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Re: [xmca] Time perception in childhood



Dear Greg,

My son is born on 2005 , May.

So just one year ago those days, in May 2012, when seven, he was unable,
and now he is.

But real , focused ear training began in December 1st. So not even one
year, just 6 months.

Ulvi

2013/5/27 Greg Thompson <greg.a.thompson@gmail.com>

> Ulvi,
> Fascinating.
> What were the ages of your son before and after getting the notes?
>
> I don't think that here in the u.s. we are any better at attending to
> natural development across time. Instead, we use it as a sorting mechanism
> and the parents who are insistent enough for a long enough time will
> generally have their children recognized as being more capable, competent,
> smart, etc. b.c. if you keep insisting on having your child tested,
> eventually they will have experienced the further developments and be able
> to do the task (and much of school sorting is predicated upon pushing the
> tests earlier than is developmentally appropriate - b.c. otherwise almost
> all of the kids would be able to do them - in which case it would be
> useless as a sorting mechanism). The trick is to get a special exception
> for your child later. Since schools don't seem to notice developmental
> time, their major concern for them is the bureaucratic one of having to
> make an exception. The tragedy, of course, is that those who are have the
> cultural capital to get the exception are the upper-middle- and upper-
> class folks. Good old American meritocracy!
>
> Would love to hear of an educational system that truly takes development
> into account.
>
> -greg
>
>
>
> On Sat, May 25, 2013 at 5:19 PM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
>
> > Is Diana Deutsch a member of xmca?
> >
> > Well, I intend to share an experience about the development of my son's
> > hearing of single notes and melodies.
> >
> > Not even one year, but around 8 months ago, my son was unable in general
> to
> > spell the correct name of a single note on the piano, put aside the
> melody
> > consisting of 8 to 10 notes. (He is born in 2005, May), when his back
> > turned against the piano.
> >
> > He started to take lessons from a conservatory teacher in September once
> a
> > week, regularly making sound exercises at home on a daily basis.
> >
> > During 8 months, I witnessed to his incredible development. For instance,
> > during five minutes,  his back turned to piano, you can play continuosly
> > and fastly single notes, interchangeably as you press the key he spells
> the
> > note and as he spells you press the key. It is astonishing that there is
> > not a single mistake.
> >
> > The same is valid for melodies of 8 to 10 notes. His memory was very
> weak 8
> > months  ago not even to remember 3-4 notes successively. Now he can
> repeat
> > all kinds of melodies appropriate for his age.
> >
> > Is this due to the development of some brain parts with education? I
> think
> > so.
> >
> > I observe that the conservatory education here in Turkey does not take
> into
> > account the possible development of the brain and the teachers, who do
> not
> > make use of interdisciplinary research, evaluate the child at a given
> > moment , as not having strong musical memory or not having good ear etc.
> > whereas , as I witnessed it, the ear of the child , in fact, his brain
> and
> > his ear, develop in an incredible way.
> >
> > Well, the question is: Is our conservatory education in Turkey is too
> much
> > archaic (I mean not making use of interdisciplinary research on brain
> > development with musical education) or is it somehow similar worldwide,
> > tending to gain the "talented"  children and to start to eliminate others
> > as soon as they do not hear at any given moment...
> >
> > After our experience about my son, I , once more, believed, in the
> immense
> > power of education for developing the children.
> >
> > Ulvi
> >
> >
> >
> >
> >
> >
> >
> > ---------- Forwarded message ----------
> > From: Beth Ferholt <bferholt@gmail.com>
> > Date: 2013/5/17
> > Subject: Re: [xmca] Time perception in childhood
> > To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> >
> >
> > Ulvi -- do post the responses you receive, thanks! -- BTW, here in Sweden
> > the preschool where I am working had a study of time organized by
> children
> > ... they forces their classmates to "be bored" (do nothing) and timed
> them,
> > then forced them to have fun (?) and timed them again, to see if time
> > really goes faster when you are having fun than when you are bored ...
> but
> > then they had to build a time machine to correct some errors in the
> > calculations.  Beth
> >
> >
> > On Fri, May 17, 2013 at 12:40 PM, Ulvi İçil <ulvi.icil@gmail.com> wrote:
> >
> > > Dear all,
> > >
> > > I look for some basic references on time perception by children, how it
> > > evolves in childhood, how it can be supported via scaffolding, best
> > parent
> > > approaches to time management for children, relationship with
> > > self-regulation, how it flows during intended activities (play) and
> > > unintended (school work for some children) and so on?
> > > In addition, its relationship with music education (instrument,
> > > specifically piano education) since I observe that it is a serious
> > problem
> > > for piano pedagogues to prevent their students mostly from playing fast
> > > etc.
> > > I appreciate any recommendation.
> > > Ulvi
> > > __________________________________________
> > > _____
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> >
> >
> >
> > --
> > Beth Ferholt
> > Assistant Professor
> > School of Education
> > Brooklyn College, City University of New York
> > 2900 Bedford Avenue
> > Brooklyn, NY 11210-2889
> >
> > Email: bferholt@brooklyn.cuny.edu
> > Phone: (718) 951-5205
> > Fax: (718) 951-4816
> > __________________________________________
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> >
>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Visiting Assistant Professor
> Department of Anthropology
> 883 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> http://byu.academia.edu/GregoryThompson
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