[Author’s Name]
[Institution’s Name]
Essay on Education from Infancy
As we all know that at the time of birth a child has no conscious or intelligence he still possess, as has been observed and proved, a well developed reflex and instinctive affinity which provide a automatic intelligence that enables him to live and the infant's mind is in a condition as of ours when we look at a bright sparkler so hard that everything else goes in the background. If we can envisage this fine field of awareness to transfer from one sensation to another, each feeling being for the moment the sum total of awareness, we can estimate what the baby's mind must be like.
The power to distinguish grows as special knowledge and practice grows, and is accordingly almost at birth, and less during this period of infancy than at any later period. Till the time of his first birthday, he can distinguish small things like flat surfaces from solid objects and can tell from what direction a sound comes, he also knows his body as associated to himself, can connect object as seen with that as heard or felt. A child must get the opportunity to make many contrasts in his environment. Similar things will teach him such opposites as hard and soft like a chair and a cushion, rough and smooth like carpet and a paper, near and far like a table and a window, loud and soft like a clock and a watch and many other things.
When the child's concentration is involved to one of these qualities the parent should name it and let him try to find the opposite. Usually the reaction time in children is greater and likewise greater the younger the child than for adults. This is because in large measure, to a lack of practice and because of the newness of that experience..........
