Inbgles

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  • Publicado : 7 de dezembro de 2011
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Resposta: C Justificativa: The author argues that parents (o autor argumenta que os pais) A alternativa correta é a C, (geralmente desconsideram o ritmo natural de desenvolvimento das habilidades de comunicação dos filhos) pois encontramos no texto vários excertos que corroboram tal compreensão: ...many of us often overstimulate the child; examples show a concerned parent doingtoo much without waiting for the child to do his part.; how we communicate with a child without waiting; Many parents and others tell us and show us that waiting for their child to communicate is difficult, almost impossible, at first; As demais alternativas contrariam o asseverado no texto; a “a”, por exemplo, diz que os pais acham que deviam sempre esperar seus filhos se comunicarem semforça-los, embora o texto afirme justo o contrário. A alternativa “b” diz que os pais não ajudam no desenvolvimento dessas habilidades por causa de sua passividade: não há passividade por parte dos pais e se considerarmos o referente como se reportando às crianças, por parte delas também não há passividade, mas sim um ritmo diferente. A alternativa “d” afirma que ao ensinar seus filhos o respeito àautoridade dos pais eles aprendem mais rapidamente e isso não é argumentado no texto, senão, implicitamente, que sua autoridade não deve suplantar o ritmo natural de cada criança. A última alternativa “e” diz que os pais adéquam suas atitudes ao ritmo de aprendizado das crianças, o que o texto peremptoriamente contesta o tempo todo e está, portanto, também errada. A) think they should always wait fortheir kids to communicate without forcing them. B) fail to help their kids develop good communicative skills due to their passiveness. C) will often disregard their kids’ natural pace of communicative skills development. D) teach their kids that respecting their authority will give them a chance to learn faster. E) will fit their attitudes into their kids learning pace so as to help them more.

TheSurprising Power of Waiting
In our concern for helping a child communicate, many of us often overstimulate the child. A father, teaching a child to build a bridge, might stack all the blocks at once. The mother, wanting her child to talk, may give her a constant stream of words such as "What did you do in school; was Sally there; did she pick you as a partner again; you like her don't you?" Bothexamples show a concerned parent doing too much without waiting for the child to do his part. When we simply look at how we communicate with a child without waiting, we see one major reason why our children may not communicate more. For children with delays, this situation can be very dangerous to their development. Not enough waiting can make us believe the child knows much less than he does andit can teach him to be a passive learner with few chances to communicate what he does know. Think about it. When you say something to your child, what do you usually do next? Many of us immediately say or do something again and again without waiting for the child to take a turn. Then what happens? The child leaves or stops paying attention. Don't you do the same when someone keeps talking andgives you no time to say anything? Waiting is a tricky thing to think about and to remember, because it is like thinking about nothing. But, in our work with parents, teachers and therapists, we find waiting one of the most powerful ways to help a child communicate. Waiting is also a good way to get contact with any child who may seem isolated from you. It may seem too obvious to say, but it takestime to communicate, either with or without words. Children with developmental delays or other natural interferences to learning usually need more time to communicate than others. Many parents and others tell us and show us that waiting for their child to communicate is difficult, almost impossible, at first. They genuinely believe that helping a child communicate requires a lot of stimulation,...
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