Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics.
The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands, Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them.
Every parent watches eagerly the child's acquisition of each new skill—the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself.
Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples.
Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness and well-being.
1.The principle underlying all treatment of developmental difficulties in children______.
A.is to send them to clinics
B.offers recapture of earlier experiences
C.is in the provision of clockwork toys and trains
D.is to capture them before they are sufficiently experienced
2.The child in the nursery______.
A.quickly learns to wait for food
B.doesn't initially sleep and wake at regular intervals
C.always accepts the rhythm of the world around them
D.always feels the world around him is warm and friendly
3.The encouragement of children to achieve new skills______.
A.can never be taken too far B.should be left to school teachers
C.will always assist their development D.should be balanced between two extremes
4.Jigsaw puzzles are______.
A.toe difficult for children B.a kind of building-block toy
C.not very entertaining for adults D.suitable exercises for parent-child cooperation
5.Parental controls and discipline______.
A.serve a dual purpose B.should be avoided as much as possible
C.reflect the values of the community D.are designed to promote the child's happiness
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1.【答案】B。
【解析】 從文中第一段的第一句和最后一句可知，解決少兒發(fā)展過程中出現(xiàn)的問題的原則是讓孩子重新感受、體驗他們在早期發(fā)展中應(yīng)該但卻未能充分體驗的東西，因此B項為正確答案。
2.【答案】B。
【解析】從文中第二段可知，在托兒所里嬰兒們開始學(xué)習遵守紀律。哪怕是最小的孩子也得一步步教他學(xué)會等待食物，學(xué)會有規(guī)律地作息等等，因此B項為正確答案。
3.【答案】D。
【解析】本題的四個選項中，只有D項正確，這可從文中第三段推出。從中可知，在孩子學(xué)習新技能時，家長若急于求成往往會適得其反，導(dǎo)致揠苗助長；但如果反過來，家長對孩子不管不問也會讓孩子失去學(xué)習的熱情。on the other hand暗示了兩個極端。
4.【答案】D。
【解析】從文中第四段的最后兩句可知，家長和孩子可以通過一起玩玩具、玩游戲如搭積木、拼圖和猜字游戲來促進彼此之間的溝通與合作，因此D項正確。
5.【答案】A。
【解析】從文中最后一段的最后一句可知，總的來說，家長對孩子的監(jiān)督既體現(xiàn)了家長的要求及社會的價值觀又要反映孩子的快樂和幸福，所以是實現(xiàn)雙重目標。因此A項為正確答案。
