Resources and Usage Trends

Thursday, February 28th, 2008

Time has been getting away from me lately and I haven’t had much time to devote to the flashcard project. I have noticed that my DD (who is now a two-year-old!) is starting to be more interested in stories than just pictures, and I found a beautiful site dedicated to public domain illustrated children’s literature. Check it out!

the Rosetta Project - Pre-Reader and Very Early Reader

Many of these books can be adapted to my website with little or no modification! I am starting to feel inspired to do a couple this weekend… but have so many other things I should be doing… we’ll see

I also found a site by someone who did the Glenn Doman flashcards with her son for a year and who made all of her flashcard sets available online. I don’t think the images are public domain, but it is a good place to get ideas for complete sets without having to do so much research first:

Classical Mommy - The Bits Collection

Unfortunately, she ultimately came to a negative conclusion about the method, but after reading her thoughts I still think that the online flashcards approach minimizes the negatives and maximizes the positives of the program for the following reasons:

1. Using online flashcards minimizes the amount of time needed to develop the materials. Okay, obviously I’m putting a lot of time into it, but my visitors can get the benefit of my work with zero effort.
2. There is much less effort involved in running the sessions. Instead of drilling the flashcards with my daughter, I can concentrate on cuddling with her and telling her how sweet and smart she is.
3. My daughter gets to choose from eight sets which ones she likes the best, making the learning process more child-directed than the Doman method.

I have noticed some interesting trends lately:

• She never picks the cards with words only. Words and pictures together are much more entertaining.
• Ever since I added the numerals set, she never picks the red dots numbers any more.
• She loves looking at the common words over and over.
• When the common words are read in German, she usually says the English word instead of the German.
• When she looks at geography sets, she doesn’t repeat the countries any more. Instead she says “map” for each slide. The same thing with the dogs and dinosaurs, she just says “dog” or “dinosaur” for each slide.

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