Every child can learn
No Suzuki educators know that ability is firmly and gradually developed at one level before introducing the next level. An important facet of Suzuki teaching is the “education of Momma”. This does not refer to the “Mother Tongue Approach” but was used by Suzuki to point out the importance of the parents in the process. The thorough mastery of one skill will ensure success as the next skill is introduced. Parents must not hurry the child but allow for confidence before proceeding. Parents and teachers must not “give up”. Just as every parent knows that their child will learn and speak their native language fluently, other abilities can be developed.
Ability develops early
Success in one task will lead to more success. The earlier a child learns the satisfaction that comes with success, the earlier that child can move on to new skill development in any of the domains. (cognitive, affective kinesthetic)
Environment nurtures growth
When parents, teachers and adults around the child are supportive and helpful, when they reward the child with positive feedback for efforts they make and when they show acceptance of the small successes that children have, the environment is nurturing and helpful for growth
Children learn from one another
Children who play with other children learn from them. All children use their senses for learning and their senses will motivate them to imitate their peers (especially if it looks like fun). They identify readily with children who are a little older and represent a “working” model. They often look to children just a little younger to practice the social skills that they have learned from older children.
Success breeds success
Success in any task has some implicit rewards but when the environment provides some social or physical rewards like approval or a hug, the child quickly learns to repeat the effort.
Parental involvement is critical
When parents are supportive and actively help children, their accurate feedback helps the process of learning to focus and learning becomes thoroughly mastered. Although a child learns by experience to avoid a hot stove after touching it, the feedback for much learning is more often muted and needs to be supported by an adult.
Encouragement is essential
The social reward of a supportive parent or adult (or other child) will speed the learning and remove doubt about what constitutes success in a child’s learning experience. No encouragement negates the fundamental reward of success in any learning experience. It is possible for the physical environment to provide the reward necessary but if there is no encouragement from any aspect, the learning is not complete.