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Re: [xmca] Time perception in childhood

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.


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
> > __________________________________________
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> > 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
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Brigham Young University
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