Hanyi World Education Classics Series -- The Wise Parents' Love

Author: V. A. Sukhomlinsky
Publisher:
Publish Date: 1999-10-01
Features: Perhaps every teacher must ponder this question: Why do some children have strong memories, while others, as people often say, "hear with one ear and let it out with the other?" Observing the intellectual development of preschool children has revealed an important pattern: whether the vocabulary entering a child's consciousness during early childhood is vivid and emotionally charged greatly influences, and even determines, the strength of their memory as elementary school students.
2. Five Hundred Discoveries of Preschool Children
I told my students about how life in the forest awakens in spring. I wanted to create a beautiful image in their minds: Snowdrop stems, tender and delicate, pushing through layers of fallen leaves accumulated over years, while bellflowers with pale flowers, amazed, gaze at the blue lake surface, which has already thawed. At that moment, I noticed some students, gleaming with excitement, asking questions and impatiently joining in to continue painting this beautiful picture with the teacher. Meanwhile, other students, though attentive, had blank expressions and seemed indifferent; my words failed to stir any response within them. Teaching such children is very challenging. They struggle to listen and require great effort to remember my explanations. Their emotional memory lacks vivid and profound images, which are the foundation for developing memory, curiosity, and observation skills.
When I spoke to parents about future students, I shared all this. Together with the parents, we analyzed what in our surroundings could be used to inspire and enrich children's emotional and linguistic experiences. Ah, there was something! Not far from the town, there was an oak forest with several cool forest springs and a special clearing: even in the biting cold of February, the land warmed by the sun had already begun to awaken, and snowdrops were greening between the snow piles. In the oak forest, there was also a forest meadow, which we called "Bellflower Poliana"①. The teacher often took the children here, not just to admire nature, but also to teach them to think. In the oak forest, there were a few oak trees that did not shed their leaves until spring. Throughout the winter, they stood tall in the snow, their leaves a kaleidoscope of colors—some deep red, some golden, some orange—as if a magician had deliberately adorned them. In a secluded corner of the forest, foxes had long built their dens. Nearby was a shrub-covered gorge. At first glance, it seemed to hold nothing of interest, but a closer look would reveal the many fascinating spots and vivid things that could enrich our language! At the bottom of the gorge, there was a spring that never froze in winter, flowing quietly all year round. The fields were dotted with lilacs, and even in our schoolyard, our children could see trees rarely found locally—pines, spruces, and dogwoods!
We told the parents: Take your children into nature! Nature can stir their emotions and make their language vivid and rich! Let your children discover problems, and encourage them to discover as many as possible! We believe in the parenting skills of the parents, and many parents are truly gifted in educating their children!