英語(yǔ)四級(jí)閱讀模擬實(shí)戰(zhàn) 52

52

Where one stage of child development has been left out, or not sufficiently experienced, the child may have to go back and capture the experience of it. A good home makes this possible, for example by providing the opportunity for the child to play with a clockwork car or toy railway train up to any age if he still needs to do so. This principle, in fact, underlies all psychological treatment of children in difficulties with their development, and is the basis of work in child clinics.

The beginnings of discipline are in the nursery. Even the youngest baby is taught by gradual stages to wait for food, to sleep and wake at regular intervals and so on. If the child feels the world around him is a warm and friendly one, he slowly accepts its rhythm and accustoms himself to conforming to its demands, Learning to wait for things, particularly for food, is a very important element in upbringing, and is achieved successfully only if too great demands are not made before the child can understand them.

Every parent watches eagerly the child's acquisition of each new skill—the first spoken words, the first independent steps, or the beginning of reading and writing. It is often tempting to hurry the child beyond his natural learning rate, but this can set up dangerous feeling of failure and states of anxiety in the child. This might happen at any stage. A baby might be forced to use a toilet too early; a young child might be encouraged to learn to read before he knows the meaning of the words he reads. On the other hand, though, if a child is left alone too much, or without any learning opportunities, he loses his natural zest for life and his desire to find out new things for himself.

Learning together is a fruit source of relationship between children and parents. By playing together, parents learn more about their children and children learn more from their parents. Toys and games which both parents and children can share are an important means of achieving this co-operation. Building-block toys, jigsaw puzzles and crossword are good examples.

Parents vary greatly in their degree of strictness or indulgence towards their children. Some may be especially strict in money matters; others are severe over times of coming home at night, punctuality for meals or personal cleanliness. In general, the controls imposed represent the needs of the parents and the values of the community as much as the child's own happiness and well-being.

1.The principle underlying all treatment of developmental difficulties in children______.

A.is to send them to clinics

B.offers recapture of earlier experiences

C.is in the provision of clockwork toys and trains

D.is to capture them before they are sufficiently experienced

2.The child in the nursery______.

A.quickly learns to wait for food

B.doesn't initially sleep and wake at regular intervals

C.always accepts the rhythm of the world around them

D.always feels the world around him is warm and friendly

3.The encouragement of children to achieve new skills______.

A.can never be taken too far　　　　B.should be left to school teachers

C.will always assist their development　D.should be balanced between two extremes

4.Jigsaw puzzles are______.

A.toe difficult for children　　　B.a kind of building-block toy

C.not very entertaining for adults　D.suitable exercises for parent-child cooperation

5.Parental controls and discipline______.

A.serve a dual purpose　　　　　　B.should be avoided as much as possible

C.reflect the values of the community　D.are designed to promote the child's happiness