同意。  

loading... kumon这个我家附近有他的补习班，从3岁就可以上了，不知道有没有妈妈送孩子上了觉得好的啊.

loading... 涂颜色这个，我在台湾有买到几本书，前面一页是书上已经涂好的，下一页，一模一样的图，让孩子自己上图， 用这个学比较快，小孩可以自己看然后涂，书上还教小孩颜色搭配要如何对比，画得才会好看和有层次。

loading... 每天都会来看这个楼，谢谢湫湫MM,开始下载了，不知道能不能成功

loading... 有没有妈妈能够推荐那个书教小朋友学习phonics比较好的阿？ 我去amazon看了，版本很多，不知道那个比较好。 谢谢！

我觉得有一半以上的益智玩具其实用处都不大，包括那个出产很多产品mellisa and dough(不知道拼对没）， 最近买到一个对训练小孩逻辑思考还有空间概念很有帮助的玩具，在amazon就有，叫做castle logix. http://www.amazon.com/Smart-Tangoes-USA-SG-010/dp/B004TGVOOC/ref=sr_1_1?ie=UTF8&qid=1331577194&sr=8-1 这个分了四个阶段，starter, junior, expert, master. 刚开始很简单，到后面大人都不一定能想出来了。

很谢谢icecreamman mm,今天把你介绍的书单里面20几本书从图书馆搬回家了，娃又可以 忙一阵子了。

loading... 我家是女娃，她对公主过家家的没啥兴趣， 倒是很喜欢玩lego,小火车啥的。 其实我也觉得这些玩具更有意思些阿。

loading... 今年初我从台湾总共搬了80几公斤的书，CD来美国，衣服快20公斤，我和娃总共可以带4个包，总共100公斤， 我全用上了。

前几天在 NY Times 看到的文章说为啥双语的人比较聪明，之前有朋友和我说， 现在教娃认中文也是白认，长大就不会了，看来我还是要坚持下去阿。 http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html?_r=1&src=me&ref=general SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving. Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page. The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of Pompea Fabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset. Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint?

loading... 我家有英语版逻辑狗，小朋友玩了一下就不玩了。

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[此贴子已经被作者于2012/4/13 4:07:13编辑过]

loading... 想请问一下买个thinkfun rush hour的妈妈，四岁的小朋友是要买ThinkFun Rush Hour Jr.还是直接买ThinkFun Rush Hour （上面说给８岁以上的）

loading... 才想到，我小学有学过kumon,觉得太无聊了。 根本不想做。

loading... 我也是home school,有课程阿，每天都认识英文，中文。 阅读中，英文书。 算数学，玩益智玩具，每天花六个小时，其中包括玩。 不知道娃以后会怎样，就走一步算一步了。

loading... 前面问题我一起回答阿，我家娃明年上K，英文课程是买了home school系列，从K-G6,有英文，数学，社会科学，中文是 我上次回国搬回来快90公斤的书。 时间安排是早上2小时，下午2小时，晚上2小时。 中文环境我觉得很好，之前送娃上过一年多幼儿园，才上了几个月，回家就只说英文，不说中文了，娃还用英文纠正我，觉得妈妈说中文不对，要改成英文才对。 小朋友在美国我不担心英文，反而担心中文很快不行了，现在在家里home school,中文听，说，读，进步很大。英文前几个月我还在这个楼问phonics那个教材好。 现在已经学会了，可以自己看英文小人书了。 我打算9月再送去上半天幼儿园，回家继续 home school.

loading... 小朋友上这么好的学校，羡慕阿。。。。。。。

loading... 我家娃也是，4岁了，已经不喜欢一般玩具了，现在只喜欢看书，和益智玩具，需要动头脑的那种。

写字我家娃娃本来不会，去了台湾买了一个专门给刚刚学写字的小朋友用的握笔器，她自己 拿了两个礼拜，不需要我教，省了很多力气，她就自己会写字了。这个在美国没有的，美国只有卖一般普通握笔器， 对小朋友没有帮助。 还有刚开始学写字阶段，给娃娃拿的笔尽量选粗的，不要给大人用的笔。 还有训练手灵活，可以让小朋友开始用筷子吃饭，我是从韩国店买了那种两个筷子连在一起的筷子， 对于小朋友手的灵活也很有帮助。

loading... 46，会读 64，给 78，会说是 87,这个我家娃娃也会阿，我是告诉她看书都是从左边到右边， 所以要先先念左边数字，她明白了，就不会搞错了。