研究生英语高级教程第8单元.docx

研究生英语高级教程第8单元 Too Much Too Soon [1] In a society that prides itself on providing its children with great opportunities to learn, grow and develop is it possible that we might be doing more harm than good? [2] On more than one occasion I have paused to reflect on that very question given some current trends and ideas about children as little sponges of learning. I remember seeing a recent current affairs program where there was much hype about teaching two-year-olds to read and was mystified at the parents who gleefully expressed how they wer e paving the way for their child’s future by having them participate in this program. [3] Interestingly, many of these children were also in the throngs of extracurricular overload and shuffled from one form of tuition to another as their parents espoused how important it was to give them the best start in life…remember, these kids were two! Adding to this type of hype are news stories and advertisements telling parents of particular toys and “educational” activities that will build better brains and turn their children into little geniuses. [4] Moreover, in order to ensure that children have skills and knowledge needed for the future, schools are increasing academic demands on children at very young ages—even in pre-school or earlier. The truth of the matter, however, is that any agenda which forces learning upon young children may actually be doing more harm than good. [5] One of the most fascinating neurological findings in recent years is the recognition of the important influence of experience on brain development and learning. In some sense this seems rather intuitive and most people have always known that we learn from experience. What is truly amazing is how experience actually shapes the architecture of the brain and the fact that this process starts long before little Johnny takes piano lessons or some academic test. In fact, Johnny’s brain is taking shape about three weeks after conception. [6] In uterus, Johnny has a