สยามพารากอน Siam Paragon

  Tel. 662-610-9786

About us

What is Babies Genius philosophy ?

Recent research shows that the first three years of life are critical to a baby’s development. During these years the brain triple its weight and establishes thousands of billions of nerve connections, in fact almost twice as many as adults have. That is why at Babies Genius we believe that “ Intelligence can be taught ”

 

What are Babies Genius objectives ?

We aim at stimulating children’s development of multiple intelligences such as linguistic, logical – mathematical, spatial, musical, kinaesthetic, interpersonal, intrapersonal, emotional and cognitive intelligence. We’re also aiming to help children building self-confidence, self-esteem, self-discipline, social awareness and independence. Our program will stimulate your child self-awareness, self-regulation, self-motivation, social competence, empathy, self-respect and self-efficacy as well as enhance their co-ordination skills, fine motor skills and gross motor skills through play.

 

What is Babies Genius ?

Babies Genius is a playgroup program from the U.K. teaching throughedutainment for children aged 6 months to 6 years. This structured program aim to provide children with a fun and educational introduction to alphabets, phonics, words, shapes, colours, numbers and movements through nursery rhymes, sing-along-action songs, classical music, story telling, soundtracks, role plays, story telling using puppets, physical plays, arts & crafts, games, etc.

 

THE WONDERS OF THE BRAIN

The human brain is divided into regions that control various motor and sensory functions. Some of these regions are depicted here.

The damage from stroke to a specific region may affect the functions it controls, causing symptoms such as paralysis (loss of movement), difficulty speaking or loss of coordination.

The left side of the brain controls the motor and sensory functions of the right side of the body, and is responsible for scientific functions, understanding written and spoken language, number skills and reasoning.

The right side of the brain controls the motor and sensory functions of theleft side of the body. It also controls artistic functions such as music, art awareness and insight.

 

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Unlock the genius in your child

A child brain is amazing – nothing in nature is as complex or powerful. It has a hundred billion cells, called neurons , each sprouting thousands of connections which store information and link it to what she already knows. The power of the brain lies in the number and complexity of connections it can make, not only in language but also in other kinds of intelligence.

One brain – many intelligences

It was once IQ tests usually assess only two kinds of intelligence – verbal and mathematical. These can be useful in predicting how well a child will do at school, but will not predict success and happiness in life , because they only measure part of your child’s mind . They miss out many important parts such as the personal and social aspects of emotional intelligence.thought we had one kind of general intelligence and there wasn’t much you could do to change it . But current research suggests that we have many kinds of intelligence, located in different parts of the brain, each involved in a different kind of thinking.

IQ tests usually assess only two kinds of intelligence – verbal and mathematical. These can be useful in predicting how well a child will do at school, but will not predict success and happiness in life , because they only measure part of your child’s mind . They miss out many important parts such as the personal and social aspects of emotional intelligence.

There are at least nine kinds of intelligence and you can be exercised and developed.

By working through this checklist you will build up a picture of where your child’s strengths lie and which areas your child still needs to develop. The lists show the progressive improvements in your child’s ability as she gets older. You may see evidence of your child’s intelligence in each area from the earliest years but remember, children develop at different rates so, while she may be able to do mental arithmetic at six, she may not be able to plan ahead.

 

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One brain – many intelligences

  • enjoys rhymes, and knows simple rhyming words
  • enjoys telling stories, news and jokes.
  • has a good vocabulary and remembers new words easily.
  • enjoys reading books , comics and magazines.
  • writes well for her age (or if pre-school , can write her name clearly).
  • can spell words accurately (or, if pre-school, can recognize letters).

Mathematical Intelligence

  • can do shape games and puzzles, e.g. jigsaws.
  • enjoy counting and using numbers.
  • can estimate simple amount of things, e.g. peas in pod.
  • can use coins to work out correct amounts of money.
  • can add up and take away numbers in her head.

Scientific Intelligence

  • enjoys using her senses to see, touch, hear, taste and smell.
  • plays and experiments with materials, e.g. mix ingredients when cooking.
  • ask questions to find out more about the world is interested in the way things work, e.g. machines, the human body.
  • can offer explanations to account for why things happen the way they do.

Visual Intelligence

  • enjoy painting and shows awareness of a range of colours.
  • can draw with care and attention.
  • enjoys making things, e.g. designs and makes models with constructions toys.
  • is able to observe carefully and describe in detail what she sees.
  • can identify similarities/differences in pairs of pictures.
  • can visualize images in her ‘mind’s eye’.

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Musical Intelligence

  • unconsciously hums melodies to herself.
  • can follow and move to, or beat out, a given rhythm.
  • remembers and can sing back songs or tunes she has heard.
  • is sensitive to different sounds, e.g. natural sounds, manmade sounds or kinds of music.
  • enjoys playing a musical instrument.

 Physical Intelligence

  • enjoy physical exercise like running, jumping or climbing.
  • enjoys taking things apart and putting them back together again.
  • enjoys and is good at physical games.
  • enjoys making things or craft activities.
  • is good at miming or mimicking the actions of others.
  • is good with his hands, e.g. cuts accurately with scissors.
  • is good at remembering physical routines, e.g. dance steps.

The “Can-do” child

Children tend to develop one of two beliefs about intelligence, either that it is fixed and cannot change, or that it can be improved through effort. Those who believe that they can improve through effort are usually more successful at learning than those who think their ability is fixed. There is a danger in children thinking that they have a fixed intelligence,  whether they think they are stupid or very clever. The trouble with telling children they are very clever all the times is that it leaves them vulnerable to self-defeating worry if they fail. Some children are told they are not intelligent and every failure seems to confirm it, so they stop trying. What children need to learn is that any aspect of their intelligence can be improved through their efforts or with help . As eight-year-old Ben says, it doesn’t help if people just keep telling you to try harder . What you have to do is tell yourself. You need to help your child to help herself. Encourage her to believe that she can; do things if she tries, but don’t leave it to her. Follow the old teaching adage ” Tell them before they start, tell them when they are doing it, and tell them when they have finished. ” You don’t need to praise everything she does correctly, concentrate instead on praising every effort that she makes

The Thinking Child

Young children develop many beliefs about the world as they try to make sense of their experiences. James, aged five, has some odd beliefs about matter. He knows that a bag of rice weighs something, but say that a grain of rice weighs nothing. He says that when you keep cutting an apple in half, eventually you will get to a piece so small it will be nothing, take up no space and have no apple in it, “because it’s so small it’s not there”.

James idea is not silly because some objects are too small to detect with the human eye. But his idea is wrong since something cut in half is still a smaller something. Life is not only about what your child can see,  it is also about how he makes sense of what he sees and does.

Your encouragement and support are crucial. Help your child by taking an interest in what they do, say and think. Remind him to stop and think, and help him to make sense of what he is doing. It is the combination of many small creative activities repeated over the years that will help make the most of your child’s mind, not one quick way that will unlock your child’s potential.

 

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WINDOWS OF OPPORTUNITY

Happily, the brain is much more generous with most aspects of development than the rest of the body. With a series of critical and sensitive periods clustered from birth to around age ten or twelve, some windows of opportunity open early, while others open relatively late. The more you understand about the optimal times for development, the more you will be able to help your child’s brain get the stimulation it is seeking. Here are some of the key developmental windows in young children

Social Attachment (0 – 18 months)

From the day your child is born, her brain is primed to build a strong emotional bond with those people who provide her with consistent loving care. Without positive social experiences during her first eighteen months, the ability to develop secure, trusting relationships becomes much less likely. Stress hormones affecting the area of the brain called the limbic system are thought by many scientists to be the culprit. Whatever the underlying mechanisms, it’s already clear that the emotional foundations she builds during these early years will strongly influence her relationships throughout her life.

 

Motor Skills (Prenatal – 4 years)

It is obvious as soon as a baby is born that his motor skills have already begun their developmental journey. As is equally obvious, much more must be accomplished before the child will be running, jumping, climbing, or riding a bike. Fortunately, since so much motor development must occur, the brain is also quite forgiving when stimulation is not forthcoming during the optimal time. For example, babies in some cultures are carried on cradleboards during their first year or two, yet they learn to walk easily once given the opportunity to practice.

 

Speech and Vocabulary (0 – 3 years)

A child’s first three years are his most important for learning language. The more language he hears, the larger his vocabulary will be throughout his childhood and adulthood. In addition, what kind of talk he hears makes a difference. It is language spoken directly to a child during this language learning period that is most effective in building strong circuitry to support vocabulary growth and proficient language skills. This back-and-forth experience, by the way, is something no infant will experience while sitting in front of a television set.

 

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Math and Logic (1 – 4 years)

Between the ages of one and four, children develop the capacity to understand logic and mathematical concepts. During this period, stimulating experiences can provide the optimal benefit. Stacking blocks and knocking them down, stringing wooden beads, onto a piece of yarn, or counting a row of raisins before eating them one by one are all experiences that help a child become a skilled mathematical and logical thinker. Children whose opportunities are limited during this stage are more likely to fall behind their peers in school and will have to work extra hard to catch up later on.

 

Music (3 – 12 years)

Infant enjoy listening to music from birth, and by the time they are toddlers, they are enthusiastically dancing to the radio and singing songs. Playing a musical instrument, however, must wait until eye-hand coordination is sufficiently developed, around age three. But is there an upper boundary? Based on the few data available to date, some researchers suspect that the optimal window for learning to play an instrument begins to close around ten to twelve years. According to the theory, although adults can still learn to play an instrument, they are unlikely to develop the solid neural foundations necessary to become virtuosos. Although the final work isn’t in on the validity of this theory, there’s no doubt that the earlier one learns to play a musical instrument, the more years are available to hone the skill and to enjoy making music.

 

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