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Unit 29
Superbabies Aren't Happy Babies
They are drilling their infants in math and reading skills, using flashcards, books and videotapes. They are enrolling1 their 3-year-old in tennis lessons and entering their 4-yrar-olds in beauty contest and athletic2 competitions. Now they are trying to educate their kids in the womb with phone-like learning devices.
They are parents who want their children to be superbabies. As a distinct parental3 species, they have gained increasing attention in recent years, even as their overzealousness has been condemned4 by many child-development experts. But no one has presented evidence against the superbaby ethic5 in a comprehensive, authoritative6 way -- until now, in a new book by Dr. Elkind, a child psychologist.
"These pushy7 parents are engaging in a form or miseducation," said Dr. Elkind, "I'm alarmed by what I see. Though superbaby phenomenon was first noted8 in upper-middle-class families several years ago, now less advantaged families seem to be adopting the attitudes of wealthy parents. Increasing numbers of American youngsters are pressed to think, feel, and behave like older children and adults."
The long-term consequences of parental efforts are signs of stress -- stomachaches and headaches, eating and sleeping problems and changes in children's ordinary patterns of behavior. Preschoolers' self-esteem can also b diminished since te tendency of children is to blame themselves when they can't do an impossible task set by an adult. There can be other more damaging effects. Dr. Elkind cites research findings suggesting that the emphasis on academics for young children is contributing to depression among elementary school pupils. More insidiously9, when adults decide at an early age what children should learn, it can affect children's sense of industry: setting goals, getting a job done and having a sense of accomplishment10.
It's healthy to want a child to excel and do well. But you do that b providing a stimulating11 environment, rather than pushing a small child to master skills. Studies by developmental psychology12 through their own experiences. Play is very important to learning, and formal instruction if introduced too early, can inhibit13 learning. "The whole idea that earlier is better is just wrong. Children at older ages can master skills better, with greater ease."
Many parents feel that a difficult aspect of the superbaby trend is peer pressure. Elkind hopes his book will give support to parents who want to resist the trend, so that when a neighbor says, "Why isn't your 9-month-old in a swimming class?" parents can say, "It's a wholly unnecessary and potentially dangerous idea."
1 enrolling | |
v.招收( enrol的现在分词 );吸收;入学;加入;[亦作enrol]( enroll的现在分词 );登记,招收,使入伍(或入会、入学等),参加,成为成员;记入名册;卷起,包起 | |
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2 athletic | |
adj.擅长运动的,强健的;活跃的,体格健壮的 | |
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3 parental | |
adj.父母的;父的;母的 | |
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4 condemned | |
adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词 | |
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5 ethic | |
n.道德标准,行为准则 | |
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6 authoritative | |
adj.有权威的,可相信的;命令式的;官方的 | |
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7 pushy | |
adj.固执己见的,一意孤行的 | |
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8 noted | |
adj.著名的,知名的 | |
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9 insidiously | |
潜在地,隐伏地,阴险地 | |
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10 accomplishment | |
n.完成,成就,(pl.)造诣,技能 | |
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11 stimulating | |
adj.有启发性的,能激发人思考的 | |
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12 psychology | |
n.心理,心理学,心理状态 | |
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13 inhibit | |
vt.阻止,妨碍,抑制 | |
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