I’ve obtained this information from a parenting forum gathered/written by pupisek & other contributors and wanted to share it with you.

I highly recommend Glenn Doman’s book “HOW TO MULTIPLY YOUR BABY’S INTELIGENCE”. It includes information from his other three books (How to teach your baby to read, How to teach your baby math and How to teach your baby encyclopedic knowledge).

I hope that this summary would help you to start or make better any teaching sessions with your children. Just do not forget to do it with LOVE and enthusiasm!!

Doman’s general rules of teaching are following:

Begin as young as possible.

Be joyous at all times.

Respect and trust your child.

Teach only when you and your child are happy.

Create a good learning environment.

Stop before your child wants to stop.

Introduce new materials often.

Be organized and consistent.

Do not test your child.

Prepare your materials carefully and stay ahead.

Remember the Fail-Safe Law: If you are not having a wonderfull time and your child is not having a wonderful time – stop. You are doing something wrong.

Teaching baby to read according Glenn Doman:

The reading pathway is the same for every age of a child:

Step one: Single words

Step two: Couplets

Step three: Phrases

Step Four: Sentences

Step Five: Books

STEP ONE starts with the use of just 15 words (most familiar and enjoyable words for baby). First day simple “hold” the words and say what it says. Show only 5 words. Do the same 3 times the same day. Second day add set of another 5 words and show two sets of 5 words 3 times a day. On the third day add another set of 5 words and show 3 sets of 5 words three times a day. Then add SELF words (parts of the body) – 2 sets of 5 words each. Now you show 25 words devided into 5 sets of 5 words showing each 3 times a day.

From this point use this method: Remove one word from each set that has already been taught for 5 days and replace the word with a new one in each set. (it is good to write a date when you added the word so you know well which is the oldest one to retire).

After SELF words add HOME vocabulary (objects, possessions, foods, animals and “doing” groups) – about 50 words all together including 15 at the beginning.

STEP TWO – teaching children to put single words together (couplets). Create as many couplets as possible from words child already knows. To make it easier you can teach a child also colors – then it is easy to start making couplets. Category of oposits is also helpful (big, little, long, short, happy, sad, and so on).

STEP THREE – teaching phrases by adding actions to the couplets and creating a basic short sencences. (Mommy is jumping,…..) There are many combination using the 50-70 single words that child already knows…

STEP FOUR – Sentences.

STEP FIVE – Books. They should meet the following standards:

1. It should have a vocabulary of 50-100 words

2. It should present no more than one sentence on a single page

3. The printing should be no less then 7/8″ high

4. Text should precede and be separated from illustrations.

When choosing or creating a book parents should remember:

1. Create or choose books that will be interesting to your child

2. Introduce all new vocabulary as single words before beginning the book

3. Make the text large and clear

4. Make sure your child has to turn the page to see illustration that follows the text.

Always you and your children should enjoy the reading sessions.

Teaching baby math according Glenn Doman:

For those that have not read the book of Glenn Doman “How to teach your baby math” and would like to know more, here is what to do and in more details how to start with dot cards.

The first step = teaching quantity recognition

The second step = Equations with dot cards

The third step = Problem solving

The fourth step = Teaching Numerals

The fifth step = Equations with numerals

The first step is teaching quantity recognition which is teaching your baby to be able to perceive actual numbers which are the true value of numerals (the symbols).

The first day:Begin with dot cards 1-5 and show it to your child three times first day

The second day: Add dot cards 6-10 and show both categories of 5 cards three times a day = 6 daily sessions

Continue to show two sets of five cards, each set three times a day, total of six math sessions spread out during the day, equaling a few minutes in all.

After second day alway mix the sets up. Constant mixing and reshuffling will keep the sessions new and exciting.

On the sixth day and later add 2 new cards daily and put away 2 old cards daily. This is how you retire cards: Every day remove the two lowest numbers from the ten cards you have been teaching for five days.

You may feel that the baby needs new material more quickly, then you should retire three cards daily and add theree new once. Or even four.

Always resist the temptation to review old card over and over again.

Always stop before your baby wants to stop. You and your baby should both enjoy the math session. If not something is wrong.

Teaching baby encyclopedic knowledge according Glenn Doman:

I will try to explain in more details how Doman recommends teaching baby encyclopedic knowledge in his book “How to give your baby encyclopedic knowledge”.

We should start by showing categories of related pictures (just to remind – picture=BIT of inteligence-must have accurate detail, must be one item only, must be specifically named, must be new, large and clear). Fist you should start introducing 3 categories of 10 pictures each, very fast, the best 10-15 sec for each category. Rules for adding new and retiring old cards are the same as I mentioned earlier – after about 10 days (it may be earlier – depends of your child) every day retire 1 old and add 1 new picture to each category. If your baby wants you can refresh categories even faster (but never slower).

When you have taught your child 1,000 Bit of Inteligence cards, you should start creating Program of Intelligence. Each new program within a category adds a higher magnitude, starting with the most simple information and ending with the most profound.

Example:Division: Biology

Category: Birds

Bit of Intelligence card: Common Crow

1st Magnitude Program: Crows build nests in trees or bushes.

2ndMagnitude Program: Crows’ nests are made of twigs lined with grass or hair.

3rd Magnitude Program: Crows eat insects, seed, fruit and nuts.

4th Magnitude Program: Crows have been known to eat mollusks, dead animals, mice, eggs, fish, garbage, rubber, puttz and plastic insulation.

5th Magnitude Program: The female cow raises one brood per year.

6th Magnitude Program: The voice of the crow is hars and loud, not musical.

7th Magnitude Program: Crows are part of the Corvidae Family.

and it can go on and on…..

Initially you should aim to do a Program of Intelligence of the 1st Magnitude on every retired card in all your categories. As you complete this step you begin to build to higher and higher magnitudes in all of the categories.

And finally how to teach Program of Intelligence:

One session should consist of no more than five programs. Programs take longer to read aloud than Bit of Intelligence cards and in order to keep sessions short you need to do fewer of them.

So for example you take 5 retired cards of birds and you say as you show them:

Crow – “Crows build nests in trees or bushes.”

Robin – “Robins have red breasts and gray wings.”

Bluejay – ………….

Mockingbird – ………………

Cardinal Grosbeak – …………………..

This should take about 10-15 seconds. You can also choose to use large-print sentences instead of showing the actual Bit of Intelligence card. Whatever you decide, it should be very fast and fun.

You should befin with 5 categories of 5 program each. Do each category three times in the day. You can expang this to include as many categories as you wish. After 5 days retire all the programs and put in five new programs in each category. This means a new program will be done three times over five days, to total fifteen times before being retired. If you wish you can retire and add new ones faster.

When you have done many Programs of Intelligence of the Fist Magnitude you begin to teach programs of the Second Magnitude. And then third and so on….

I came across another website http://www.childandme.com/how-teach-your-child-math-glenn-domans-dot-method which explains the 2nd to 5th steps in more details. I’ve cut and pasted here :

Steps

1. Zero Step (for newborns – kids under 3 months old, all other kids should start at the First Step) – dot cards that are very-very large: 15″x15″, with black, very bold dots 1.5″ in diameter. Begin with one card, show it for 10-15 seconds and hold it absolutely still to give him a chance to focus on it. On a first day show “one” dot card 10 times, on second show “two” dot card 10 times; proceed for 7 days with different cards 10 times each day. Repeat for the following two weeks: so, for the first three weeks you show “one” dot on Mondays, “two” on Tuesdays… On week 4: chose dot cards 8-14 and cycle each of them 10 times a day for the following three weeks (card “eight” on Mondays, card “nine” on Tuesdays, etc.) Continue with this pattern until tiny infant is seeing detail consistently and easily (around twelve weeks or later). Chose the correct time of the day: when the baby is in a good mood. Once you realize your infant can see the detail clearly, proceed to step one.

2. First Step – Quantity Recognition

Teaching your child to to perceive actual numbers, which are true value of numerals – 5 dot cards 1-100. 2 sets of 5 cards each, three times a day each set.

3. Second Step – Equations

Start after you’ve showed first 20 cards for First Step.

Don’t test, continue introducing new quantities, i.e. dot cards, (until you reach 100), and add sessions with simple equations: 2+2=4, 5+11=16. Avoid predictable equations: 1+2=3; 1+3=4; 1+4=5. After two weeks of different addition equations, do subtractions, followed by multiplication and division (at two week intervals of 3 sessions of equations per day).

4. Third Step – Problem Solving

You have completed First Step (showing dot cards), and First Step (simple Equations).

Progress onto more sophisticated three step equations, e.g: 2x2x3=12.

“You are still extraordinary giving and completely non-demanding” (GD, Math, p. 125)- you haven’t done any testing. “The Purpose of problem-solving opportunity is for a the child to be able to demonstrate what he knows if he wishes to do so. It is exactly the opposite of the test.” (GD, Math, p. 126). You can do it at the end of the session.

* Hold two cards and ask where is 22 (always offer options!)

“This is a good opportunity for a baby to look at or touch teh card if he wishes to do so.” If he does, make a big fuss. If he doesn’t, simply say, “This is 32” and, “This is fifteen.” (GD, Math, p. 127).

* Give a simple equation and then hold two dot cards for him to chose the result of the equation. Again, always offer options, and if your child doesn’t want to show a card, simply and upbeat say it yourself.

After a few weeks of these equations, make them even more fun: combine addition and subtraction, multiplication and division, but don’t mix the pairs e.g. 40+15-30=25, not 4+2*7.

After a few weeks, add another term to the equations: 56+20-4-4=68.

You can further progress onto:

1. Sequences

2. Greater then and less then

3. Equalities and inequalities

4. Number personality

5. Fractions

6. Simple algebra

5. Fourth Step – Numeral Recognition

11×11 poster board with numerals written in large, red, felt-tipped marker: 6″ tall by 3″ wide.

Combine numbers with dots: 12 greater then dot card of 7; dot card of 12=12 (number)

6. Fifth Step – Equations with numerals

Make 18″x4″ poster board cards for equations with numerals: 25+5=30; 115x3x2x5 not equals 2,500; 458 divided by 2 minus 229.

Sit down with her and show her one set of word cards, one set of math cards, and one set of encyclopedic knowledge cards would take less than thirty seconds total. And of course reading to her, talking to her, and singing to her would also all be wonderful things you could do in that short hour, or half hour, or however long you have with her daily. It’s true you won’t be able to accomplish three sessions of five different sets of reading cards, nine sessions of math cards, thirty sessions of encyclopedic knowledge cards, etc. But that thirty seconds you spend showing her facts in the form of words, numbers (dot cards), and pictures will be extremely beneficial to her, if that is something you want to do.

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