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Author Topic: Periodic Table to print  (Read 16499 times)
trinity papa
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« Reply #15 on: April 24, 2009, 02:42:55 PM »

Actually i think dad dude n nhockaday are all correct just depending on what approach you take i prefer to take a holistic views of things .... so like dad dude i listen to all views and then see which is the best and see if it can be adapted to my child's characteristics .... if she likes it its easier to teach .... anyway who says the best is the best for everybody and anybody ..... some man's food can be other man's poison right?? of cours enot that extreme just kids learn in different ways ..... so everyday becomes a trial and error approach by going broad and then narrowing down depending on the child's interest .....

anyway how would i approach chemistry or anything else?

It depends on how old my child is. Since she is 16 mths now, i would not be teaching chemistry yet till say 18mths, and then i treat it as per normal EK. Reading thru point 1, but breaking it down to several more points. I amnot sure if she is listening or registering. But once i finish the whole lot + a few hundred other EK, i would repeat it again, by the time she would be 2+ or even 3, by then her vacab should be larger and she would be asking more qns .... and the other points would become important or at least can be read where she can understand, but having done it before she may feel a certain thingy in her mind that "hey i heard that or saw that somewhere before" and hopefully she would spark an interest in it ..... and by then i would not necessarily complete th ehwole lot or would depending on her interest. So as i go thru and she asking lots of qns and if she wants to know more about certain chemicals, by then we can do a search together on the internet. And if she is interested in knowing all the chemicals then we will do it if not we just stop or skip, and come back to it again when she is 5 or 7 or 9, since chemical elements in the periodic table don't change just more get added, it does not expire ......  so i am not doing it to store it in her head period, but to read it to build her vocab, and interest, .....

afterall we are just intro it to her, n as a exploratory of subjects ..... whether she will buld an interest in it to go deeper it would be up to her .... hope it helps to view it this way

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« Reply #16 on: April 24, 2009, 03:32:35 PM »

I wouldn't dream of insisting on people doing it "my way."  Kids obviously differ hugely (and change constantly) in their tastes and aptitudes, and it's best (IMO) to bear both tastes and aptitudes in mind.

Really, I'm trying clumsily to make a subtle but important point...and one that I am pretty sure everybody will agree with.  The fact is that there is a huge body of information (or knowledge), of the same level of difficulty (or easiness) as the periodic table, which we could be passing on to our kids.  The question is: before age 3 or whenever, what really do you want to expose your kid to?  That's an opportunity cost question.  It can't be everything.

I can't help but think that the reason we (myself included of course!) want to teach the periodic table, and things like countries of the world, and historical empires (my next topic Wink ), flower, cat, and dog types, etc., is that they all come in nice neat lists.

But there is a problem with lists, which I'm pretty sure all of us understand at some level.  If all you do is list a bunch of things off, you teach the child the quite false notion that all the items on the list are equal in importance.  Yttrium isn't as important as Oxygen, and the Umayyad Empire just wasn't as important as the Roman Empire for the history of the West (IMHO), and if you know a dog breed make it a labrador before a shi tzu (in this country, anyway).  So, rather than give ten facts about each item that happens to land on the list, I would prefer to give two facts about the unimportant items and 100 facts about the relatively few important ones.

What I want to say is this.  We can just teach a lot of more or less disconnected facts--but we don't have to, even to toddlers.  This is relatively easy for us to do, because such facts are already compiled and well known.  We could also be teaching judgments, context, and connections between facts.  This is more difficult (because it requires research and judgment on our part), but it is just as important, I think.  By all means, I think it's important to learn the facts, and Yttrium and the Umayyad Empire no doubt at some point too.  But to make the facts meaningful, and to give little kids more tools to use and think about the facts, you really do have to impart a lot of context that isn't easily put into a list.


Larry Sanger -
How and Why I Taught My Toddler to Read:
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trinity papa
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« Reply #17 on: April 24, 2009, 06:48:21 PM »

Hi dad dude understand what you mean totally dude. (Don't mind my pun.)

I think what your refering to is the left brain. Wisdom. Hmm i think there is a chart somewhere where they casually draws the ability of the right brain decreases with age but logic and wisdom increases with age. According to GD EK should be tought as clear, honest and factual (in layman), this is to avoid opinion being thought as fact. This is to avoid the child accepting opinions as facts, and becomes ingrained.

Eg when i was teaching astronomy, or rather the planets and the sun in our solar system as an intro, the status of pluto was changed. It is no longer classified as a planet, and as the materials i have was printed some time ago, i have to be careful to avoid using the world planet for pluto. Unfortunately this piece of info, a planet or otherwise, is still being debated and its subject to the astronomy committe to figure that out.

Anyway back to the point, yes i think there is an opportunity cost of teaching one thing you might forgo another, hence why teach early, and sometimes because teach early have to repeat. As such what to teach, as much factual info as possible. I would love to teach medical names just that i can't pronounce some of the latin words.

You see, i am not sure if a child's interest and subsequent career choices is necessary a matter of the stars, so i guide her in area i think is interesting, is useful, or would be useful in her life in the future. Currently because i have EK on everyday stuff at home, to music instruments, to animals and insects etc, i just use them first. But will be building other library list, such as chemistry, mathematical formulaes, geagraphy, biology, music, and such.... once i figure out what is the best way to present, what to present and how to present in a pattern. Currently just getting her use to it.

GD says you don't have to go into very deep details, a general overview. I think he meant (which he didn't say outright, makes his pro words looks too simple) to intro a wide field of so called general knowledge to your child, and whichever he subsequently takes an interest in to focus or go into greater detail as an exploratory subject subsequently. That's one thing i find about GD's books, he has to sound really professional and profound with all this classy words, but in actual fact could be simplified for the layman, and you would be saying OMG that is what i have been doing all along, except he puts it in such a way that it sounds so sophisticated that "i need to be doing that or i am missing something". Afterall, he did mention to accumulate 1000 cards before doing EK, and that would take yrs. And for the time being your supposed to flash those cards finish before reading the EK. And we're suppose to read 1 bit per card for all the cards before doing bit 2. So if you have 5 bits of intelligence and 1000 cards your doing it 5000 times. Say rabbit, done today, for 5 days, faster kids 3 days, do about 20-50 cards each 3-5 day period. So rabbit is repeated some 100-300 days later. So your 1000 cards is tot over 2-4 yrs. By that time your child would show you what interest them and what not. But what interest them, would depend on what your showing them, afterall how can one be interested in something he doesn't yet know exist.

But i guess the basic idea is to get them a broad spectrum of gneral knowledge, let them choose what interest them, teach them how to research and find info, and not learning the subject per se but to learn how to learn subjects that interest them. Actually this is pretty left brain, learning how to learn, but because its flashing of cards they treat it as right brain thingy. But i would say, it helps connect the right n left brain, using the right brain to absorb and store, and the leftbrain to analyse, compare and judge, which comes with experience and wisdom. Which a great daddude like you would impart. ( This is something like for between 4-10yrs old.)

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« Reply #18 on: April 05, 2012, 10:25:31 AM »

<a href="" target="_blank"></a>

A periodic table table! This is EK at a master level  LOL

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« Reply #19 on: June 07, 2012, 09:06:31 PM »

I bought his cards, they are excellent.

also his website is amazing ...    all sorts of  teaching opportunities there.


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« Reply #20 on: June 12, 2012, 11:00:12 PM »

This looks great!!! My 8 year old will love it!!

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« Reply #21 on: June 13, 2012, 12:27:04 AM »

Hey everyone-
Hubby and I are chemists, and we recently found a fantastic, FREE interactive Elements app for IPad done by Nova, hosted by David Pogue....
Not quite sure how to link to appl store but it is simply called 'Nova Elements'!

Conversely, if you have very small kiddos you want to teach, we started with a set of element building blocks:

We now play games with them!


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« Reply #22 on: June 13, 2012, 01:29:02 AM »

Wow, these blocks are awesome! Will be checking out the app, thank you for sharing it!

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