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Baby learning at Home 11 years 1 month ago #397

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Growing baby wants to feel the touch of mother's love in all objects. Objects nrrd not be toys often. All different (variety) sensorial objects are the toys children seek. The child wants to feel through touch shapes, sizes, texture and colors through light and also taste.

Do not prevent this experience to children in the early age. Too much of hygenic thought have allowed parents preventing children to taste objects. In olden days, children were given herbal toys (toys made from wood of herbs) and so they get both the benefit. Today we give more lead painted toxic plastic toys.

Kitchen materials that are safe can be given. Allow the child to look, touch, taste or smell objects that are safe. This is the prmary education that can be given. If the materials given to the child allow them to connect to order then the objects will give fantastic intellectual output and emotional balance in the child. This was understood by the genius Montesorri who devised sensorial materials to help children even from age one.

When a child turns one....baby is ready for learning by touching and holding with hands.

Very essential materials which you can purchase from Montesorri are the
pink tower , cylindrical blocks[4 sets], touch boards, sand paper letters for English.These can also be hand made.
Many other materials are Wooden puzzles of geometrical shapes, zig zaw puzzles, wooden tray, legos, real animal models, books which can have real pictures no fancy cartoons. These things can be purchased in good showrooms of toys.

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Re: Baby learning at Home 11 years 3 weeks ago #442

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Please read this beautiful article by the Nobel Prize Physicist (Discover of laser light) about how his father used simple things at home. All that is needed is about pattern recognition. In Uni5 system pattern recognition is the key principle in teaching.

Click here to read What is Science? .

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Re: Baby learning at Home 11 years 3 weeks ago #443

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From the article what is Science?
We had weaving in those days. They've taken it out; it's too difficult for children. We used to weave colored paper through vertical strips and make patterns.
My personal experience is that when I was a child I showed interest lot in pattern recognition. Example, I helped my grandparents in making mats from dried grass and also in making coconut leaves roof thatches, all involves patterns. I think that significantly helps now in pattern recognition.

Any one can share your child hood experience on pattern recognition?

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Re: Baby learning at Home 11 years 3 weeks ago #444

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From the article what is Science?
Your father doesn't teach you much about science."
Most of the parents think that if children can name the objects around , they are intelligent and smart. Well the parents are really "Parroting" their children. Telling names of objects is not pattern recognition. It is just language skill. It doesnt mean children should know the name of objects. They will naturally learn it. What needs to be showed to children is pattern recognition. That makes them smart.

little unfortunate, because what they were trying to do is teach a definition of what is energy. But nothing whatever is learned.

In Uni5 , Energy concept is given in the very begining. It is abstract for children, but they get it through pattern teaching of the uni5, the single energy that manifest as five.

I finally figured out a way to test whether you have taught an idea or you have only taught a definition.
In Uni5 education system, children are guided to come up with creative ideas more than definition to memorize.

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Re: Baby learning at Home 11 years 3 weeks ago #445

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From the article what is Science?
I would say, "No. What has that to do with the sun shining? It moved because I wound up the springs."

"And why, my friend, are you able to move to wind up the spring?"

"I eat."

"What, my friend, do you eat?"

"I eat plants."

"And how do they grow?"

"They grow because the sun is shining."

And it is the same with the [real] dog.

This reminds of the dialogue between the father and son in Taittiriya Upanishad.

Bhrigu wanted his son Valli, to Understand Consciousness "Brahman"

63. Bhrigu, the son of Varuna, approached his father, and said: O revered Sir, teach me Brahman.

64. He (Varuna) said this to him (Bhrigu): Food, Prana, the eyes, the ears, the mind and the speech are Brahman.

65. To him he further said: That from which these beings are born; that by which, being born, these beings live; that which, when departing, they enter intothat seek thou to know that is Brahman.

66. He (Bhrigu) performed penance (Here penance means to deeply introspect).

67. Having performed penance, he learnt that food is Brahman; because it is from food that all these beings are born; by food, when born, do they live; and, having departed into food, again, they enter.

68. Having known that, he again approached his father Varuna and said; O revered Sir, teach me Brahman.

69. He (Varuna) told him; By penance (Tapas) seek thou to know Brahman. Penance is Brahman.

70. He performed penance.

71. Having performed penance, (Bhrigu) understood that Prana is Brahman; because it is from Prana that all these living beings are born; having been born, they live by Prana; and having departed, into Prana, again, they enter.

72. Having known that, he again approached his father Varuna to know further and said; O revered Sir, teach me Brahman.

73. He (Varuna) told him; By penance (Tapas) seek thou to know Brahman. Penance is Brahman.

74. Bhrigu performed penance, and having performed penance, he came to the conclusion after analysis and deliberation, that Prana (life) is Brahman. But he was not at all satisfied with this conclusion. He thought that this Prana could not be Brahman, because it is non-intelligent, it is an effect, it has a cause, it has a beginning and an end. So he again approached his father to get further light. And his father, again, asked him to know it by penance.

75. Then Bhrigu understood by penance that the mind is Brahman, because it is from mind that all these living beings are born; having been born, they live by the mind; and having departed, into the mind, again, they enter.

76. Having known that, he again approached his father Varuna to know further and said; O revered Sir, teach me Brahman.

77. He (Varuna) told him; By penance seek thou to know Brahman. Penance is Brahman.

78. He performed penance,.

79. Bhrigu thought that mind is only an organ or instrument of cognition, that it has no self-luminosity, has a beginning and end, and therefore it could not be Brahman, the uncaused. So he approached again his father for further enlightenment. Having been asked to do penance, he does it, again.

80. Then he understood that knowledge is Brahman; because it is by knowledge that all these living beings are born; having been born, by knowledge they live; and, having departed, into knowledge, again, they enter.

81. Having known that, he approached his father Varuna to know it further and said; O revered Sir, teach me Brahman.

82. He (Varuna) told him: By penance seek thou to know Brahman. Penance is Brahman.

83. He performed penance, again.

84. Bhrigu found out that his finding could not give him entire satisfaction and that knowledge could not be Brahman. He thought that knowledge is the agent of all the actions of the Jiva and also the enjoyer of the fruits of actions. So he again went to his father for getting further light. And the advice he received was, again, to perform penance.

85. He, then, understood by penance that bliss is Brahman; because from bliss all beings are born; having been born, by bliss they live; and, having departed, into bliss, again, they enter.

86. This is the knowledge learnt by Bhrigu and taught by Varuna. This is established in the supreme ether (heart). He who knows thus becomes one with Brahman. He becomes the possessor of food, and the eater of food. He becomes great in progeny, in cattle and in spiritual lustre. He becomes great in fame.

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Re: Baby learning at Home 11 years 3 weeks ago #446

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The world needs (Especially India) this type of ancient question and answer dialogue method of learning and not the modern system of parroting education.

In religion, the moral lessons are taught, but they are not just taught once, you are inspired again and again, and I think it is necessary to inspire again and again, and to remember the value of science for children, for grown-ups, and everybody else, in several ways; not only [so] that we will become better citizens, more able to control nature and so on.
In Uni5, emphasis is on controlling one's inner nature. This makes a child not only intelligent but also a happy person, the purpose of life.

But great religions are dissipated by following form without remembering the direct content of the teaching of the great leaders.
In every step, we connect all children in Uni5 to the great thinkers in all fields at their awareness level.

Each generation that discovers something from its experience must pass that on, but it must pass that on with a delicate balance of respect and disrespect, so that the [human] race--now that it is aware of the disease to which it is liable--does not inflict its errors too rigidly on its youth, but it does pass on the accumulated wisdom, plus the wisdom that it may not be wisdom.

Uni5 inspires children to share the joy of Awareness. This is the objective of education.

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