Raising a boy, raising a girl
Let’s ask a question: if the boys have so many different deviations, if there are a lot of twosomes and difficult to educate among them, then why are almost all the outstanding scientists, artists, writers, doctors, composers, designers – men? And why did so many great people do poorly in school? Probably, among the two-year-old boys there are many who will never be able to realize what nature has given them. Why?
Apparently, because we do not know how to teach boys. The learning strategy in both kindergarten and school is most often targeted at girls. Both girls and boys are taught more often than women: at home – mother and grandmother, in kindergarten – teacher (“a whiskered nanny” is, unfortunately, a pipe dream, almost everywhere), in elementary school – a teacher, and only in secondary and high schools occasionally subject teachers appear – men. Is it too late? Boys and girls have already turned into boys and girls, and all the hidden preparatory work for this difficult transformation took place without the participation of men. Can a woman raise a real man? Unlikely. Do you know why? She has a different type of brain and a different type of thinking.
Let’s imagine the drawings of children, because features of thinking are clearly manifested precisely in the children’s drawing. Here the children painted on the theme of “space”. Before us is one of the drawings. Here is the rocket: all nozzles and nozzles are carefully outlined, next to the astronaut. He stands with his back, but on the back there are many different sensors. Without a doubt, this is a drawing of a boy. And here is another drawing: the rocket is drawn schematically, next to it the astronaut – face, and on the face and eyes with cilia, and cheeks, and sponges – are all carefully drawn. This, of course, was painted by a girl. In general, boys often draw equipment (tanks, cars, planes …), their drawings are filled with action, movement, everything moves around, runs, makes noise. And girls draw people (most often princesses), including themselves.
Let’s compare the real drawings of the children of the preparatory group of the kindergarten: a boy and a girl. The theme is the same “after the snowfall.” All the boys in the group, except for one, drew harvesting equipment, and the girls painted themselves jumping over snowdrifts.
A typical drawing of a boy of this age on the theme “after a snowfall”.
Pictures of girls on the same topic (“after the snowfall”) look something like this. Girls usually put themselves in the center.
If you ask the children to draw the road to kindergarten, then the boys more often draw a transport or diagram, and the girls themselves and their mother by the handle. And even if the girl draws a bus, then she must look out of the window herself: with cilia, cheeks and bows.
And how do boys and girls respond to classes in kindergarten or school? The boy looks at the desk, to the side or in front of him, and if he knows the answer, he answers confidently, and the girl looks in the face of the teacher or teacher and, answering, looks in their eyes for confirmation of the correctness of her answer and only after nodding the adult continues more confidently . And the same line is traced in questions of children. Boys more often ask adults questions in order to get some specific information (And what is our next lesson?), And girls to establish contact with adults (Will you come to us again?). That is, boys (and men) are more focused on information, and girls (and women) – more on relationships between people.
Experts note that the time required to enter the lesson – the work-in period – in children depends on gender. Girls usually after the start of classes quickly gain an optimal level of performance. Teachers see this through their eyes and build the lesson in such a way that the most difficult part of the material falls at the peak of working capacity. But they are guided by girls. Boys swing for a long time and rarely look at teachers. But here they reached the peak of performance. And the girls, on the contrary, have already begun to get tired. The teacher immediately noticed this, because He has good contact with the girls – he constantly sees their faces turned towards him. He begins to take off the load, the lesson goes into another phase. And it would be right now for the boys to give the key material for the lesson. But the most important thing has already been given, and they missed it or did not understand, because at the right time, their level of performance, the ability to learn difficult knowledge were low. The lesson is over. But was it designed for boys, especially their physiological and psychological functions? Unfortunately not.
If a group of children is asked a question, for example, about the origin of a person (this is a study by Moscow art teacher NL Kulchinskaya), then the girls come forward and, interrupting each other, say that the person was descended from a monkey. The boys are silent. Then they tried to take the girls away and ask the same question only to the boys. First silence, and then fireworks versions: from the monkey, from the “human rib cage”, flew from space, etc. Why is this happening?