Bishop Burton, East Yorks HU!7 8QF
Posts: 715
Icon14 Let Mr five show you one way only one way for every child to count on

NATURAL LEARNING
A PHILOSOPHY OF LEARNING,

Natural learning.
A philosophy of learning, takes into account the proven and unproven reality of equality for all, within the magnificence of our universal mental abilities. International research findings illustrate the common benefits associated with early learning, a universal recognition of advanced learning ability proven in all nationalities were counting and reading abilities, have been well-established from the earliest possible opportunity. Clearly the combination of early arithmetic benefiting early reading ability is recognised, in both the developed and the underdeveloped world, utilising simple systematic natural learning techniques, it is proving to be easily absorbed by both parents and nursery teachers.

These techniques are being developed universally, no problems in adoption or adaption are envisaged, were trialling programs give clearer evidence of instantaneous memory ability within children of all ages and nationalities. Starting techniques in early arithmetic are based on pattern recognition, clearly establishing the memory of every finger value, utilising both hands to understand that each hand has five fingers and to add two hands just as quickly as the child is mentally able, which itself is dependent on individual parents realisation regarding the benefits of continuous interaction with their own children.

Natural learning is exactly what it says, is it not as natural, for a human being to learn, teach and think as it is to breath. Natural learning for each and every one of us, is to copy others. From birth to two years old children are adapting to the sounds of the family, they are consistently working out, the meaning of the sounds they are hearing. Speaking our natural language quite easily and virtually unaided is natural for every child in every language. This amazing ability holds no surprises to us, we expect it to happen. This method of learning naturally, is easily adapted to teaching arithmetic, every child in the world can be taught instantaneously that it's left thumb is called Mr five, and that its right thumb Mr six, even before it can count to ten. A universal habit will be established among all parents to teach by demonstration and repetition, when neural research catches up with reality.
Simply by establishing recognition of the third and eighth finger alongside side the initial five and six, allows the child to build a permanent memory of the meaning of every number quite easily by chanting and tapping the fingers. By demonstrating that the fingertips touching creates two blocks of five, means that every child in the world whatever the circumstances that it may be born into, can quickly and permanently establish the meaning of ten.

If we simply ignore identifying the individual fingers, we create an instantaneous memory problem. Simply by identifying four fingers permanently, we are then quite easily able to guide every child into understanding the meaning of every spoken number from one to ten.


The utilisation of a hand map, allows both parents and child to provide permanent memory for every number as a pattern of meaning between five and ten for life. It is the human right for every child to be taught in the best way, and this is the best way to establish the meaning of every number.

When it is quite clear that the child has established permanent memory regarding the meaning of every number one to ten, repetition of the hand map routines, are transferred into a training exercise, to which I have given a clear name " A SUM A SECOND". Once again we use the two hands, instead of using the back of the hands on a flat surface, he simply hold the hands facing upwards facing our child doing the same thing.

Starting with the two fives the child copies what it sees with its own hands, showing gently all the numbers we can create and then all the different manners we can create them in. Obviously the younger the child is the slower we start the exercise. Then true to that name, a sum a second, we build up the child's ability to recognise the number shown on either hand, to copy that number with its own hands and to shout out the number in a very loud chorus.

Children just adore shouting; they are building a permanent memory of rapid pattern recognition on either hand, and then, quite effortlessly adding them together. At the rate of a sum a second.

Once the child is proficient, in addition, at a very high speed, the parent can move from the second exercise, to the regular use of a written in words' abacus. In the abacus we have the world's oldest teaching machines. Various models of the abacus have been around for thousands of years, with four or five years regular training Japanese children can do the most outstanding subtractions additions divisions and multiplications, without requiring either the abacus or a pen and paper. If you use an (in words abacus) for one year, not only will you establish permanent memory of mathematical manipulations, but we will also remember the words we use from the starting positions and the written answers that we naturally learn to read.

Utilising the abacus for teaching early mathematics, developing precise chanting and visual abilities, for the times tables, using our natural ability to copy sounds and manipulations representing everything we can do mathematically are being naturally stored as the visible and vocal memories that easily become part and parcel of our mental thinking. The automatic instantaneous memories we rely on when we think in relation to quantity time distance measurement of all matters. Natural learning prepares us naturally by doing things, which are then quite naturally built into our memories; as.


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