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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.
The principle underlying all treatment of developmental difficulties in children ______.
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More than half of all Jews married in U.S. since 1990 have wed people who aren't Jewish. Nearly 480,000 American children trader the age of ten have one Jewish and one non-Jewish parent. And, if a survey compiled by researchers at the University of California at Los Angeles is any indication, it's almost certain that most of these children will not identify themselves as "Jewish" when they get older.
That survey asked college freshmen, who are usually around age 18, about their own and their parents' religious identifies. Ninety-three percent of those with two Jewish parents said they thought of themselves as Jewish. But when the father wasn't Jewish, the number dropped to 38 percent, and when the mother wasn't Jew, just 15 percent of the students said they were Jewish, too.
"I think what was surprising was just how low the Jewish identification was in these mixed marriage families." Linda Sax is a professor of education at UCLA. She directed the survey which was conducted over the course of more, than a decade and wasn't actually about religious identity specifically. But Professor Sax says the answers to questions about religion were particularly striking, and deserve a more detailed study. She says it's obvious that interfaith marriage works against the development of Jewish identity among children, but says it's not clear at this point why that's the case. "This new study is necessary to get more in-depth about their feelings about their religion. That's something that the study that I completed was not able to do. We didn't have information on how they feel about their religion, whether they have any concern about their issues of identification, how comfortable they feel about their lifelong goals. I think the new study's going to cover some of that," she says.
Jay Rubin is executive director of Hillel, a national organization that works with Jewish college students. Mr. Rubin says Judaism is more than a religion, it's an experience. And with that in mind, Hillel has commissioned a study of Jewish attitudes towards Judaism. Researchers will concentrate primarily on young adults, and those with two Jewish parents, and those with just one, those who see themselves as Jewish and those who do not. Jay Rubin says Hillel will then use this study to formulate a strategy for making Judaism more relevant to the next generation of American Jews.
The best title of this passage is ______.
听力原文：W: Do you know？ Henry didn't win that speech contest.
M: Didn't he？ I thought for sure he would. He worked so hard on it.
W: Maybe that's why he lost. They thought he was simply reciting.
How does the man feel about the result？
In every cultivated language there are two great classes of words which, taken together, comprises the whole vocabulary. First, there arc those words【C1】______which we become acquainted in daily conversation, which we【C2】______, that is to say, from the【C3】______of our own family and from our familiar associates, and【C4】______we should know and use【C5】______we could not read or write. They【C6】______the common things of life, and are the stock in trade of all who【C7】______the language. Such words may be called "popular", since they belong to the people【C8】______and are not exclusive【C9】______of a limited class.
On the other hand, our language【C10】______a multitude of words which are comparatively【C11】______used in ordinary conversation. Their meanings are known to every educated person, but there is little【C12】______to use them at home or in the market-place. Our first acquaintance with these words【C13】______not from our mother's【C14】______or from the talk of our school-mates,【C15】______from books that we read, lectures that we【C16】______, or the more【C17】______conversation of highly educated speakers who are discussing some particular【C18】______in a style. appropriately elevated above the habitual【C19】______everyday life. Such words【C20】______"learned", and the distinction between them and the "popular" words is of great importance to a right understanding of linguistic process.
【C1】
What does the speaker say about the farm owners？
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