There is an interesting study in the Nature magazine in 1989, indicating the relationship between parent's economic power and child's intelligence [1].
The children who grew up as an adopted child were classified into the following four groups and compared the IQ at the age of 16.The reason for choosing an adoption for the subject is that the effects of being born and raised can be separated and verified.
� Born in a low -social and economic status (SES) family and adopted a low SES home (n = 10: n is the number of samples) � Born in a low SES family, a high SES adopted child. Child (n = 10) � Born in a high SES family, adopted a low SES home (n = 8) � Born in a high SES family, a child adopted by a high SES family (n =) Ten)
The result is Figure 1.
The child born in a high -SES home is 27 average IQ compared to a child who is born in a home, a low -SES home.Since the IQ has been adjusted so that the standard deviation is 15, there were truly twice the standard deviation between these two groups.
There is no other way to say cruel reality.The so -called "parent gacha" exists.
It should be noted in this study is the result of a low SES home -born, high -SES home -raised child and a 9 -ses home -born, low SES -raised child.
There is not much difference between the two, and the average IQ is just a pot.
This study also concludes that "IQ is about half a half of congenital and acquired factors."But this may not always be pessimistic results.
Because half can be changed depending on how they are raised.
So why do children who grew up in high -income families tend to increase I Q?After all, is it the effect of a child -friendly education education that spent money?
There is also good news about this.At least some of the correlation between home environment and IQ seems to be due to indirect factors.And the intermediate factor was no money at all.In other words, even in non -wealthy families, improving the intermediate factors will have a positive impact on the child's intelligence.
So what are the intermediate factors?Here are the researchs that have been elucidated.
In order to find the cause of the correlation between home environment and intelligence development (especially language skills), Betty Hot and ToDDRisley have conducted very steady research [2].
They first installed a long -term research to 42 families with 7 to 9 months of baby.Two and a half years ago when the baby turned three, he visited every family every month, recorded parent -child conversations for one hour, and woke each word in a word.
The samples include 13 high SES homes (university professors), 23 general workers, and families with six welfare.
Regardless of social and economic situation, children were loved in all target families.Indeed, an unexpected fact has emerged as a result of statistically analyzing 1318 hours of conversation records.
The most prominent difference between high SES families and low SES families was the "amount" that parents talk to their children.
During the survey period, the parent of the high SES family spoke 487 words on average per hour, but the low SES family was only 176 words.It is actually three times the difference.
The result appeared clearly.
When the child turned three years old, the child in the high SES household spoke 310 words per day, while the child in the low SES family was about half of 168 words.According to the vocabulary, the former child was 1116 words, and the latter was about half of 525 words.
In addition, researchers conducted additional surveys when the child became a third grade in elementary school.
Then, a clear correlation between the vocabulary at the age of 3 and the score of the language ability test at the third grade of elementary school (R = 0).57-0.72) was seen.
This study did not answer why wealthy parents talk to the baby overwhelmingly.Perhaps there is also a social background, such as those who are good at communication, the easier it is to earn higher income.
But in fact, the amount of words that the baby hears varies from home to 300 words per hour.If you insert it from this data, there will be a difference of 30 million words by the age of three.HART and RISLEY called this "30 Million Word Gap" (30 million words).
A shower with tens of millions of words that have been exposed to when the baby can't speak yet.This was a very important factor in the development of children's long -term intelligence.
Conversely, there is no certain evidence that the so -called "genius education" is useful over a long period of time, such as going to a cram school from infants and filling in the reading and counting. [3]
In other words, the only genius education that pays high is not a meaningful early childhood education.Face with your child and talk a lot.This alone has a positive impact on the child's future.Anyone can do it and it doesn't cost one yen.
Nevertheless, modern parents are busy, so they can't talk to their baby all the time.
If you are simply important to "shower in words", just show your child a TV or YouTube.Alternatively, you should have a ZOOM meeting next to your baby and talk about the conversation.
Unfortunately, the child's brain doesn't seem to be so convenient.
At one point, it was recommended that the parents of the hearing impaired kept on the TV.However, a subsequent study found that it did not contribute to the development of children's language skills [4].
Another study suggested that the educational program "Sesami Street" was shown to a baby with 18 months or less [5].One interpretation is that the program is not harmful, but that parents have less opportunities to talk to the baby.
On the other hand, the person speaking doesn't have to be a parent.Home and nursery teachers have the same effect.
The important thing is not the amount of words in the baby's ear, but the amount of words that live humans can talk to the baby.
When I'm busy, I sometimes leave it to TV and games, but that's the only less conversation between parents and children.It might be better to watch TV or play in games while talking with your child.
By the way, many parents care about how TV and games affect their child development.There are a number of research that has been spotlighted in various aspects, but the results are different.
Many positive and negative effects have been reported.In short, it's not something that can be said to be a benefit or harm, but may be "good aspects and bad aspects."
On the other hand, there is a "teaching material" that has proven positive effects on intelligence development in almost every study.It is much cheaper than the game, and it can be obtained by anyone, regardless of the place.It is a picture book.
For example, there is such a research result.Investigate 41 pairs of 2 -year -olds and mothers about the age of reading aloud, the frequency of reading, the number of books to be read per week, the frequency of visiting the library, etc., and the child's language ability is Revised Reynell Development Language Scale.Measured in.
As a result, it was found that the age of reading aloud is the most strongly correlated with the child's language ability [6].It was also suggested that the effect lasts to the age of going to elementary school [7].
There is also a way to further enhance the effect of reading.Read while asking questions to your child.It's not a question that you can answer with YES, NO or finger, but a question that your child must use in words.
For example, a question is, "What color is this car?"Reading while talking like this is called Dialogic Reading.
The following experiments were conducted to measure the effects of Dialogic Reading.
Divide 29 parents and children with 21 to 35 months of children into two groups, one group practices the picture book as the mother usually has done, and the other group practice Dialogic Reading for 4 weeks.I got it.
Then, to the age of the language ability measured by the index called ITPA, 8.There was a difference of 5 months [8].
Of course, this study did not reveal all the secrets of the child's intelligence development.There are still a lot of things I don't know, and I don't have to use scientific proven child -rearing methods.Of course, the money spent will be useful depending on how you do.
However, there is a certain scientific basis and there is an educational method that can be practiced without spending money, so I don't think there is any way to use it.
Why don't you start by reducing the time to watch TV or tweak your cell phone while babying and talk a lot to your child?
And before you go to bed, let's add a habit of reading some picture books together in bed.If you meet a picture book that you can enjoy sincerely with your child, it will surely be an irreplaceable property.
References [1] Capron, Christiane, and Michel Duyme."Assessment of Effects of Socio-Economic Status On IQ in a Full Cross-Fostering Study."Nature 340.6234 (1989): 552-554.[2] Sat, Betty, and toDDD R.Risley."The Early Catastrophe: The 30 Million Word Gap by Age 3."American Educator 27.1 (2003): 4-9.(I haven't read it, but they have published a book about this study, and they are quoted more: HART, Betty, and Todd R.Risley.MEANINGFUL DIFFERENCES IN THE EVERYDAY EXPERIENCE OF YOUNG AMERICAN CHILDREN.Paul H Brookes Publishing, 1995.) [3] Rescorla, Leslie, MARION C.Hyson, and Kathy Hirsh-Pasek.Academic Instructure in Early Childhood.Jossey-Bass, 1991.[4] PINKER, STEVEN.The Language Instinct: The New Science of Language and Mind.VOL.7529.Penguin UK, 1995.[5] MARES, Marie-Louise, and Zhongdang Pan."Effects of Sesame Street: a Meta-Analysis of Children's Learning in 15 Countries."Journal of Applied Developmental Psychology 34.3 (2013): 140-151.[6] Debaryshe, Barbara D."Joint Picture-Book Reading Correlates of Early Oral Language Skill."Journal of Child Language 20.2 (1993): 455-461.[7] Eliot, Lise.What's Going on in The?.BANTAM, 2000.Many of the research introduced in Chapter 14 and PP390 were learned through this book.It is not an educational book, but a general science book for the development of brain and mentalism since the fetus.For child -rearing, from Chapter 14 to Chapter 17 in this book is especially helpful.If you can read English, please read it.[8] Whitehurst, Grover J., et al."Accelerating Language Development Through Picture Book Reading."Developmental Psychology 24.4 (1988): 552.
----------- Masahiro Ono (Jet Propulsion Laboratory) A technician born in Osaka Prefecture in Osaka Prefecture.Graduated from the University of Tokyo Faculty of Engineering in Aertrae Engineering in 2005.2012 Massachusetts Institute of Technology (MIT) Department of Aerospace Engineering Department and Master's Program for the Technical Policy Program.Since 2012, he has been an assistant professor at Keio University Faculty of Science and Engineering.Incumbent since 2013.He has been involved in the development and terrestrial control of automatic driving software for Mars Rover Rover and Persaviance, and conducts various research to autonomy of future space spacecraft.Hanshin fan.My favorite food.He has authored "Cross the sea for the universe" (Toyo Keizai Shinposha), and the translation is "Rocket Kakugaku for Babies" (Sun Mark Publishing).---------------
(NASA Jet Promotion Research Institute (JET PROPULSION LABORATORY) Technician Masahiro Ono)