呵呵，准备建小楼，希望能坚持，欢迎回访交流噢。
2013／9／25
今天看了 where\'s baby\'s belly button? 新书还不喜欢。
本帖最后由 soumet 于 2013-10-14 01:32 编辑
2013/9/26
早上起床后，在床上给他念dear zoo，新书照样不喜欢。
上午安排游泳，下午午觉醒来，又看了dear zoo,
这次小畅会爬过来翻翻书，我读了两遍，变换声调地念,
他还会咯咯笑。睡前念了where\'s baby\'s belly button?
Guess how much I love you.
小畅哥哥比阿伦大两个月，我们也算同龄低幼圈的妈妈哈，以后多交流
一片青苔 发表于 2013-9-27 17:16 static/image/common/back.gif
小畅哥哥比阿伦大两个月，我们也算同龄低幼圈的妈妈哈，以后多交流
嗯嗯欢迎阿伦妈加入！
2013/9/27
这两天都是晚上来发贴，回想上午的事情竟然那么辛苦，都有些模糊，得死命想，
可奶睡完小畅我也累了，所以只能说当天读了啥书。
今天重复阅读好几次dear zoo，都是醒来在床上读的，小畅熟悉了这绘本，就会
凑过来翻，摸摸机关的地方。说到frog jumpy 他也会在那里晃动身体。
也接触了好奇乔治关于数字的纸板书，我放在地垫上的，随时翻读，他还没反应。
下午带他第一次坐公交车去商场买衣服，他好开心，回来连午休都免了，睡不着。
2013/9/28今天的绘本阅读照例在床上进行，早上起床时念的，我把where is the baby\'s belly button? 和
Dear zoo放在床上 他主动把dear zoo拿给我。
上午安排游泳，下午有朋友的孩子来学习新概念英语，就没法陪小畅。晚上又有亲戚来访，他很兴奋，
洗完澡就奶睡了。
VOA 2011年的一篇报道
Inside the Minds of Babies
01 November 2011
JUNE SIMMS: This is SCIENCE IN THE NEWS, in VOA Special English. I’m June Simms.MARIO RITTER: And I’m Mario Ritter. This week, we examine scientific findings about how intelligence develops in babies.(MUSIC)JUNE SIMMS: Not long ago, many people believed that babies only wanted food and to be kept warm and dry. Some people thought babies were not able to learn things until they were five or six months old.Yet doctors in the United States say babies begin learning on their first day of life. The Eunice Kennedy Shriver National Institute of Child Health and Human Development is a federal government agency. Its goal is to identify which experiences can influence healthy development in people.Researchers at the institute note that babies are strongly influenced by their environment. They say a baby will smile if her mother does something the baby likes. A baby learns to get the best care possible by smiling to please her mother or other caregiver. This is how babies learn to connect and communicate with other people.The researchers say this ability to learn exists in a baby even before birth. They say newborn babies can recognize and understand sounds they heard while they were still developing inside their mothers.MARIO RITTER: Another study has suggested that low birth weight babies with no evidence of disability may be more likely than other children to have physical and mental problems.American researchers studied almost five hundred boys and girls. They were born in, or admitted to, one of three hospitals in New Jersey between nineteen eighty-four and nineteen eighty-seven. At birth, each child weighed fewer than two thousand grams.The boys and girls had an average age of sixteen at the time of the study. They were asked to complete intelligence and motor skill tests in their homes. Their test results were compared with those of other children their age.The study found that the young people with low birth weight often had more problems with motion skills than others. These problems were more common among males, those with injured nerve tissue in the brain and those who had been given oxygen supplies for days as a baby.(MUSIC)JUNE SIMMS: Experts say the first three years of a child\'s life is the most intensive period of language and speech development. This is the time when the brain is developing. Language and communication skills are believed to develop best in an environment that is rich with sounds and sights. Also, the child should repeatedly hear the speech and language of other people.The National Institutes of Health says evidence suggests there are important periods of speech and language development in children. This means the brain is best able to learn a language during this period. Officials say the ability to learn a language will be more difficult if these periods pass without early contact with a language.MARIO RITTER: The first signs of communication happen during the first few days of life when a baby learns that crying will bring food and attention. Research shows that most children recognize the general sounds of their native language by six months of age. By that time, a baby usually begins to make sounds. These sounds become a kind of nonsense speech over time.By the end of the first year, most children are able to say a few simple words. But they may not understand the meaning of their words. By eighteen months of age, most children can say eight to ten words. By two years, most children are able to make simple statements, or sentences. By ages three, four and five, the number of words a child can understand quickly increases. It is at this age that children begin to understand the rules of language.(MUSIC)JUNE SIMMS: Many children grow up in homes where more than one language is spoken. It is clear that understanding two languages can help children as they grow older. However, new studies are showing the more immediate effects of bilingualism on babies’ brains.Researchers at the University of Washington organized one of the studies. They measured brain activity to compare babies in bilingual families to those in monolingual homes, where one language was spoken. Theinformation they gathered is helping to explain how the early brain listens to language and how listening can influence the brain.MARIO RITTER:The researchers studied babies who were between six and twelve months old. The babies were not yet saying words in any language. The youngest monolingual babies were able to recognize a difference between a language used at home and another language. But by ten to twelve months of age, the monolingual babies were not identifying the sounds of the second language, only the main language spoken in their home.In comparison, the bilingual babies did not differentiate sounds of different languages spoken to them between the ages of six and nine months. But between ten and twelve months, they could identify the different sounds of both languages.JUNE SIMMS: Another report suggests that the effects languages have on a young brain are a result of people speaking, and not from video or audio recordings. In fact, the American Academy of Pediatrics says parents of young children should limit the time youngsters spend watching television or videos. The group says that spending time in front of the television offers no educational benefit or help to children younger than two years old.Many videos are created especially for young children. They are advertised as learning aides. But the American Academy of Pediatrics says there is little evidence that such videos have any beneficial effect on babies. In fact, the group is warning that too much time in front of the television can in fact slow language development in children. Instead it suggests that parents limit the time babies spend watching video screens, including televisions and computers.MARIO RITTER: The report was released last month at a meeting of the American Academy of Pediatrics. The warning is not as severe as one the Academy made in nineteen ninety-nine. At that time, parents were advised to completely avoid television viewing for children under two years old.The group says it now recognizes that banning all screen time is probably unrealistic in an age where video technology is everywhere. What is more helpful for the development of young children, it says, is communication and activities with people. The AAP says having the television on, even if it is not being watched directly by young children, can cause a problem.(MUSIC)JUNE SIMMS: Another American study has shown the effect of early education on future learning abilities. The study followed more than one thousand three hundred children from birth through the ages of ten or eleven. It found that children who received higher quality care before starting school had better language skills by those ages than children who had lower quality care.The study is called the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. It is said to be the largest, longest lasting and most complete study of child care in the United States.MARIO RITTER: The children included in the study were born around nineteen ninety-one in ten areas of the country. Researchers examined the quality and amount of child care the children received until they were four and one-half years old. Child care included any care provided by people other than the child’s mother that lasted at least ten hours a week. This included any care given by fathers or other family members.The researchers then examined each child’s performance in school and social development. They also measured other influences, such as the quality of classroom education and parenting.JUNE SIMMS: The researchers examined whether the developmental qualities that had been observed in young children were still present a few years later. They found that the older children who had received higher quality child care continued to show better ability in tests of language skills.Researchers tested the children’s ability to name objects shown in a series of pictures. The study confirmed that a link between high quality child care and better test results continued as the children grew older. It also found that the children’s ability was not dependent on the amount of time they had spent in child care.(MUSIC)MARIO RITTER: This SCIENCE IN THE NEWS was written by Brianna Blake. I’m Mario Ritter with June Simms, who was also our producer.
重点在这些地方
The researchers studied babies who were between six and twelve months old. The babies were not yet saying words in any language. The youngest monolingual babies were able to recognize a difference between a language used at home and another language. But by ten to twelve months of age, the monolingual babies were not identifying the sounds of the second language, only the main language spoken in their home.
In comparison, the bilingual babies did not differentiate sounds of different languages spoken to them between the ages of six and nine months. But between ten and twelve months, they could identify the different sounds of both languages.
JUNE SIMMS: Another American study has shown the effect of early education on future learning abilities. The study followed more than one thousand three hundred children from birth through the ages of ten or eleven. It found that children who received higher quality care before starting school had better language skills by those ages than children who had lower quality care.
2013/9/29
想想国庆结束后，每天晚上小畅睡觉后还得备课，而第二天早上小畅又跟公鸡
似的，没天亮就醒，而我又严重缺觉，当妈妈真不简单。这不今天他五点多就醒来，我在床上挣扎好久，最后念了念dear zoo，下床喝水
九点多他又睡觉了，吃完午饭，安排去游泳，回来后没午休又去公园混，晚上
吃了点饭洗澡，吃了点奶呼呼大睡，而我还得思考下一次二语习得课的内容。
2013/9/30今天的亲子阅读主要在睡前，给小畅念了几本书 goodnight moon
Clifford\'s bedtime , guess how much I love you 。
第一本书很久前读过几次，畅没反应，今天他会凑过来，自己翻看。
2013/10/1今天白天自己一个人在家带孩子，除了播放音频，都没安排
阅读时间，玩玩具时间都没，畅拉了三次粑粑，计划去游泳没去成，
傍晚带上小畅参加家庭聚餐，到家九点多他就哭闹要睡了。
多读绘本 坚持~
2013/10/6
这几天回乡下老家，音频和绘本基本上是早晨醒来，晚上睡觉前听看，其他
时间都在玩爬，还尝试了爬楼梯。
转载一篇译言上的译文
有些人的大脑更善于学习语言吗？
纽约时代报上星期报道，一个来自纽约、其他方面表现平平的16岁男孩利用闲暇时间自学了希伯来语、阿拉伯语、俄语、斯瓦西里语和其它十几门外语。
尽管我们还不完全清楚提摩西多纳对他所学的语言说得有几分流利，这位高二学生和其他像他一样通晓数国语言的人，和大多数只会一门语言或者两门语言的美国人肯定有些与众不同。
这就提出了一个疑问：这些人的大脑是不是有什么独特的地方，使得他们相比我们其他人既能说又能理解更多门语言呢？
专家们说，答案好像可以是肯定的，也可以是否定的，还可以说这是个复杂的问题。根据一些新研究结果，对于一部分人来说，基因可能是大脑更擅长外语学习的准备条件。精通语言的人有一些比常人发达及活跃的大脑区域，研究人员也才刚开始精确定位了小部分这些大脑区域。
而对其他人来说，则更可能是因为他们为了学习与人交流的新途径，有着更大的决心和动力去投入必要的时间和精力。
“孩子擅长做自己喜欢做的事。”迈克尔帕拉迪斯，一位蒙特利尔麦吉尔大学的神经语言学家如是说。他还把语言学习比作弹钢琴、体育项目或其他所有需要坚持练习的事情。“喜欢数学的孩子数学好。他喜欢语言自然也就学得好。”
“这只是普适原理的一种极端情况，”他补充说。“如果你对个别领域有着巨大的动力，并加以练习，那么你就能在那个领域突破常限地提高自己。”
非常年幼的孩子特别擅长同时学习多种语言。他们能够习得每一种语言地道的发音。然后到了成年的时候，所有根深蒂固的语言都在大脑中各司其职，不会互相干扰——不像晚些才学习语言的人一旦开始学习第三语言，就会头疼记不住第二语言。
年纪越大，学习新语言就难上加难，甚至会出现领会语言某些细微差别的瓶颈。一位纽约市立大学研究中心的神经语言学家Loraine Obler说，比如，9到12个月大时，婴儿就开始失去分辨本土语言中所没有的那些音节的能力。
大约4岁以后，大多数人再也不能真正牢牢地掌握一门第二语言的构词方法。这指的是语言基本单位组合成单词的规律。帕拉迪斯说，大约7岁以后，大脑开始更注重自己学习的内容，而这将会对小孩学习语言所用的那部分大脑记忆带来影响。
青春期以后，人们几乎不可能毫无口音地说一门新语言。尽管多纳那一口让人印象深刻纯正的发音前无古人后无来者，而这可能是因为他大脑晚熟。（学习词汇则似乎没有时间分段点）。
Obler说，一百多年来，科学家们一直都知道左半球大脑的外皮层有个叫做布罗卡氏区和韦尼克市区的关键区域对口语学习和理解会话至关重要。其它许多大脑各处的区域也能处理语言问题。
帕拉迪斯说，基因、神经递质和与长期记忆有关的大脑区域同样发挥着作用。相对使用第一语言，人们使用第二语言时许多各种各样的组织可能也能得到调动。
这就解释了为什么帕金森综合症和老年痴呆症造成的脑损，或其它能够影响大脑特定区域的小病，仅仅会将母语系统或后来习得的语言系统清除，而另一种语言系统则毫无损伤。年纪增长也会使得说话带上自己不曾留意过的口音。
科学家们最近几年才开始把注意力集中放在相关大脑区域寻找上，这些区域似乎与帮助提高多语学习者精湛技艺有关系。
比如，2008年一篇《大脑皮质》杂志上的研究中研究人员发现擅于学习语言的大学生的黑索氏回区（左脑处理音调问题的区域）更大。但该论文作者伊利诺伊州埃文斯顿市西北大学的神经科学家帕里克黄说，这项结果只适用于诸如普通话这类有声调语言的学习上。
在另一篇去年发表在《神经学杂志》上的文章中，帕里斯黄的研究团队发现语言学习好手的听觉皮质中白质（语言系统中的一部分）的连通性更强。而且在最近将要发表的文章中，该团队会告诉大家，语言学习好手的神经细胞之间的连通更畅通，基因因素也是他们整个语言系统工作得更好的原因。
Obler补充说，为他们提供研究思路的不只是多语学习者。她以对学习新语言有困难的人为研究对象，发现他们具有与难语症患者相似的症状。
然而，尽管研究结果揭示出多语擅长者和语言学习障碍者的大脑在生物学上有所区别，但我们是否天生注定了就是语言学习天才还是折翼的天使，这也许还不是那么完全肯定。我们的生物学特征可能只是决定了我们学习新方言时该用哪种对策。
“并不是说你的黑索氏回区小你就注定是个杯具，”黄教授说。“我们这个研究项目的目的在于找出预测因子。一旦我们找到预测因子，我们就能将人们分配到适合他们的训练项目中。”
但神经语言学还是个新兴领域。所以目前，大脑学习语言的过程还仍旧充满了奥秘。
Obler说，如果有人“来问我怎样才能让一个区区普通语言学习者的大脑变得像优秀学习者的那样，我就会说‘再给我几十年我也未必能解答这个问题。’”
2013/10/7今天绘本加入了freight train, 上午第一次给小畅看之前还先搜索了下一些单词的发音和意思，他照样看了两眼就爬开了。
我把这本纸板书放在地垫上，他会拿起来玩，晚上睡前再次讲的时候，我感觉到他能专注看一节节车厢，听我讲完。
上午还看了一本body的小纸板书，他看到里面的小朋友微笑，会和他们挥手打招呼，我顺带指了指图片里各个身体部位
的说法。平时和小畅交流的时候，我尽量都是用英语，慢慢发觉他能理解的很多。比如，我说，do you want some
puffs? 他就知道是指我放在冰箱里的嘉宝泡芙零食，给了他一粒，他塞到嘴里，爬开后，我说one more, 他立马回转过来。
有时吃饭，不爱吃了或吃得有点饱时，我说how about five more? 他会配合地吃完五口，我一口口数，就五口，多一口他都不张嘴。小孩
真逗~~
宝宝很幸福，有这么用心认真的麻麻！
yoyocui2009 发表于 2013-10-8 14:24 static/image/common/back.gif
宝宝很幸福，有这么用心认真的麻麻！
谢谢鼓励！多交流哦
恩，这个妈妈好棒啊！宝宝也很厉害!我们也要加油了！
2013/10/8YBCR的词卡已经看完两本，但小畅更喜欢的是那本整
合在一起的书，他喜欢去滑开字片然后再合上，所以
那大书的利用率高些，下午午休前，我把这大书放在床上
让他把玩，顺便问问他where is ...?show me...还看图说话，
他听得挺认真的。晚上讲绘本，将guess how
Much I love you ,freight train , Clifford bedtime,
Goodnight moon摆在一起，他先挑新书freight train,
讲完后，奶睡，哼唱了好一会hush little baby他才睡着，
呵呵，他刚才六点多才醒的。
luann306 发表于 2013-10-8 22:06 static/image/common/back.gif
恩，这个妈妈好棒啊！宝宝也很厉害!我们也要加油了！
加油加油！多交流哦
2013/10/9今天下午要开会，上午有课，畅也一起去学校，对他蛮辛苦的，
睡觉时经常有人出入教研室，没法睡个安稳觉。在考虑是否下次还带去学校。
全天绘本没怎么接触，就是和他讲话而已，带了ybcr的合集书和跳蛙的字母冰箱贴去，
所以他自己玩的时候多少接触点英语。
但今天让我吃惊的是小孩学习语言是如此不费功夫。上午刚到的时候，我抱着他在楼道
走走，看到墙上的世界地图，我说this is a map. It\'s the map of the world.
大概说了两遍就走开了。下午四点多时，我又抱着他经过那，我说where is map?他就转头看在他右边
的地图。oh la la !记得在美时 ，一西班牙语老师用
灰熊绘本教我们相应的西班牙语怎么说，重复好几次，最后问哪个是哪个，我
都跟不上。
2013/10/10
Morning nap醒来后，畅一直手指着他对面书箱上的一堆书，啊啊啊的叫，
我一本本给，他摇头，后来给他Clifford 那本书，他自己翻到Clifford 和泰迪熊，布娃娃
那页，指了下棕熊，然后又指了指墙上贴的熊，我说this is Clifford \'s bear.
That is Changchang\'s bear. The bear is holding
a writing brush.他听到brush、就用手指嘴巴，我赶紧示范说right
This is a toothbrush.we use it to make our teeth clean. That\'s a writing
Brush. It\'s for writing. 讲完他又啊啊啊的，我继续给他书，他把龟兔赛跑
给我了，听我念，他在床上爬。后来我们还看了biscuit 的 I can read my
First的几本书，他会注意图案，听我念完，难得新书他会有兴趣。
2013/10/11
绘本阅读在早上起床时进行，看两三本biscuit ,兴趣一般吧，
然后安排去游泳，回来睡觉，下午午觉任我怎么唱哄，最终还是没睡。
我是这么唱的，两只老虎的调，mama\'s sleepy mama\'s sleepy
How about you? Are you sleepy Changchang? Are you sleepy
Changchang? Let\'s take a nap . 我劝他说，hi my little one have some
Shuteyes. When Dada\'s home, you will feel refreshed. You two can have
Fun together.
soumet于2013-10-11 22:11补充以下内容：
小畅最近不爱吃饭，头疼啊
2013/10/12
小畅今天一周一啦！
Biscuit入门级的那17本小册子感觉不错，小畅认得小狗，所以每次念的时候
他都会看几眼再爬开。今天重复了几遍biscuit plays ball,睡前读了Biscuit这本
讲睡觉的。另外，YBCR那本30个单词的合集不错，小畅喜欢滑开图片，再滑上。
看到那些有小朋友的图片，他都会朝他们笑，我说say hi 他会挥挥手表示。
英语表达没问题的家长倒是可以考虑单买这本书，在滑的过程中跟宝宝说英语。
好认真的记录，我家宝宝比畅畅小一个多月，学习了，畅畅平时的中文阅读如何？也是你亲自来吗？
wochenende0722 发表于 2013-10-13 00:31 static/image/common/back.gif
好认真的记录，我家宝宝比畅畅小一个多月，学习了，畅畅平时的中文阅读如何？也是你亲自来吗？
谢谢！
畅爸有时候会参与中文的阅读，主要是在我洗澡时，他陪小畅的时候，读读
唐诗，念念龟兔赛跑，三只小猪等故事。我也会念这些材料，基本上是在晚饭前的一小会，
时间不多。中文的书合适的似乎更不好找，平装的不合适，他会撕扯，怕伤到手指。
你呢？
2013/10/13
这两天小畅白天只在上午眯一个多小时，下午都不午休，
所以晚上七点多八点就哭闹要睡，睡前主要的阅读时间
没了，白天他又到处爬，嗯，要试试把他抱住读一会书。
上午起床时好像看了biscuit plays ball，没了。
2013/10/14
今天上午去学校，婆婆带小畅去游泳，我回来时十一点多，他
没睡，就吃奶，吃完后，我从书柜里找了两本书where is spot ?
at the zoo 读前面那本时，他要自己翻看，摸，以为有什么机关，
第二本的时候就喜欢拉，看图片变化，拉了几页就挣扎下地爬了。
下午从一点多睡到快四点，还好刚才我洗完澡他还挺配合的听了biscuit
翻翻guess how much I love you 和 Clifford bedtime 和墙上的熊贴纸
挥手晚安，奶睡，正常能睡到明天六点多。当然还要夜奶几次。
悲催今早他五点就醒，昨天八点就睡。还好我躺着假睡，他玩了好一会，累了
趴在我身边呼呼睡着了。