Abstract

A developmental psychologist explains! Children can thrive with just a little guidance, rather than through accelerated learning.

The "hints" for improving academic ability were found in science! Everyday conversation, reading aloud, playing at home... The true nature of the "foundation" that should be nurtured by age 10, which is more important than "forcing children to study."

If you want your child to be good at studying, there is something you should nurture first, rather than accelerated learning or cram school. By examining research in developmental psychology and education both domestically and internationally, the common characteristics of children who thrive later in life were hidden in everyday life.

▼For those with these concerns:
- I'm enrolling my child in many extracurricular activities, but I don't see any results.
- I'm wondering whether I should have my child do accelerated learning.
- I want my child to have real academic ability that will be useful in the future.
- My child was born early in the year. My child's development is slow, and I'm worried about when they start elementary school.
- Gifted? ASD? Are you worried because your child seems a little different from others?
- I want to maximize my child's potential without forcing them

▼Three reasons to recommend this book:
① The content is based on "scientific research."
It clearly explains the latest research from Japan and abroad, including the marshmallow test, the HighScope curriculum study, and the research of Nobel laureate Heckman. It's not just "seems like it might be good," but it clearly explains "why it works."

② You'll find concrete examples of "things you can start doing at home today."
How to choose stories to read aloud, how to make pretend play work, everyday conversations that help children excel at math, steps to turn children's arguments into learning experiences... No difficult preparation or special materials are needed.

③ There's a basis for believing it's okay even if you feel your child is "behind."
Research has shown that even if you feel your child's abilities haven't developed by the time they enter elementary school, they can catch up depending on how you interact with them afterward. You can learn the right way to interact without rushing.

Author’s Information

Professor at the Graduate School of Education, Chiba University. Previous positions include Lecturer at Tokoha Gakuen University, Faculty of Education, and Associate Professor at Shizuoka University, Faculty of Education. Specializes in developmental psychology and educational psychology, particularly cognitive development from infancy to childhood. Major co-authored works include "Deductive Reasoning in Young Children and Its Developmental Changes" (Kazama Shobo), "Developmental Psychology for Educators and Psychologists" (Nakanishiya Publishing), and "Easy-to-Understand Educational Psychology" (Minerva Shobo), among many others.