This method can also be used in the kindergartens and schools of early childhood education to teach children to read. In this case presents certain difficulties, such as the number of students, the restricted hours, or the difficulty of maintaining the attention of all children at the same time.

However, it has its advantages: usually practice with older children, whose attention is easier to capture and maintain; precisely for being older also may occur them a greater number of cards per session (which reduces the number of sessions required); and the categories of cards may be related to the issues that we are working at that time.

In schools that follow this method they use what is known as ‘bits’ of intelligence, understanding how bit a minimum unit of information that can be processed in one second. Cards with words, numbers, drawings, phrases… shown them to children during a second, several times a day as we have explained, and at the end they recognize that information. The letters of the alphabet, separately, are taught to children in the last phase of the process, when they have already learned the meaning of the global concepts.

The method Doman has its detractors, who say that it is counterproductive to stimulate the brain of children early, and that these can be bored then if they go to a school that does not follow this teaching, to be more developed than their peers.

In fact, it is not artificially accelerate the cognitive development of the brain of infants, but avoid stop or delay their learning ability. It failed to check that students in early childhood education are perfectly capable of learning to read (although you have to respect the rhythm of each child), and who also enjoy doing it, but that doesn’t mean you have to give them knowledge corresponding to primary education. When they know how to read, read what truly interests them and to understand, and there are plenty of readings appropriate to their age. Reading, Furthermore, is not incompatible with the game, affective relations and sociability, and the body, and oral communication as important at this early stage of childhood.

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